Warren Connect 2024 - 2025 2023 - 2024 2022 - 2023 2021 - 2022 Export Export

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S 1.1 Social/Emotional Learning PD

Warren County has shared the vision and implementation strategies to increase administrator, teacher, and staff awareness of social and emotional learning (SEL) and help them integrate it into the daily classroom and school experience of students.

After success with the training from Capturing Kids Hearts (CKH) at all of our schools, we have completed "Recharge PDs", a one-day school-level training, at every school at the beginning of the school year. This professional development focused on creating high-achieving centers of learning by strengthening students' connectedness to others through enhancing healthy bonds with teachers and establishing collaborative agreements of acceptable behavior. In addition, this will review and encourage staff with the EXCEL model to support student behavior and well-being.

We developed a late summer training for any new teachers who joined our district after the summer pieces of training occurred. This was a two-day training so all staff received the same pieces of training and could walk into a school knowing the expectations.

In addition, in the summer, each school principal chose two-three staff members who were trained in CKH-2 which was a deeper dive into developing relationships, engaging students, and being a leader in their school with implementation of CKH procedures. This one day training occurred off site and was well received with teachers reporting feeling revived and ready to support their schools.

In January of this school year, we held a district-wide "Recharge LIVE" which focused on acknowledging and affirming teachers for the great work they have been doing by developing relationships with their students.

Benchmark Indicator

• With the overall goal of decreasing exclusionary discipline practices, beginning July 1, 2024, Warren County will continue to keep out of school suspension rates to below 1% for the district for the 24-25 school year. To maintain this goal, at the Principals’ meetings each month, discipline data (district level) will be presented and reviewed with the stakeholders. The Director of Special Education will present this analyzed data, focusing on exclusionary discipline data. Each administrator will be provided their own school’s discipline data during this time to compare with the district-level data. At the end of each quarter, problem-solving meetings will occur within schools for those who are having increasing discipline data. The RTI2B district level team was developed again, and this team met monthly to develop and share best practices of Tier 1, Tier 2, and Tier 3 procedures, ideas, and strategies. At these meetings school-level discipline data was analyzed to assist in increasing appropriate behaviors while decreasing exclusionary discipline practices.
• Warren County will continue to focus on restorative conversations with students who are disciplined with major referrals in 100% of instances of major rule violations for the 24-25 school year. Professional development has occurred (beginning in the fall of 2020 through current spring of 2024). "Recharge" refreshers with CKH have taken place at each school to ensure these conversations are occurring. Administrators and RTI2B teams will monitor the Office Discipline Referrals for marks that the restorative conversations occurred with these students. The RTI2B district-level team will work with the schools they support with guidance on these conversations to ensure they are being completed with fidelity.
• The Leadership team in Warren County, including Supervisors and School Administrators, plans to work with the CKH team during the 24-25 school year in developing their Leadership Profiles again. This work was conducted a few years ago, and we have many new district staff who need training while others would like to review these profiles again to help focus on one another's strengths and constraints, which should help us lead our staff in more effective ways.

S 1.2 Implement RTI2B and specific SEL focus for each school

Each school in the district will continue to work on Tier I strategies with an SEL focus while following the EXCEL model for the 2024-2025 school year with fidelity.

Each school in the district will continue to work on Tier II interventions and strategies AND Tier III interventions and strategies for the 2024-2025 school year with fidelity.

Benchmark Indicator

• The district RTI2B team will continue to develop best practices for Tier II and Tier III strategies
• The behavior specialists and RTI2B teams at each school will train any new staff regarding Tier I procedures.
• The behavior specialists will train staff regarding SWIS documentation and review with RTI2B teams monthly.

S 1.3 Decrease Chronically Out of School rates

Warren County had been steadily decreasing the amount of chronically out of school rates from 12.1% (18/19) to 10.6% (19/20) to 9.1% (20/21). However, in 21/22, the rate increased to 15.8%, but we were still lower than other comparable districts (15.6%). Again, in 22/23, the rate continued to increase to 21.2%. Our new goal would be to decrease the percentage back to 15% or lower for the 2024-2025 school year. The district will continue with current strategies to reveal the importance of all students attending school, engaged and ready to learn. In addition, the district is planning to conduct a county wide campaign called "School Attendance Matters" which will focus on students attending school every day.

WCS has this plan in place for every school to follow to assist with continuing to decrease the chronically out of school rates.

Progressive Truancy Intervention TierTi3 Days ( Unexcuse

Action Level - School

· Implement proactive attendance procedures that identify students with a chronic attendance issue. (letters, phone calls, home visits, meetings, conference).

· Handbooks will provide parent/guardian/students written notice of the law at the beginning of each school year.

· Monitor attendance data

· Establish a positive and engaging school culture

· Letters are to be sent home after three days of absence (excused or unexcused).

· Schedule a conference with parent/student.

· Student Progress will be monitored on a regular basis and additional communication with the home (calls, meetings, home visits) will be scheduled as needed.Tier II5 Days ( Unexcused)

Action Level –  School 

Community Resources\Agencies

· Conduct an individual attendance assessment to identify the barriers impacting attendance.

· Develop an intervention plan to address the barriers.

· Refer the student to school based services which may include counselor, nurse or special education.

· Refer the student to district based services which may include Student Services, Family Resource Center, Coordinated School Health, School Psychologist.

· Make referral to Department of Children’s Service, if attendance is impacting academic growth at the level of educational neglect.

· Letter will be sent after 5 days of unexcused absence.  Tier III5 + Days (Unexcused)

Action Level–School, 

District, Judicial

· Review the barriers identified.

· Assign a mentor within the school.

· Current intervention plan and contract submitted to the Director of Attendance.

· Referral made to Truancy Board.

· Petition filed with Juvenile Court.

· Coordinate with probation officer or service agency assigned by the court.

· Make additional recommendation to parent(s) based on outcome of judicial intervention.

  

 

Benchmark Indicator

• Continue to decrease the percentage of students who are chronically out of school (21.2% in 22/23) to 15% for the 24/25 school year.

S 1.4 Continue to decrease discipline incidents for Warren County students

Warren County's target last year for discipline incidents was to remain below 5%, and we slightly missed that goal (6%). For the school year 2024-2025, Warren County will continue to work on decreasing discipline incidents for all students to 5% or below. Over the past few years, the discipline incidents were on a decline; however, this past year, that percentage was higher:

2018-2019: 5.8%

2019-2020: 4%

2020-2021: 2.7%

2021-2022: 5.3%

• 2022-2023: 6%

Strategies to support a decrease in discipline incidents include:

·     For students with discipline infractions that may results in a change of placement, principals can remand students to an alternative setting beginning the next school day. For students with disabilities, a manifestation meeting must occur first. Parents have a right to a Discipline Hearing Authority meeting if they want to appeal the principals' decision.

·     Continue to increase support and reinforce schools with their RTI2B process by focusing on rules and expectations throughout the district and sharing that information with our community.

·     Continue training administrators on the district discipline policy for schools to have common language regarding definitions, examples of behaviors, examples of interventions, and guidelines to discipline. This common district plan should support a reflection of equity and diversity while focusing on trauma-informed practices.

Benchmark Indicator

• Continue decreasing the percentage of students who were disciplined. Warren County has steadily decreased the percentage of students who were disciplined over the past three years; however, this past year, it was higher:
• 2018-2019: 5.8%
• 2019-20: 4%
• 2020-21: 2.7%
• 2021-2022: 5.3%
• 2022-2023: 6%

• The Director of Special Education will analyze this data monthly and present it to administrators at the district’s principals’ meetings. Each administrator will be presented their school-level discipline data with the district-wide data presented to all stakeholders. The idea behind this presentation of data is to compare school-level discipline data with district-level discipline data to ensure schools are monitoring their data.

• The behavior specialists and RTI2B teams at each school will train any new staff regarding Tier I procedures.

• The behavior specialists will train schools on inputting data in the SWIS portal and assist RTI2B teams in analyzing school level data.

S 2.1 HQIM ELA Year 5-District and School Leaders

Focus teacher professional work and development for all ELA teachers in K-12 around Phase 1 of ELA HQIM implementation. District leaders will continue to work with school leaders, district ELA coaches, and teachers with intellectual prep with the adopted HQIM ELA implementation process to ensure fidelity and understanding the instructional shifts.

• District leaders will work with school leaders through T & L on how to give effective feedback.
• ELA teachers will receive actionable feedback from walkthroughs grounded in the IPG tool by their school leaders.
• District will continue to engage in quarterly walkthroughs using the IPG tool to support school leaders on giving quality feedback to teachers. The walks will be scheduled allowing time to analyze and discuss high quality feedback.

Benchmark Indicator

ELA IPG Walkthrough using both knowledge and foundational skills IPGs will be used by district and school leaders

The ILT will analyze the feedback comments from the IPG walks prior to the T/L meeting of the month. At the T/L meeting, feedback comments will be reviewed and analyzed for effectiveness and improvement each month.

By October of 2024

• Core Action 1-100%
• Core Action 2 -40%
• Core Action 3-20%

By January of 2025

• Core Action 1-100%
• Core Action 2 -50%
• Core Action 3-30%

By March of 2025

• Core Action 1-100%
• Core Action 2-60%
• Core Action 3-40%

S 2.2 Data Usage

The purpose of the ILT is to gain deeper insight into the district instructional systems including tier 1 instruction, tutoring, special education, ESL, RTI, behavior, etc. The district ILT will meet weekly to analyze and respond to district data including absenteeism, classroom walks, benchmark data, state data, etc.

Benchmark Indicator

The team will review the ILT process every 9 weeks and refine data collection particular to walkthroughs (google form) with a target of 7 out of 8 meetings having at least one clear action having a response to the data  

Identified action steps will be added periodically throughout the school year.

IPG data and ILT response- on the agenda we will add an action step taken based on the walkthrough data

S 2.3 Summer Program in ELA

Schools will use 2024 TCAP data, screening data, and schoolnet to identify students who need to attend summer programming.

District leaders have developed the summer programming to be consistent across schools. Summer programming is offered at all our schools to encourage attendance. Schools determine their personnel who will teach summer programming. Once teachers are in place, schools will send home letters to identified students (as described below) to fill their summer camp/bridge enrollment. District's adopted HQIM will be used during the camps. Enrollment will be submitted to the district during the camps.

Benchmark Indicator

We will use the Pre/posttest as determined by TDOE.

S 2.4 K-4 ELA Tutoring

In response to the Literacy Success Act, we will continue to offer K-4th grade tutoring. This tutoring is high dosage, low ratio (1:3) using a research based intervention program that is a supplement to our ELA HQIM. The tutoring is conducted at all eight of our elementary schools occurring mostly during or after school. Some schools have identified retired teachers who are willing to work with kids during the school day.

Benchmark Indicator

Utilize the walkthrough tool to determine effectiveness of tutoring.

S 2.5 SPED and ESL Supports for ELA

ESL and Special Education Departments purchased an intervention program that aligns with the district's adopted ELA curriculum to support these student groups. The focus is on vocabulary that aligns with the pacing guide to be working on the same standards and work.

Benchmark Indicator

Aimsweb benchmarks in fall, winter, spring

S 2.6 Instructionally Appropriate Individual Education Program (IAIEP)

Warren County has developed processes to ensure that high-quality, effective IEPs are in place for every child, including the professional development provided on instructionally appropriate IEPs (IAIEPs). We continue to train special educators on developing IAIEPs throughout the year. Warren County will ensure students with disabilities are provided access to core instruction by providing support in their Least Restrictive Environment. All students need to be exposed to grade-level core instruction to ensure they are provided instruction to the state standards with typical peers. All goals are written as measurable goals that collect data which is monitored monthly by the special educators. Warren County monitors the quality and effectiveness of IEPs through several staff members. An IEP consultant (retired special educator) randomly pulls IEPs from each school each month to review all portions of the IEP. In addition, our IEP consulting teachers meet quarterly to randomly choose IEPs from the district and review all portions of the IEP. The district team reviewing IEPs follows the IAIEP guidelines that are used with the state department monitoring. If errors are found within these randomly chosen IEPs, staff is contacted, retrained, and requested to call an IEP meeting to fix the error and develop a new IEP that is correct.

Benchmark Indicator

• 80% of the IEPs reviewed monthly will score a Level 2 or higher on the IAIEP self-assessment tool as measured by the district created spreadsheet. This spreadsheet will be developed by the Special Education Director, and the IEP reviews will be scored by the IEP consultant monthly.
• 74% of students with disabilities will be in the general education setting for 80% or more of their school day as measured by quarterly reviews on the district created spreadsheet. This spreadsheet will be developed by the Special Education Director, and the LRE team will input this data after quarterly reviews.
• 80% of the preschool IEPs reviewed monthly will score a Level 2 or higher on present levels and goals in the IEP using the IAIEP self-assessment tool as measured by the district created spreadsheet. This spreadsheet will be developed by the Special Education Director, and the IEP reviews will be scored by the IEP consulting preschool teacher monthly. The present levels and goals of the IEP will include information and data from the ECO ratings.

S 3.1 HQIM Math Year 2 Implementation

The goal of year 2 implementation of HQIM is to continue to support teachers and school leaders in understanding the shifts in the standards and implementing effective practices in the tier 1 classroom. Professional development will help guide the implementation of the adopted HQIM, understanding the instructional focus documents, Math IPG tool, and strengthing unit and lesson prep.

Benchmark Indicator

Math IPG walkthrough data

By October of 2024:

• Core Action 1-100%
• Core Action 2 - 40%
• Core Action 3-20%

By January 2025:

• Core Action 1-100%
• Core Action 2-50%
• Core Action 3-30%

By March 2025:

• Core Action 1-100%
• Core Action 2-50%
• Core Action 3-40%

S 3.2 Data Usage

The purpose of the ILT is to gain deeper insight into the district instructional systems including tier 1 instruction, tutoring, special education, ESL, RTI, behavior, etc. The district ILT will meet weekly to analyze and respond to district data including absenteeism, classroom walks, benchmark data, state data, etc.

Benchmark Indicator

The team will review the ILT process every 9 weeks and refine data collection particular to walkthroughs (google form) with a target of 7 out of 8 meetings having at least one clear action having a response to the data  

Identified action steps will be added periodically throughout the school year.

IPG data and ILT response- on the agenda we will add an action step taken based on the walkthrough data

S 3.3 Summer Programming

Schools will use 2024 TCAP data, screening data, and Schoolnet to identify students who need to attend summer programming.

District leaders have developed the summer programming to be consistent across schools. Summer programming is offered at all our schools to encourage attendance. Schools determine their personnel who will teach summer programming. Once teachers are in place, schools will send home letters to identified students (as described below) to fill their summer camp/bridge enrollment. District's adopted HQIM will be used during the camps. Enrollment will be submitted to the district during the camps.

Benchmark Indicator

We will use the Pre/posttest as determined by TDOE.

Attendance will be 90%

S 3.4 S 3.4 Access for English Learners

Expand opportunities for English Learners to access grade level mathematical content in a meaningful way by using ELPA21 language development standards in the general mathematics education classrooms.

• Intentional focus on supporting teachers to access the EL supports embedded in the HQIM for mathematics.
• ELPA21's language development standards are designed to represent and enhance Tennessee's Academic Standards within its current framework. In addition to the core knowledge and skills represented in content standards, EL students need to develop social, language, and cross-cultural competencies to be successful in school and beyond.

Benchmark Indicator

Classroom visits will be conducted to see evidence of scaffolding and ELPA21 standards being incorporated into the lessons.

S 4.1 Increased offerings and access to advanced curriculum and EPSOs-dual enrollment, dual credit, IC's

Increased offerings and access to advanced curriculum and EPSOs which will increase the number of ready graduate students that are prepared for postsecondary work. This advanced course work would be students taking honors, AP courses, and DE with TCAT-McMinnville and MSCC in the 10th/11th/12th grade. This will be monitored by administrators, counselors, minority liaison, SPED and ELL representatives for students that have been identified as ready for honors or EPSOs courses in Grades 10-12.

Benchmark Indicator

The percent of students that were Ready Graduates was 45.8% for the class of 2023. We will monitor for the increase in % of students enrolled in EPSOs at the beginning of the 2024-25 SY and again in January of 2025 to ensure that we are on track to increase all students including student groups in EPSO enrollment by at least 5% by the end of 2024-25. This will be monitored by administrators, counselors, minority liaison, SPED and ELL representatives.

Projected Ready Grad for the Class of 2024 based on Class of 2023 data:

• All Students - 51%
• ED - 45%
• BHN - 39%
• SWD - 18%
• EL - 5%

S 4.2 Increase the Graduation Rate of students with disabilities (71%) to the state target (>79.25%).

In 2020-2021, according to our accountability file, Warren County's students with disabilities fell to 67% graduation rate. In 2021-2022, our students with disabilities graduation rate rose to 71.11%, still falling short of the state target of >79.25%. Using the new state target data, Warren County is having positive results and will continue to seek more of an increase in our graduation rate, specifically for students with disabilities.

The Special Education Coordinator at Warren County High School will continue to develop and monitor spreadsheets which are shared with the IEP consulting teacher at Warren County High School, the school counselors, and the Special Education Director to monitor students' classes/credits and track these for graduation.

Benchmark Indicator

• The Special Education Coordinator at Warren County High School will continue to develop spreadsheets which are shared with the IEP consulting teacher at Warren County High School, the school counselors, and the Special Education Director to monitor students' classes/credits and track these for graduation. The data will be reviewed at the end of each quarter to ensure students are passing their classes. At the end of each quarter, if a student is failing or missing 50% of his work, the Special Education Coordinator will intervene at this time by meeting individually with each student and setting up an intervention to support students to help attain their passing grade and credit. This intervention will include meeting with the student and developing a plan to remediate this work (through after-school tutoring, before-school tutoring, attending learning options during “advisory period”, etc). Warren County's overall goal for students with disabilities is to graduate with their cohort, on time.

• To continue to improve the graduation rate for students with disabilities, the district is encouraged by the alternate diploma that will be awarded to our students. This diploma is a focus for the majority of our students on the alternative assessment track, and this diploma will count positively toward our graduation rate. Each student will be reviewed each year to ensure they are on track to graduate with a diploma that increases our graduation rate.

S 4.3 Increase the percent of students in each subgroup that are meeting the ACT College Readiness benchmark by 5%.

The percent of all students that met the ACT College Readiness benchmark of a 21 was 33.0% in 2023. The PreACT is now being administered in the fall for 8th and the spring for 9th/10th grades. These results will be monitored by administrators, counselors, minority liaison, SPED and ELL representatives to put plans in place to increase the percentage of students in each subgroup that are meeting the ACT College Readiness benchmark..

Benchmark Indicator

Increase subgroups that are meeting the ACT College Readiness benchmark of a 21 by 5% for the Class of 2025.

ED from 27.5% to 32.5%

BHN from 22.6% to 27.6%

SWD from 7.1% to 12.1%

ELL 0.0% to 5%.

S 4.4 Innovative School Model

The ISM Grant will impact and change both middle school and high school students' experiences tremendously. The initiatives planned with ISM Grant Funds will transform ways students learn about careers as well as provide innovative opportunities for students to participate in CTE, earn post-secondary credit, earn industry certifications, and participate in WBL.

Students will have more options and opportunities in regard to CTE and CTE Programs of Study. Increasing CTE POSs will provide students with more choices when they select their high school academy and elective focus. Students will have increased access to CTE through innovation regarding time, space, and modes of learning. The ISM Grant will provide students increased opportunities to earn EPSO credit and Industry Certification Credentials beginning in the 9th Grade. Students will have more opportunities to enroll and engage in WBL opportunities in middle school (Pathful Explore access) and high school (Pathful Explore access, SBE, Internships, WBL, etc.) whether this be different modes of learning as it relates to in-person, hybrid, or virtual.  Careers will be a priority for WCS changing school experiences to be more career-driven to help students become more focused to become college and career ready. This transformation will positively affect students' and families' futures. Students will have more clarity in CTE POSs, pathways, and careers when transitioning from middle to high school then from high school to postsecondary to career.

Benchmark Indicator

• School counselors will continue career exploration activities so 90% of 8th Grade students complete career interest inventory, 90% of students participate in at least 1 post-secondary field trip during 6th-8th Grade and 90% of 8th Grade students will tour WCHS.
• By May 2025 provide opportunities for students in 6th-8th Grade to participate in business & industry field trips so 90% of students will participate in at least 1 field trip during 6th-8th grade
• By August 2024 purchase a food truck for WCHS Culinary Arts so WBL SBE can be taken on the road to provide WBL opportunities for WCHS Culinary Arts students.
• By August 2024 purchase a mobile greenhouse truck for WCHS Horticulture Science so WBL SBE can be taken on the road to provide WBL opportunities for WCHS Agriculture students.
• By August 2024 purchase vans to provide transportation for students to participate in WBL, Industry Tours, EPSO tours, and CTSO State Conferences.
• Continue the Cosmetology Program of Study and Audio/Visual Production Program of Study to increase CTE opportunities for students at WCHS
• In 2024-2025 conduct research in the area of Career Awareness/Career Exploration at the middle school level including career coach decisions, career/job site decisions, etc.

S 4.5 Middle School Career Exploration Partnership

What is Career Exploration? 

Career exploration is a process of learning about oneself and the world of work, identifying potential careers, and developing a strategy for realizing education and career goals (ACTE, 2018). 

Why Improve Career Exploration in Middle Grades? 

Career exploration gives a broad view of the working world that students will one day enter. It helps students to make connections between high school coursework and potential careers, which helps to keep them motivated to graduate with the skills they need to enter postsecondary education and ultimately the workforce.  Here are some of the reasons middle school is a perfect time for career exploration:

• Career exploration in middle school reaches students at a time when they are most susceptible to disengaging from the learning process.    
• Research shows that students in middle grades are becoming increasingly aware of their interests and values.   
• Middle school students are in the stage of adolescent development that allows them to interact in meaningful ways with career development activities.

Benchmark Indicator

• The 8th grade student population (for all middle schools) will attend the career fair at Motlow State Community College/TCAT McMinnville in October/November
• By December 19, 8th grade students will complete the career assessment. 
• Generate data reports from career assessment platform to determine completion rate of career assessment by the end of January.
• By February 7th all 8th Grade students will tour WCHS.
• By February 14th the career assessment results of 8th Grade students will be analyzed by counselors.
• Students use Pathful Explore to research career paths based on assessment results by the end of March. 
• By March 7th counselors will offer intentional advisement for all 8th Grade students to completed plans for their freshman courses.
• By March 7th, 7th grade students will complete the career assessment
• Freshman plans completed by MS counselors and sent to HS counselors with information about postsecondary interest and CTE POS for scheduling prior to Spring Break.
• Students use Pathful Explore to research career paths based on assessment results until May 21st
• Seventh and 8th grade students will be exposed to local/regional industry through guest speakers and/or site visits throughout the school year. 
• Seventh and 8th Grade students will participate in post-secondary tours throughout the school year.

S 4.6 AP Access For All

AP Access for All is a sustainable program that provides access to well-designed, engaging online Advanced Placement (AP) courses; addresses opportunity gaps that exist among underserved regions of Tennessee; and supports the development of a statewide high school culture that values and encourages rigorous preparation for college and career readiness. Warren County offers AP Access for All to provide students additional pathways to receive EPSO credits.

Benchmark Indicator

By May 2025, enrollment in AP Access for All courses will maintain at least 80% of original enrollment. This will be monitored by the CTE director in conjunction with the guidance counselors on a monthly basis.

By May 2025, students enrolled in any AP Access for All course will maintain a passing grade. This will be monitored by the Director of Teaching and Learning 6-12 in conjunction with the AP coordinator, academy principals and counselors every month.

S 4.7 ACT Prep Strategy

The counselors and minority liaison will consult with teachers and review PreACT/8, PreACT/9, and PreACT/10 grade diagnostic reports to identify students that are ready for advanced course work.

Benchmark Indicator

Increase 8th grade Fall of 2024 PreACT composite from 15.1 (Fall of 2023) to 16.0.

Increase 9th grade Spring of 2023 PreACT composite from 15.7 (Spring of 2022) to 16.6

Increase 10th grade Spring of 2023 PreACT composite from 16.6 (Spring of 2022) to 17.4

S 4.8 Data Usage

School counselors, sped coordinator, minority liaison, and administrators will monitor attendance and grades for students enrolled in EPSO classes.

Benchmark Indicator

Ready Grad

All Students - 51%