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  1. CMCSS K-12 Virtual School Annual Plan (2024 - 2025)

CMCSS K-12 Virtual School Export Export

Goals

G 1 Improve Student Achievement

Promote active student engagement and academic achievement among preK-12 students from all backgrounds and programs by implementing research-based practices and enhancing standards-based curriculum, instruction, and assessment resources to result in: 70% of 3rd grade students scoring proficient by 2030-2031 and 70% of students in 3-5, 6-8, and HS achieving proficiency on the ELA and Math TCAP by 2030.

Performance Measure

●       In 2024-25, 47% of K-1 students will be on track or low risk for Early Reading Measure on FastBridge. [reduce the gap by .15]

●       In 2024-25, 51% of 2nd-grade students will score on track or low risk for Early Reading Measure on Fastbridge. [reduce the gap by .15]

●       In 2024-25, 49.8% of 3rd grade students will score proficient on TCAP. [reduce the gap by .15]

●       In 2024-25, 1) 50.7% of 3rd - 5th grade students will score proficient on TCAP. [reduce the gap by .15] 2) 42.5% of 6th - 8th grade students will score proficient on TCAP. [reduce the gap by .15] 3) 51.7% of HS students will score proficient on EOC. [reduce the gap by .15]

●       In 2024-25, 1) 50.1% of 3rd - 5th grade students will score proficient on TCAP. [reduce the gap by .15] 2) 42.4% of 6th - 8th grade students will score proficient on TCAP. [reduce the gap by .15] 3) 35.3% of HS students will score proficient EOC. [reduce the gap by .15]

●       In 2024-25, 1) 50% of 6th – 8th grade SWD, EL, BHN, and ED in TSI/ATSI schools will experience expected growth [Level 3] on TCAP math [improvement of growth index by 1.5]. 2) 50% of 6th – 8th grade SWD, EL, BHN, and ED TSI/ATSI schools will experience expected growth [Level 3] on TCAP ELA [improvement of growth index by 1.0]. 3) 70% of TSI/ATSI HS SWD students will graduate HS on-time with a regular education diploma a 3% improvement.




Sections

  • Academic Achievement & Growth

S 1.1 Academic Achievement in ELA/Literacy

Implement research-based ELA/literacy practices through the use of high-quality instructional materials, focused professional learning, and on-going data analysis to increase grade-level mastery for all students (to include those from historically underperforming subgroups: ED, EL, SWD, and BHN).

Benchmark Indicator

CMCSS will review the following leading indicators on weekly, monthly, and quarterly timelines to measure access to effective TIER 1 instruction making appropriate instructional adjustments as indicated by data. Discrete focus will be placed on the disaggregation of data by subgroups to include SWD, EL, BHN, and ED.

  • Instructional Practice Guide [IPG] = Majority of classrooms are accessing Core Action 3 consistently as measured by the IPG.
  • Universal Screener Data [USD] = Majority of students experiencing expected skill improvement as measured by the FastBridge rate of improvement [ROI] metric for reading assessments [skills and standards].
  • McREL Best First instruction [BFI] = Baseline year of work, utilizing evidence garnered from BFI walkthrough data and TCAP achievement results identify an “improvement index score” indicating additional ELA percentile points improvement from 2022-23 TCAP to 2023-24.
  • Formative Local Assessment data = Percent of students achieving 80% or greater mastery of each collection of identified assessment standards on each formative assessment.
  • High Quality Instructional Materials [HQIM] = Student work aligns to and exemplifies access to HQIM. Review of Walkthrough data denotes appropriate utilization of HQIM for planning and lessons in all classrooms.
  • UpBeat and TN Educator Survey data = Improvement in % of faculty and staff indicating that they have access to and support in utilizing [HQIM] curriculum materials necessary to successfully meet instructional needs of students.
A 1.1.1 ELA/RLA

Implement research-based literacy practices with high-quality instructional materials to enhance student mastery of grade-level expectations, including those from historically underperforming subgroups such as ED, EL, SWD, and BHN.

Utilize the Literacy Instructional Practice Guide as a planning tool for RLA/ELA teachers. Offer professional development focused on student engagement to improve proficiency in Core Action 3 of the IPG. Participate in district Literacy Walks to identify effective practices and provide coaching on effective literacy instruction.

Incorporate ELA Instructional Focus Documents during collaborative planning, with academic coaches or subject area administrators offering guidance and support. Use formative and summative data to assess literacy skills and standards-based instruction. Analyze assessment data to identify trends, areas for improvement, and students needing targeted support, and adjust instruction accordingly.

Continue to integrate insights from previous professional development on the Science of Reading to enhance tiered instruction. Maintain and refine interventions during Tier 2-3 intervention times and Special Education services.


Person Responsible Estimated Completion Funding Sources
Keith Parker, Rene Keesler, Gail Taylor, Melisa Kelly 2025-05-21
Source Amount
General Fund

S 1.2 Quality Intervention and Personalized Learning

Provide quality interventions and personalized learning experiences to meet the unique academic and behavioral needs of each student (to include those from historically underperforming subgroups: ED, EL, SWD, and BHN) through such things as IA IEPs, ILPs, and alternative learning environments.

Benchmark Indicator

CMCSS will review the following leading indicators on weekly, monthly, and quarterly timelines to measure access to effective TIER II and TIER III instruction making appropriate instructional adjustments as indicated by data. Discrete focus will be placed on the disaggregation of data by subgroups to include SWD, EL, BHN, and ED.

  • Instructionally Appropriate Individual Education Plans [IAIEP] Rubric = Rubric data denotes IEPs are consistently written to Improve Student Outcomes supporting students in ultimately meeting their educational goals and transitions to postsecondary.
  • Instructional Practice Guide [IPG] = Majority of interventions provided are accessing Core Action 3 consistently as measured by the IPG.
  • Universal Screener Data [USD] = Majority of students experiencing expected skill improvement as measured by the FastBridge rate of improvement [ROI] metric for reading and math assessments [skills and standards].
  • McREL Best First instruction [BFI] = Baseline year of work, utilizing evidence garnered from BFI walkthrough data and TCAP achievement results identify an “improvement index score” indicating additional ELA and Math percentile points improvement from 2022-23 TCAP to 2023-24.
  • Formative Local Intervention Assessment data = Percent of students moving from TIER III to TIER II, from TIER II to TIER I each 9 weeks.
  • High Quality Instructional Materials [HQIM] = Student work aligns to and exemplifies access to HQIM. Review of Walkthrough data denotes appropriate utilization of HQIM for supporting RTI, necessary interventions, planning and lessons.
  • Chronic absenteeism data = Chronic absenteeism rates continue to decline moving to below the state identified absolute measure.
  • Discipline/Behavior data = A reduction of 5% in behavioral referrals each 9 weeks as measured by AdminPlus [PS Incident Management] data system.
  • Support Team [S Team] Data = A reduction in the number of referrals for behavior supports each 9 weeks.
  • UpBeat and TN Educator Survey data = Improvement in % of faculty and staff indicating that they feel supported in addressing student behavior.
A 1.2.1 Action Step

Our school is dedicated to supporting students who are at the greatest risk of falling behind, particularly those from historically underperforming groups such as economically disadvantaged students, English learners, students with disabilities, and Black, Hispanic, and Native American students. We focus on creating the most effective learning environment for every student and delivering the appropriate academic content.

Creating a Supportive Environment: We ensure our schedules are well-planned to maximize instructional time with minimal interruptions. Our classrooms are structured to foster focus and deep engagement with academic material.

Personalized Support System: We employ a dedicated RTI2 (Response to Instruction and Intervention) coach who plays a pivotal role in our support system. The coach assists in interpreting and utilizing data to identify students requiring additional assistance. They monitor student progress, recommend effective interventions for various levels of need, and evaluate the efficacy of these interventions. Additionally, the coach advises teachers on subsequent steps for students in need of further support and demonstrates effective strategies within the classroom.

Regular Check-Ins and Team Effort: We conduct regular progress monitoring meetings, often referred to as data chats, involving teachers, administrators, and support staff. These sessions provide an opportunity to review student data, discuss progress, and make informed decisions regarding adjustments to support plans. By incorporating diverse perspectives, we ensure that each student receives comprehensive and tailored support.

Person Responsible Estimated Completion Funding Sources
Keith Parker, Rene Keesler, Gail Taylor, Melisa Kelly 2025-05-21
Source Amount
General Fund

S 1.3 Extended Learning: Learning Loss and Learning Acceleration

Using a variety of data sources, high-quality instructional materials, and aligning to grade level standards, schools will facilitate various in-person and virtual learning loss and acceleration opportunities that promote continued learning and positive development beyond traditional school hours ( before and after school, during school, and throughout the summer) with emphasis on K-4 literacy skills, high dosage tutoring, homework help, credit recovery, STEM, SEL, counseling and related arts for CMCSS students including EL, SWD, BHN and homeless students.

Benchmark Indicator

CMCSS will review the following leading indicators on weekly, monthly, summer, and quarterly timelines to measure access to effective extended learning opportunities making appropriate programming and instructional adjustments as indicated by data. Discrete focus will be placed on the disaggregation of data by subgroups to include SWD, EL, BHN, and ED.

  • K-4: Use a variety of data sources to identify students for participation in tutoring (K-2 based on retention, 3rd grade based on FastBridge aReading (standards-based) scores, 4th based on TN Ready and current legislation along with attendance and unique learning needs)
  • 5-12: Use a variety of data sources to identify students for participation in tutoring (based on current scores, attendance, and unique learning needs)
  • Attendance data = Students consistently access extended learning opportunities exceeding 95% attendance rates.
  • Instructionally Appropriate Individual Education Plans [IAIEP] Rubric = Rubric data denotes IEPs are consistently written to Improve Student Outcomes supporting students in ultimately meeting their educational goals and transitions to postsecondary and denoting opportunities to access extended learning opportunities.
  • Universal Screener Data [USD] = Majority of students participating in extended learning experiencing expected skill improvement as measured by the FastBridge rate of improvement [ROI] metric for reading and math assessments [skills and standards].
  • Formative Local Assessment data = Percent of students participating in extended learning opportunities moving from TIER III to TIER II, from TIER II to TIER I each 9 weeks during the regular scheduled day.
  • High Quality Instructional Materials [HQIM] = Student work aligns to and exemplifies access to HQIM. Review of Walkthrough data denotes appropriate utilization of HQIM for supporting RTI, necessary interventions, planning and lessons.
  • Chronic absenteeism data = Chronic absenteeism rates for students participating in extended learning opportunities continue to decline moving to below the state identified absolute measure.
  • Discipline/Behavior data = A reduction of 5% in behavioral referrals for students participating in extended learning opportunities each 9 weeks as measured by AdminPlus [PS Incident Management] data system.
  • Support Team [S Team] Data = A reduction in the number of referrals for behavior supports each 9 weeks for students participating in extended learning opportunities.
  • UpBeat and TN Educator Survey data = Improvement in % of faculty and staff indicating that they feel supported in addressing student behavior.
  • UpBeat and TN Educator Survey data = Improvement in % of faculty and staff indicating that they have access to and support in utilizing [HQIM] curriculum materials necessary to successfully meet instructional needs of students.
A 1.3.1 Learning Loss and Acceleration

The school will offer a variety of data-driven opportunities to support and challenge students through extended or accelerated learning. These initiatives include:

Advanced Courses: For each grade level, students who demonstrate aptitude and mastery of grade-level standards will have access to advanced courses, allowing them to engage with more challenging material and accelerate their learning.

Gifted Programs: Students identified as gifted will have the chance to participate in specialized projects designed to enhance their teamwork abilities and problem-solving skills. These projects will provide a collaborative and intellectually stimulating environment.

In-School Interventions: Within the regular school day, students who require additional help with specific skills or standards will receive targeted interventions. This support will be tailored to meet each student's individual needs based on data-driven assessments. This includes high dosage tutoring for students in grades 4 and 5 that qualify.

After-School Support: Throughout the school year, students needing extra help will have access to after-school programs. These sessions will provide additional instruction and resources to ensure students can achieve academic success.

Summer Learning Camps: For students whose data indicates the need for further support in mastering skills or standards, the district offers summer learning camps. These camps provide an intensive, focused environment to help students catch up and prepare for the upcoming school year.

Summer Credit Recovery: High school students who are credit deficient will have the opportunity to participate in summer credit recovery programs. These programs will enable students to make up missed credits and stay on track for graduation.

Person Responsible Estimated Completion Funding Sources
Keith Parker, Rene Keesler, Gail Taylor, Melisa Kelly 2025-07-11
Source Amount
School General Fund
District Funds

S 1.4 Academic Achievement in Mathematics

Implement research-based math practices through the use of high-quality instructional materials, focused professional learning, and on-going data analysis to increase grade-level mastery for all students (to include those from historically underperforming subgroups: ED, EL, SWD, and BHN).

Benchmark Indicator

CMCSS will review the following leading indicators on weekly, monthly, and quarterly timelines to measure access to effective TIER 1 instruction making appropriate instructional adjustments as indicated by data. Discrete focus will be placed on the disaggregation of data by subgroups to include SWD, EL, BHN, and ED.

  • Instructional Practice Guide [IPG] = Majority of classrooms are accessing Core Action 3 consistently as measured by the IPG.
  • Universal Screener Data [USD] = Majority of students experiencing expected skill improvement as measured by the FastBridge rate of improvement [ROI] metric for math assessments [skills and standards].
  • McREL Best First instruction [BFI] = Baseline year of work, utilizing evidence garnered from BFI walkthrough data and TCAP achievement results identify an “improvement index score” indicating additional Math percentile points improvement from 2022-23 TCAP to 2023-24.
  • Formative Local Assessment data = Percent of students achieving 80% or greater mastery of each collection of identified assessment standards on each formative assessment.
  • High Quality Instructional Materials [HQIM] = Student work aligns to and exemplifies access to HQIM. Review of Walkthrough data denotes appropriate utilization of HQIM for planning and lessons in all classrooms.
  • UpBeat and TN Educator Survey data = Improvement in % of faculty and staff indicating that they have access to and support in utilizing [HQIM] curriculum materials necessary to successfully meet instructional needs of students.
A 1.4.1 Math

Implementing research-based math practices with high-quality instructional materials is essential to enhance student mastery of grade-level expectations. This approach is particularly important for historically underperforming subgroups, including economically disadvantaged (ED), English learners (EL), students with disabilities (SWD), and Black and Hispanic/Latino (BHN) students.

To support this effort, use teacher planning time effectively to delve into the new high-quality math materials provided by the district. This includes employing the Math Instructional Practice Guide as a key planning tool to ensure that instructional strategies are aligned with best practices.

Professional development should focus on student engagement to boost proficiency in Core Action 3 of the Instructional Practice Guide. This training will help educators better engage students and improve instructional effectiveness.

Participate actively in district Math Walks to observe and identify promising practices in math instruction. Use these opportunities to offer coaching and support aimed at enhancing the quality of math teaching and learning.

Regularly use formative and summative data to assess math skills development and standards-based instruction. Analyze this assessment data to identify trends, areas in need of improvement, and students who require targeted support. Use these insights to adjust instructional strategies as needed to better meet student needs.

Finally, continue to implement and refine interventions during Tier 2-3 intervention times and Special Education services. This ongoing refinement will help ensure that interventions remain effective and responsive to the evolving needs of students.

Person Responsible Estimated Completion Funding Sources
Keith Parker, Rene Keesler, Gail Taylor, Melisa Kelly 2025-05-21
Source Amount
General Fund

G 2 Cultivate Ready Graduates

Ensure post-secondary success by aligning student aptitude and interest with academic offerings, student supports, and ready-graduate choices.

Performance Measure

In 2024-25, 45.7% of the graduating class will be Ready Graduates as measured by the TDOE formula. [reduce the gap by .15]

In 2024-25, 13.4% of the graduating class SWD will be Ready Graduates [RG] as measured by the TDOE formula. [reduce the gap by .15]

In 2024-25, 19.8% of the graduating class SWD will be College and Career Ready [CCR] as measured by the TDOE formula. [reduce the gap by .15]

In 2024-25, 18.8% of the graduating class EL will be Ready Graduates [RG] as measured by the TDOE formula. [reduce the gap by .15]

In 2024-25, 25.6% of the graduating class EL will be College and Career Ready [CCR] as measured by the TDOE formula. [reduce the gap by .15]

In 2024-25, 29.3% of the graduating class ED will be Ready Graduates [RG] as measured by the TDOE formula. [reduce the gap by .15]

In 2024-25, 36.5% of the graduating class ED will be College and Career Ready [CCR] as measured by the TDOE formula. [reduce the gap by .15]

In 2024-25, 36.3% of the graduating class BHN will be Ready Graduates [RG] as measured by the TDOE formula. [reduce the gap by .15]

In 2024-25, 44.4% of the graduating class BHN will be College and Career Ready [CCR] as measured by the TDOE formula. [reduce the gap by .15]

In 2024-25, 13.4% of the graduating class SWD will be Ready Graduates [RG] as measured by the TDOE formula. [reduce the gap by .15]

In 2024-25, 77.2% of SWD will access the regular education class 80% or more of the day as measured by APR Indicator 5[a].

In 2024-25, 65.4% of SWD will enroll in higher education or be competitively employed within one year of leaving high school or measured by APR Indicator 14[b].


Sections

  • Climate and Access

S 2.1 Ready Graduate Milestones

Use Ready Graduate Milestones to provide opportunities for all students to build academic, technical, and professional skills.

Benchmark Indicator

CMCSS will review the following leading indicators on weekly, monthly, quarterly, and semester timelines to measure access to effective early postsecondary opportunities making appropriate programming and instructional adjustments as indicated by data. Discrete focus will be placed on the disaggregation of data by subgroups to include SWD, EL, BHN, and ED, as well as students identified as CTE concentrators and non CTE Concentrators.

  • College and career readiness opportunities = Percent of students successfully participating in college and career readiness opportunities as measured through: Dual credit and dual enrollment competition data, Advanced Placement enrollment/completion data, industry certification completion data [emphasis on TIER 2 and TIER 3 opportunities], TCAT and Middle College @ APSU enrollment and successful completion data, work-based learning participation and completion data, and number of career exploration experiences disaggregated by ES/MS/HS.
  • Student IAIEP and ILP plans [TNPulse Reports] = Percent of IAIEPs and ILPs that are aligned to student’s career aptitude and interests with an emphasis on equitable access to appropriate CTE and ready-graduate opportunities as measure by TNPulse reports.
  • Size, Scope, and Quality Indicators [SSQI] [Indicators 1, 2, 3, 4, and 5] data = SSQI ‘academic’ focus data denote all CTE teachers have identified and applied math connections aligned to the standards for the CTE course as measured by course syllabi, IPG, and BFI data.
  • ACT data = Percent of students achieving college readiness benchmarks for each measured content and on the overall composite.
  • ASVAB data = Percent of students achieving the Armed Forces Qualification score of 31 indicating eligibility for careers in the military.
  • Career Aptitude and Awareness YouScience Reports = 100% of MS students completing YouScience surveys identifying key career aligned aptitudes.
  • Academies of CMCSS data [9 currently] = Tracking of recruitment to, enrollment in, retention in, and completion of CMCSS College and Career Academies with disaggregation of data by subgroups to include SWD, EL, BHN, and ED.
  • APR Indicator 5[a] data = Percent of SWD accessing the regular education classroom 80% or more of the day as measured by TDOE APR Indicator 5[a] LRE data.
  • APR Indicator 14[b] data = Percent of SWD enrolled in higher education or competitively employed within one year of leaving high school as measured by TDOE APR Indicator 12[b] LRE data.
A 2.1.1 College/Career Milestones

Grades K-5

  • High-Quality Instructional Materials: Implement a robust selection of instructional materials designed to enhance students' knowledge base and ensure they master foundational reading skills. This includes using research-based textbooks, interactive reading programs, and engaging digital resources that cater to different learning styles.


Grades 6-8

  • YouScience Lessons: Conduct weekly YouScience lessons during homeroom to help students identify their career interests and aptitudes. These lessons will involve interactive activities, personality assessments, and discussions that guide students in understanding their strengths and potential career paths.
  • District Career Fair: Organize participation in the annual district career fair specifically for 7th-grade students. This event will include various booths and presentations from professionals across different industries, offering students a firsthand look at potential career options and the educational paths required to pursue them.


Grades 9-12

  • Early Postsecondary Opportunities: Expand the range of challenging coursework available through early postsecondary opportunities. This includes Advanced Placement (AP) courses, state dual credit programs, and partnerships with institutions like Nashville State Community College for dual enrollment. Students will have access to a variety of subjects, allowing them to earn college credits while still in high school.
  • Family Guidance on Financial Aid and Scholarships: Organize workshops and information sessions for parents and guardians to provide comprehensive guidance on financial aid and scholarship opportunities. These sessions will cover the application process, eligibility criteria, and tips for maximizing financial aid awards.
  • Computer Science and Coding Courses: Introduce computer science and coding courses that count as a Focused Elective Group, allowing students to earn credits while gaining valuable technical skills. These courses will cover programming languages, software development, and problem-solving techniques, preparing students for careers in the technology sector.
Person Responsible Estimated Completion Funding Sources
Keith Parker, Rene Keesler, Gail Taylor, Melisa Kelly, Rhett Castleberry (Computer Science) 2025-05-21
Source Amount
General Fund

S 2.2 Post-Secondary Pathway Experiences

Create opportunities for students to explore a variety of post-secondary pathways through community-based instructional experiences

Benchmark Indicator

CMCSS will review the following leading indicators on weekly, monthly, summer, and quarterly timelines to measure access to career, postsecondary, and real-world learning opportunities making appropriate programming and instructional adjustments as indicated by data. Discrete focus will be placed on the disaggregation of data by subgroups to include SWD, EL, BHN, and ED.

  • Career Aptitude and Awareness YouScience Reports = 100% of MS students completing YouScience surveys identifying key career aligned aptitudes.
  • Student IAIEP and ILP plans [TNPulse Reports] = Percent of IAIEPs and ILPs that are aligned to student’s career aptitude and interests with an emphasis on equitable access to appropriate CTE and ready-graduate opportunities as measure by TNPulse reports.
  • Career exploration opportunities [to include field trips] = Number of career exploration opportunities [to include field trips] provided at each level [ES, MS, HS] and number of students impacted.
  • Work-based learning opportunities = Number of work-based learning opportunities provided, and number of students impacted.
  • Academies of CMCSS data [9 currently] = Tracking of recruitment to, enrollment in, retention in, and completion of CMCSS College and Career Academies with disaggregation of data by subgroups to include SWD, EL, BHN, and ED.
  • APR Indicator 5[a] data = Percent of SWD accessing the regular education classroom 80% or more of the day as measured by TDOE APR Indicator 5[a] LRE data.
  • APR Indicator 14[b] data = Percent of SWD enrolled in higher education or competitively employed within one year of leaving high school as measured by TDOE APR Indicator 12[b] LRE data.
  • Teacher Externships data = Number of teachers participating in and successfully completing externship opportunities.


A 2.2.1 Pathway Experiences
  • Dual Enrollment with Nashville State Community College: Partner with Nashville State Community College to offer dual enrollment courses. This program allows students to take college-level courses while still in high school, earning both high school and college credits simultaneously. It provides students with a head start on their college education, giving them exposure to college coursework and expectations.


  • AP Access for All: Collaborate with AP Access for All to expand the availability of Advanced Placement (AP) courses. This initiative ensures that more students have the opportunity to take rigorous, college-level classes in various subjects, helping them to earn college credit and strengthen their college applications.


  • State Dual Credit Pre-Calculus: Offer State Dual Credit Pre-Calculus to provide students with the chance to earn college credits while fulfilling high school mathematics requirements. This course will be taught at the high school level but adheres to college curriculum standards, preparing students for further studies in mathematics and related fields.


  • Industry Certifications in Computer Science and Coding: Implement a program within the computer science and coding courses where students can earn industry-recognized certifications. These certifications validate the students' skills and knowledge in specific areas of technology, making them more competitive in the job market and better prepared for careers in the tech industry. 


Person Responsible Estimated Completion Funding Sources
Keith Parker, Rene Keesler, Gail Taylor, Melisa Kelly 2025-05-21
Source Amount
General Fund

G 3 Maximize Employee Capacity

The district will create a competitive recruitment strategy for all positions, expand multiple pathways into the teaching profession, and increase individualized professional learning opportunities for all positions to ensure CMCSS students are provided access to a high-quality learning environment to graduate college and career ready.   

Performance Measure

  • In 2024-25 increase district CMCSS Certified employee retention rates from 88.7% to 90%.
  • In 2024-25 increase district CMCSS Classified employee retention rates from 81% to 83%.
  • In 2024-25 CMCSS will begin the academic year with 100% of teaching positions filled.


Sections

  • Educators

S 3.1 Recruitment and Retention

Ensure that staff orientation, support, and mentorship is of sufficient intensity and duration to recruit and retain the best staff to address the needs of schools and students.

Benchmark Indicator

CMCSS will review the following leading indicators on weekly, monthly, and quarterly timelines to measure the effectiveness of retention and recruitment strategies making appropriate adjustments as indicated by data.

  • UpBeat and TN Educator Survey data = Improvement in % of faculty and staff positive feedback around perceptions on School Climate and Leadership measures.
  • Mentees Survey data = Improvement in % of participants denoting that were satisfied with the support provided and percent denoting they plan to return to the district.
  • Grow Your Own Teacher Pathways = Percent of participants successfully completing the pathway and transitioning to positions within the district. Percent of participants successfully completing the praxis and obtaining professional licensure.
  • Professional Learning Opportunities = Number of professional learning opportunities completed certified and classified staff.
  • Employee Supports = Percent of staff participating in life-work balance activities.


A 3.1.1 Recruitment and Retention

Teacher and Staff Recruitment

The school collaborates with the district to support diverse pathways into the teaching profession. This includes initiatives like "Grow Your Own" programs, which create partnerships between Educator Preparation Programs (EPPs) and the district, offering innovative, no-cost routes to becoming a teacher. Additionally, the Teacher Occupation Apprenticeship provides a work-based learning pathway where individuals gain hands-on experience while being paid. The district also offers compensation incentives for hard-to-fill positions by providing one-time bonuses for roles such as Math, Science, Career and Technical Education (CTE), English Learner (EL), and Special Education (SPED) teachers, as well as bus drivers and custodians. To support staff well-being, the school provides a comprehensive employee benefits package, including onsite health and wellness clinics offering general family practice and urgent care at no cost to employees and their insured dependents.


Teacher and Staff Retention

School leaders actively work on retaining staff by using feedback from retention surveys administered each semester. Based on this feedback, goals are set to address areas needing improvement. The school promotes leadership development opportunities by encouraging faculty members to serve as team leaders or committee chairs and participate in district-led leadership training. An Employee Relations Specialist is available to address workplace culture, resolve employee concerns, conduct exit interviews, and analyze retention data. This specialist acts as a liaison between staff members and school administrators to ensure effective communication and resolution of issues.

The school also participates in district-led programs supporting teacher retention. The Educator Diversity Mentoring program pairs veteran teachers with beginning minority teachers to guide them through their first three years. The Substitute Consulting Teacher program provides training and coaching for substitutes to maintain high-quality instruction in the absence of regular teachers. Additionally, the Site-Based Induction Specialist (SBIS) program offers a three-year induction for every new teacher. The Employee Assistance Program addresses productivity issues by helping employees resolve personal concerns affecting job performance, and the "Mindful Moments" collection of strategies from Professional Learning aids employees in improving their physical and mental well-being. The Employee Wellness program and onsite clinics further support employees and their families by providing easy access to medical services.

To measure the effectiveness of these recruitment and retention strategies, the school reviews several leading indicators, including UpBeat and TN Educator Survey data, mentee survey data, completion rates of the Grow Your Own Teacher Pathways, participation in professional learning opportunities, and engagement in life-work balance activities. These indicators are analyzed weekly, monthly, and quarterly to make data-driven adjustments as needed.

Person Responsible Estimated Completion Funding Sources
Keith Parker, Rene Keesler 2025-05-21
Source Amount
General Fund

S 3.2 Professional Learning

Provide training and leadership programs for all employees to gain skills and certifications ensuring that students have contact with highly qualified staff on every level. 

Benchmark Indicator

CMCSS will review the following leading indicators on weekly, monthly, and quarterly timelines to measure the effectiveness of retention and recruitment strategies making appropriate adjustments as indicated by data.

  • UpBeat and TN Educator Survey data = Improvement in % of faculty and staff positive feedback around perceptions on School Climate and Leadership measures.
  • Mentees Survey data = Improvement in % of participants denoting that were satisfied with the support provided and percent denoting they plan to return to the district.
  • Grow Your Own Teacher Pathways = Percent of participants successfully completing the pathway and transitioning to positions within the district. Percent of participants successfully completing the praxis and obtaining professional licensure.
  • Professional Learning Opportunities = Number of professional learning opportunities completed certified and classified staff.
  • Employee Supports = Percent of staff participating in life-work balance activities.



A 3.2.1 Professional Learning Focus

The school provides professional learning through

  • For 2024-2025, the school will focus on Best First Instruction using The New Classroom Instruction That Works. Following professional learning sessions, teachers will practice strategies, then meet in small PLC groups to discuss implementation.
  • Using TEAM evaluation and student growth and achievement data to determine professional learning needs.
  • Providing differentiated learning sessions during faculty meetings and on designated staff development days throughout the year.
  • Providing support and training to individual teachers based on demonstrated need.


The school promotes and encourages the following district-provided professional learning opportunities:

  • Training for lead teachers, who are then provided time and support to redeliver training to their colleagues.
  • Intensive summer learning – The ENGAGE Professional Learning Conference provides teacher/district staff with more than 600 sessions over two weeks that targets best practices in instruction, assessment, classroom management, technology and blended learning strategies
  • Micro-credentials - Employees can choose from 17 micro-credentials from the online platform to explore learning opportunities such as articles, online tutorials, and videos embedded within the module, and work with others to put learning into practice.
  • Digital Badging - Credit for completing professional learning on district-used platforms and software.
  • Podcasts - Needs based, motivational and strategy-based podcasts around topics that can influence job performance; approximately 45-60 minutes in length and available throughout the school year.
  • On-line professional learning opportunities - Modules aligned to district strategic work.


Classified Staff Professional Learning

  • Ensure that all classified feel valued and have opportunities to enhance their skills by Providing opportunities for classified staff to earn teaching credentials via the district’s teacher pipeline initiative.
  •  Soliciting input on district issues/ decisions via the Classified Communication Group made up of representatives from each department.
  • Expanding ENGAGE to include topics critical to the work of classified staff



Person Responsible Estimated Completion Funding Sources
Keith Parker, Rene Keesler, Gail Taylor, Melisa Kelly 2025-05-21
Source Amount
Title II- Amount TBD
General Fund