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Goals
G 1 Instructional Excellence
Student engagement and academic success hinge on the overall quality of instruction across all subjects and grade levels. KCS promotes an environment of continual improvement by providing supports for teachers and principals that help them identify and address student needs through rigorous and relevant instructional practices.
Strategies to advance Tier 1 instruction include:
• Building grade level vocabulary in non-core areas
• Enhancing literacy skills in the social studies classroom
• Increasing the quality and consistency of PLCs
• Increasing student discourse in science classrooms
• Increasing leadership capacity for instructional excellence
Deployed eSectively, these strategies are designed to accelerate
learning in all classrooms and improve outcomes across every grade
level. At KCS, we also recognize that every learner is unique and we
work to implement student-specific strategies to close achievement
gaps for individual students and struggling subgroups.
Strategies to deepen individualized student supports include:
• Facilitated analysis of the Whole Child Support Team rubric “Use of Data” indicator to
determine if essential systems are operating as intended.
• Observation of restorative learning practices to assess the consistency of practices (in
programming and quality) in restorative learning centers.
• Quarterly monitoring and coaching on student-level special education data to improve
evaluations and re-evaluations
• Quarterly monitoring and coaching on student-level special education data to improve
access to LRE
Performance Measure
• Increase retention of highly effective teachers (teachers with a 4 or higher on TIGER evaluations) by
2% at the end of 2024-2025.
• Decrease chronic absenteeism by 2.0% by the Spring of 2024-2025.
• Develop an intentional framework for district-led professional development based. On student data
and district and school improvement plans.
• Invest in high quality training and leadership development opportunities for school leaders and
central office administrators.
• Leverage input and feedback from Regional Teacher Councils to improve and enhance professional
development opportunities and district-level support.
Sections
- Academic Achievement & Growth
S 1.1 Enhancing PLC structures to support school goals and increase teacher capacity.
Regional ILT members provide support for developing, leading, and evaluating professional learning communities among content area teachers that focus on student needs
and outcomes, deepen lesson and unit internalization practices in HQIM-aligned contents, and increase the instructional capacity of teachers in support of district and school
improvement goals.
Benchmark Indicator
• Q1: School-based PD plans reflect clear plan for teacher groupings and weekly schedule for PLCs that include, at a minimum, all core-content teachers in tested areas.
• Q1-Q4: Goals for all PLC groups are developed and refined through an identified student need, teacher need, or aspect of the school improvement plan (student work, IPG-trend analysis, curricular assessments, etc.)
• Q1-Q4: PLC assessment data is leveraged by RILT teams during region visits to monitor progress toward SIP goals.
• Q1-Q4: School leadership team members and RILT engage in PLC supports and observations as determined by content-area and school needs dictate.
A 1.1.1 Strengthening PLC Structures to support Instructional Practices
Schools will Identify teacher teams, a schedule for PLCs, and relevant goals based in identified student and teacher needs.
• RILT facilitators support planning and development of PLC goals and meetings, offer supports such as modeling, co-planning, coaching.
• PLC facilitators participate in professional development throughout the course of the year (DLDs, T&L, etc.) to elevate a focus on student learning, a collaborative culture, and a structure for results and classroom application.
• Engage leadership team in developing and implementing a system for support and monitoring of PLC impact and outcomes.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Nicole Buchanan, Abbie Merrill, Jennifer Garrett, Amy Jones, Chris Layton | 2025-05-19 |
S 1.2 Increasing student engagement and literacy skills with quality inquiry-based instruction in social studies classrooms.
The Social Studies team will work with school leaders and teachers to develop/plan inquiry-based learning opportunities that incorporate the analysis of high quality,
standards-aligned, primary and secondary sources, and/or activities that demonstrate reasoning through reading, speaking and/or writing with the intent of increasing student growth and achievement on state testing where applicable.
Benchmark Indicator
• Q1 & Q4: Social Studies IPG Core Action 1, 2, and 3 trends increase from fall to spring
• Q1 - Q4 All social studies teachers participate in at least one grade level/content PLC
cycle focused on incorporating the inquiry cycle in Tier One instruction.
• Q1 - Q4: Across-the-board gains on student assessments:
o District common module assessments / tasks
o Mastery View Predictive Assessment
o Systemwide EOC /State Tested EOC
A 1.2.1 Increasing Engagement in Social Studies through Literacy Skills
• Schedule and participate in IPG learning walks to identify strengths and needs in instruction.
• Participate in a PLC cycle using inquiry-based instruction that enhances literacy skills through social studies content standards.
• Grade level teams participate in administering district provided common module assessments/tasks and analyze data to determine appropriate instructional response(s).
• Schedule follow up IPG learning walks to evaluate effectiveness of inquiry-based PLCs.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Nicole Buchanan, Jennifer Garrett, Amy Jones, Chris Layton, Katherine Shultz | 2025-05-19 |
S 1.3 Increasing student discourse in science classrooms through quality tasks and lesson sequence
Science leadership team will work with schools to support student learning by sequencing science lessons for meaningful sensemaking in the lesson progression. This will
include strategies that support teachers with questioning, metacognition, accessible learning opportunities, and understanding the standard expectations.
Benchmark Indicator
Q1: 100% of teachers have completed science questioning training
• Q1&Q4: Science IPG Core Action 1, 2, and 3 trends increase from fall to spring
• Q2-Q4: 100% of science classrooms have evidence of a structure for showcasing how student thinking develops over time around science ideas (explanatory models, idea trackers, charting /summary tables, and can be done individual or with class consensus)
• Q2-Q4: Across-the-board gains on student assessments:
o Mastery View Predictive Assessment
o Constructed Response Tasks
o Systemwide EOC /State Tested EOC
A 1.3.1 Supporting Discourse in Science and High Quality Tasks
• Provide job-embedded professional learning for questioning in the science classroom (elicit, probe and challenge)
• Communicating in Scientific Ways tool should be posted/used in classrooms
• Provide common planning structures that allow teachers to connect discourse/sensemaking tasks to mastery of standards
• Build/use common formative assessments that allow justification of answers (constructed response, justified multiple choice)
• Participate in Science IPG learning walks to identify patterns and trends in science instruction
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Abbie Merrill, Jennifer Garrett, Amy Jones, Chris Layton, Andrea Berry | 2025-05-19 |
S 1.4 Facilitated analysis of the Whole Child Support Team rubric “Use of Data” indicator to determine if essential systems are operating as intended
Schools will review the data from the whole child support team to ensure effective systems/strategies are being implemented
Benchmark Indicator
Team members bring assigned data to each WCST meeting and share identified trends- YES/NO- Quarterly
• Completion of WCST data reporting- YES/NO -Quarterly
• 95% Staff attendance in professional learning aligned to school-wide data - Sign-in sheets - Quarterly
• 15% Decrease in behavior incidents (major office referrals) and OSS from previous year’s baseline - YES/NO - Quarterly
• 5% Decrease in chronic absenteeism from previous year’s baseline - YES/NO - Quarterly
• Increase “Use of Data” rubric indicator (from developing to approaching, or approaching to effective) YES/NO - Semester
A 1.4.1 Decreasing factors for absenteeism
• Review WCST district feedback from SY 23/24
• Review WCST end of year self-assessment for SY 23/24
• Assign individual student and school-wide data collection to specific team
members
• Assigned team members share data trends/analysis during team meetings
• Team uses data to develop student actions plans that include a progress monitoring component
• Team uses data to monitor student action plans
• Team uses school-wide data to develop professional learning opportunities for staff
• Team evaluates the effectiveness of individual student action plans and staff professional learning
• Team educates families on importance of daily school attendance and barriers
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Michelene Thompson, Michelle Pacleb, Maria Castle, Jennifer Garrett, Amy Jones, Chris Layton | 2025-05-19 |
|
G 2 College and Career Readiness
Public schools are uniquely positioned in the community to prepare every student for success aftergraduation. At KCS, success after graduation begins with early and meaningful opportunities for college and career exposure. In middle and high school, college and career readiness progresses in the form of intentional, student-driven opportunities for college and career exploration. Our ultimate goal is to prepare every student for a successful transition into one of the three E’s: employment, enrollment, or enlistment.Whole-school strategies to advance college and career readiness
include:
• Creating vertical alignment between middle school Career Discovery programming and the high school academies
• Utilizing YouScience data to prioritize student exposure opportunities through Career Discovery
• Data analysis and feedback cycles with counseling teams to build more proactive models of counseling program implementation
• Increasing leadership capacity to develop and refine school counseling plans to reflect alignment to the ASCA standards and implementation of a comprehensive school counseling model
At KCS, we also recognize that every learner is unique and we work to implement student-specific strategies to close access gaps for individual students and struggling subgroups. Strategies to deepen individualized student supports include:
• Quarterly monitoring and coaching on student-level special education data to improve progress toward graduation
Performance Measure
• Meet established guaranteed experiences benchmarks at every 865 Academies school.
• Implement Year One strategies and meet established benchmarks in the Secondary Counseling
Strategic Plan.
• Increase the percent of students who have completed an aptitude assessment in middle and high
school to 95%.
• Baseline the percent of non-traditional students enrolled in each CTE pathway and identify school-
specific growth goals for the 2025-26 school year.
• Increase the average ACT composite scores by 0.5 points.
• Increase ready graduate rate by 1.8%.
Sections
- College & Career Readiness
S 2.1 Increase student participation in college and career coursework and experiences across all subgroups (i.e. EPSOs, NICs, WBL)
Expand program availability by partnering with local colleges, universities, and industry leaders to offer more EPSOs and NICs, and increase WBL opportunities through business and community
collaborations. Increase equity and access by identifying and addressing barriers for underrepresented subgroups and implementing targeted outreach and support initiatives. Work will include enhancing
support systems through professional development for educators and counselors, establishing mentoring programs, and creating peer support networks.
Action Steps:
Benchmark Indicator
• Q1: Baseline created; opportunity gaps identified
• Q2: Plan to mitigate opportunity gaps established and target enrollment increase established
• Q3: Increase in student enrollment in designated EPSOs, NICs, and WBL opportunities
• Q4: Review of student participation in coursework, successes, and challenges. Plan for continued improvement established.
A 2.1.1 Increasing College and Career Experiences
• Q1: Establish baseline participation in EPSOs, NICs, and WBL opportunities by academy. Establish baseline success rates for EPSOs, NICs, and WBL by academy.
• Q2: A) Launch targeted outreach to underrepresented populations, including informal meetings, community and parent/guardian outreach. B) Begin tracking and analyzing participation data, disaggregated by subgroup, to identify any trends or barriers. C) Collect and incorporate initial feedback from students, families, and educators on program accessibility and effectiveness.
• Q3: A) Expand outreach support based on initial feedback from outreach programs and student feedback loops. B) Provide professional development for teachers to address barriers to participation and successful performance.
• Q4: A) Complete a comprehensive review of all strategies and their effectiveness, identifying key successes and areas for improvement. B) Finalize plans for the next academic year, incorporating lessons learned and stakeholder feedback to enhance program accessibility and effectiveness. C)Publish a report detailing progress, successes, challenges, and future plans, ensuring transparency and accountability to the community.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Jennifer Garrett, Christy Seals, Jodie Overton, Amy Jones, Chris Layton | 2025-05-19 |
A 2.1.2 Increase subgroup performance on ACT and in College and Career Course Work
Expand student's ability to be successful on the ACT and in College and Career Course Work. Increase equity and access by identifying and addressing barriers for underrepresented subgroups and implementing targeted outreach and supports.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| ACT Prep Teacher, Jennifer Garrett, Chris Layton, Amy Jones | 2025-05-19 |
|
S 2.2 Improve student participation in guaranteed experiences across all subgroups
Promote equity, enhance academic engagement, and prepare all students for future success by increasing student access to guaranteed experiences.
Benchmark Indicator
- Q1: quarterly targets hit
- Q2: quarterly targets hit
- Q3: quarterly targets hit
- Q4: quarterly targets hit
A 2.2.1 Subgroup Representation
Needs Assessment and Barrier Identification (July-August) Complete data collection and analysis of current participation rates disaggregated by subgroup. - Conduct surveys, focus groups, and interviews with students, parents, and staff. - Identify key barriers to participation for different subgroups.
Stakeholder Engagement and Involvement (Advisory Retreat and Advisory Board Meetings) - Form advisory councils involving parents, community members, and industry partners to plan and promote guaranteed experiences. - Host feedback sessions to gather input and suggestions from stakeholders.
Outreach and Communication Initiatives -Design and distribute outreach materials targeting different subgroups. - Initiate a comprehensive communication campaign using multiple channels (social media, school websites, newsletters, community events). - Begin targeted outreach to inform students and families about available opportunities and benefits.
Support Systems (Work 45 days in advance of experiences) - Identify specialized support staff, such as case managers and Special Education Department Chair, 504 administrators, to assist with accessibility for all guaranteed experiences.
Implementation and Monitoring -Monitor and analyze participation rates and outcomes using a data-driven system. - Review participation data regularly to identify any disparities and adjust strategies accordingly. - Collect feedback from students, parents, and staff on the e of outreach and support measures.
Celebration and Promotion of Success - Publicly recognize and celebrate student achievements and participation in guaranteed experiences through school events, newsletters, and social media. - Share success stories and testimonials to motivate other students.
Evaluation and Continuous Improvement (End of Year 1) - Conduct a comprehensive evaluation of the strategy’s impact on student participation and outcomes. - Use feedback and data to refine and improve the strategy for the following year. - Set new goals and milestones for continuous improvement and sustained participation growth.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Michelle Pacleb, Jennifer Garrett, Chris Layton, Amy Jones | 2025-05-19 |
S 2.3 Increase leadership capacity to develop and refine school counseling plan to reflect alignment to the ASCA standards and implementation of a comprehensive school counseling model
Revise current counseling practices to create, implement, and monitor a comprehensive school counseling program aligned to national and state standards, by providing
tiered counseling supports in academic, social/personal, and college/career domains.
Benchmark Indicator
100% of school counselors will submit program management agreements including core curriculum, closing the gap, and small group action plans. Collection = September
• 100% of secondary school counseling departments will report program goal results per school's Tier 1, 2, & 3 accountability report. Frequency of Collection = Quarterly.
• 100% of school counselors are spending 80% of their time in direct and indirect service to students; 20% of their time in program management; 0% of their time in non-counseling tasks per SCUTA reports. Frequency of Collection = Quarterly.
A 2.3.1 Building Capacity and Alignment of Counseling Program
Participate in an implementation audit and counselor competencies assessment led by district counseling staff.
• Analyze audit identifying needs and gaps to determine current level of implementation
• Data dives with counseling teams to identify opportunities to build Tier 1 counseling programming.
• Facilitated discussion about School Counseling systems to structure the school counseling team’s
implementation of a tiered approach to the comprehensive school counseling model.
• District counseling staff will follow up diagnostic visits to propose solutions individualized to the school context. Examples include:
- Prescription of staff development to support counselors with program implementation of all three domains in the
- comprehensive counseling model.
- Data dives with counseling teams to identify opportunities to shift responsive services to proactive Tier 1 programming.
- Explicit feedback on how to organize systems of support to maximize efficiency.
- Prioritizing resources to address issues common to school counseling
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Michelle Pacleb, Jodie Overton, Jennifer Garrett, Chris Layton, Amy Jones | 2025-05-19 |
S 2.4 Create vertical alignment between MS Career Discovery programming and HS academies
Coordinate curricula, instructional practices, and career exploration activities to build a consistent and progressive experience from middle school through high school
Benchmark Indicator
Q1: Baseline comparison between student demographics and enrollment in career exploration courses. Target increases established for spring semester.
• Q2: 100% of required teachers/counselors have completed eDynamic training; 100% of required student usage data submitted
• Q3: Spring semester enrollment increased by target percentage
• Q4: Required documentation completed and submitted; ISM budget and project status reviewed by Matthew Mosley and Laura Denton; target for increased student enrollment established for 25-26 SY
A 2.4.1 Increasing College and Career Exposure
Complete survey of existing C&C courses and experiences at each middle school.
• Move to facilitate career experiences through the lens of general exposure and exploration, rather than through
specific CTE pathways at the middle school level.
• If career-centric programming is pursued, ensure that it utilizes one of the following course options provided by
TDOE:
Career Awareness (C25X06), Career Exploration (C25X07), and Career Advising and Planning (C25X08)
• Participate in training and implementation facilitated by the CTE department and appropriate vendor of the
eDynamic career exploration platform.
• Utilize ISM funds to explore and expand career exposure opportunities for students, and to intentionally align with goals outlined in the 865 Academy master plan.
Student participation in technological courses and career exploration to strengthen career related skills.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Denise Buckner, Heather Nealon, Matt Mosley, Jennifer Garrett, Chris Layton, Amy Jones | 2025-05-19 |
G 3 Literacy/Numeracy
A strong foundation in literacy and numeracy is fundamental to the academic success of every
student. At KCS, we leverage a series of intentional strategies to enhance Tier 1 instruction and
deepen individualized student supports.
Strategies to advance Tier 1 foundational instruction include:
• Collaborative data analysis and action planning
• IPG learning walks to build leadership and instructional capacity
• IPG learning walks to monitor and foster deeper implementation
of ELA and math curricula
• Unit and lesson preparation and support
• Building math discourse through high-quality tasks and routines
• Engaging students in math instruction
Deployed effectively, these strategies are designed to accelerate
learning in the classroom and increase foundational outcomes
across every grade level. At KCS, we also recognize that every
learner is unique and we work to implement student-specific
strategies to close achievement gaps for individual students and
struggling subgroups.
Strategies to deepen individualized student supports (diversified support strategies) include:
• Auditing behavior support systems to eliminate behavioral barriers to instruction and maximize time
students spend on-task and learning
• Quarterly analysis of special education data designed to monitor reading, math, and discipline
connected to BIPs
• Quarterly monitoring and coaching on student-level special education data to accelerate learning
• Quarterly monitoring and coaching on student-level special education data to improve evaluations
and re-evaluations
• Universal Screener training to ensure students are matched with the appropriate services and
supports
• Leveraging the master schedule and staffing allocations to effectively create the necessary capacity
for intervention
• Training on ILP-D criteria and identification of appropriate services
• Facilitated ELL ILP direct support for creation, implementation, and monitoring ILP plans that align
with WIDA and ELPA 21 standards
Performance Measure
Increase Algebra I proficiency rates by 2.5%
• Increase math achievement among state-identified groups by 2.7%.
• Increase ELA achievement among state-identified groups by 2.6%.
Sections
- Academic Achievement & Growth
S 3.1 Collaborative data analysis and planning
School teams reflect with district leadership teams to analyze trend data collected through IPG walkthrough process. School teams engage with district leadership teams
in planning for educator support various systems and structures.
Benchmark Indicator
ELA IPG walkthrough data indicate 80% of classroom walkthroughs are in the upper
bucket (Yes and Mostly) of Core Action 1 (content) and Core Action 2 (teacher).
§ ELA IPG walkthrough data show increases in the upper bucket (Yes/Mostly) in all Core
Actions.
§ The percentage of students projected to be proficient from Mastery View Predictive
Assessments will increase from the previous year’s baselines.
A 3.1.1 1. School Data Analysis & Planning
- Schedule and conduct routine IPG walkthroughs, potentially utilizing the sacred
60 structure.
- Schedule and conduct routine leadership team meetings, including district
leadership, to use a data analysis protocol to identify trends from IPG data collection.
- Implement a strategic planning protocol to determine systems and structures
to address trends determined through data analysis.
- Execute the plan to provide professional learning that targets the needed area
of improvement through accessible structures of support (i.e., PLCs, early release days, etc.).
Continued development of interventions for Tier 1 & 2 students
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Jennifer Garrett, Chris Layton, Amy Jones, Nicole Buchanan, Abbie Merrill, and Riley Brewer | 2025-05-19 |
S 3.2 IPG learning walks to build leadership and instructional capacity
School-level instructional leaders will conduct diagnostic visits by participating in learning walks with district content area teams to calibrate scoring and build school-level
expertise in using the IPG to collect data on literacy practices and trends. Development of knowledge regarding content-specific best practices empower leaders to support teachers and
PLCs in increasing student learning outcomes.
Benchmark Indicator
ELA/math IPG walkthrough data show increases in the upper bucket (Yes/Mostly)
in all Core Actions
• By the end of the school year, ELA/math IPG walkthrough data indicate 80% of
classroom walkthroughs are in the upper bucket (Yes and Mostly) of Core Action 1
(content) and Core Action 2 (teacher).
• The percentage of students projected to be proficient from Mastery View
Predictive/iReady Assessments will increase from the previous year’s baselines.
• The school’s target number of IPG calibration walkthroughs conducted with
district-level content team members is met or exceeded.
A 3.2.1 IPG Walks
• Develop an IPG/math walkthrough schedule that requires all building-level instructional leaders with oversight of ELA to engage in recurring IPG/math calibration with the ELA facilitator or supervisor.
• Engage in IPG/math walkthroughs with ELA facilitator and/or supervisor, potentially utilizing the Sacred 60.
• Participate in IPG training provided by the KCS Academics Division.
• Analyze IPG walkthrough data with ELA facilitator or supervisor to determine content-specific trends and potential next steps, including how existing professional learning structures (PLCs, early release days, late starts, etc.) might be used to address overall identified areas of need.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Jennifer Garrett, Chris Layton, Amy Jones, Nicole Buchanan, Abbie Merrill, Riley Brewer, Gary Petko | 2025-05-19 |
S 3.3 Math unit and lesson preparation support
mplement unit and lesson prep protocols during teacher collaboration time. Empower leaders and teachers to know the content of the math units within high-quality
instructional materials by understanding the goals and design of the unit and how the lessons build toward the culminating task(s) or assessment. Develop expertise in the process of
lesson preparation with high-quality instructional materials by understanding the goals of the lesson and the resources available within the materials to support students in meeting the
success criteria of the lesson. Build knowledge of the most high-leverage, content-specific (foundational numeracy) teacher moves that increase student learning.
Benchmark Indicator
• Math PG walkthrough data indicate 80% of classroom walkthroughs are in the upper bucket (Yes and Mostly) of Core Action 1 (content) and Core Action 2 (teacher).
• Math IPG walkthrough data show increases in the upper bucket (Yes/Mostly) in all Core Actions.
• The percentage of students projected to be proficient from i-Ready Diagnostic (MS) and Mastery View Predictive Assessments (HS) will increase from the previous year’s baselines.
• PLCs use standardized content area protocols to direct unit preparation for 80% of units.
• Milestone: School leadership guides unit preparation using standardized content area protocol in PLCs.
• Milestone: School leadership guides lesson preparation using standardized content area protocol in PLCs.
A 3.3.1 Math PLCs to Strengthen Unit and Lesson Preparation
• Designate regular time and establish expectations that teachers will engage in unit and lesson preparation with the support of an instructional leader.
• Leaders (executive principals, APs, AAs) actively engages in at least one unit/lesson preparation session per grade level per quarter.
• Teachers engage in oral rehearsal (practicing instruction) throughout the process of unit/lesson preparation.
• Answer three targeted questions:
o What is the intention of the lesson?
o What are the teacher-moves?
o How will students demonstrate their understanding?
• Follow-up by scheduling IPG walkthroughs during instruction of prepared lessons to determine effectiveness of unit/lesson preparation sessions.
• Reflect with Regional Math facilitator on action steps to improve unit/lesson preparation sessions.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Abbie Merrill, Jennifer Garrett, Chris Layton, Amy Jones, Gary Petko | 2025-05-19 |
S 3.4 Engaging students in math instruction
Professional development sessions for teachers and school leadership teams on engaging students in math instruction. Student engagement strategies
will be presented to promote math discourse. Teacher moves will be modeled as opportunities for monitoring eHectiveness.
Benchmark Indicator
• Math IPG walkthrough data indicate 80% of classroom walkthroughs are in the upper bucket (Yes and Mostly) of Core Action 1 (content) and Core Action 2 (teacher). Frequency of Collection = 2x per year
• Math IPG walkthrough data show increases in the upper bucket (Yes/Mostly) in all Core Actions. Frequency of Collection = 2x per year.
• The percentage of students projected to be proficient from iReady diagnostics (MS) and Mastery View Predictive Assessments (HS) will increase from previous year baselines. Schools may choose to set a percentage target for the amount of increase. Frequency of Collection = 3x per year (MS),2x per year (HS)
A 3.4.1 Increasing Student Engagement in Math
• Implement recommendations from district math team from professional development during summer 2024 and August DLD on the use HQIM supports to select and sequence student solutions during whole-class discussions.
• Implement recommendations from district math team from professional development during summer 2024 and August DLD on the use act of anticipating and monitoring students’ mathematical thinking related to session goals.
• Participate in reflective conversations, specifically focused on Core Action 2 and Core Action 3, using a data analysis protocol to identify school-level trends by grade level.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Abbie Merrill, Jennifer Garrett, Chris Layton, Amy Jones, Gary Petko | 2025-05-19 |
S 3.5 Building math discourse through high-quality tasks and routines
The math team will discuss what makes a task high-quality and how these tasks can be used to drive deeper engagement in math content. This will include routines
teachers can embed in their warm-up activities or to extend opportunities for student thinking throughout a math lesson.
Benchmark Indicator
• Math IPG walkthrough data indicate 80% of classroom walkthroughs are in the upper bucket (Yes and Mostly) of Core Action 1 (content) and Core Action 2 (teacher). Frequency of Collection = 2x per year
• Math IPG walkthrough data show increases in the upper bucket (Yes/Mostly) in all Core Actions. Frequency of Collection = 2x per year.
• The percentage of students projected to be proficient from iReady diagnostics (MS) and Mastery View Predictive Assessments (HS) will increase from previous year baselines. Schools may choose to set a percentage target for the amount of increase. Frequency of Collection = 3x per year (MS),2x per year (HS)
A 3.5.1 High Quality Math Task
• Implement recommendations from district math team from professional development during summer 2024 and August DLD on the use of he Try–Discuss–Connect (MS) and Explore It (HS) framework.
• Implement recommendations from district math team from professional development during summer 2024 and August DLD on the use of creating a mathematics community where students justify their reasoning and respond to the reasoning of their peers.
• Participate in reflective conversations, specifically focused on Core Action 2 and Core Action 3, using a data analysis protocol to identify school-level trends by grade level.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Abbie Merrill, Jennifer Garrett, Amy Jones, Chris Layton, Gary Petko | 2025-05-19 |
S 3.6 Universal Screener training to ensure students are matched with the appropriate services and supports
Schools will participate in universal screening training to ensure the needs of students are identified to implement targeted interventions and supports that are aligned to their specific deficit(s).
Benchmark Indicator
Teams will conduct data team review meetings quarterly with notes completed in
student’s RTI 2 plan in TN Pulse
• Schools show an increase in utilizing data to make informed decisions about tier
placement and interventions received by 80%
• Fidelity monitoring checks show students are being progress monitored every 2 weeks on
their instructional level
• Fidelity monitoring reports show students are being progress monitored once a month on
their grade level
• Instruction is adjusted according to progress monitoring data
• Data shows an increase in students exiting RTI
2 by 15%
Schools should consider this strategy if... student data shows minimal growth in reading or math or a large number of s
A 3.6.1 Matching Students with Services and Supports
Administer grade level appropriate screening measures aligned with student needs that include written expression.
• Team reviews data obtained from universal screener in addition to historical and classroom data to determine if a student would benefit from an intervention group.
• Team makes data based decision to assign specific intervention materials that align with student’s specific deficit(s)
• Team uses data to develop RTI 2 plan that includes progress monitoring.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Abbie Merrill, Nicole Buchanan, Paula Sarver, Jennifer Garrett , Chris Layton, Amy Jones | 2025-05-19 |
S 3.7 Leveraging the master schedule and staffing allocations to effectively create the necessary capacity for intervention
Schools will review student data to align intervention groups with state ratios and research-based intervention
Benchmark Indicator
• Master schedule includes a 40 minute intervention time during the school day.
• Schools show an increase in utilizing data to make informed decisions about tier placement and interventions received by 80%
• All students who qualify for intervention are being served
A 3.7.1 Developing Capacity for Interventions
• Teams review staffing allocations, master schedules, and students who qualify for intervention to create intervention groups
• Team makes data based decision to assign specific intervention materials that align with student’s specific deficit(s)
• Teams ensure students are placed in appropriate tier and are receiving a dyslexic-specific intervention
• Teams utilize additional Title 1 Interventionist to offer targeted specific interventions based on screening/student data.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Abbie Merrill, Nicole Buchanan, Christine Pope, Jennifer Garrett, Chris Layton, Amy Jones | 2025-05-19 |
|