Dickson County Distance Learning Academy Export Export
Goals
G 1 Academic Achievement in Mathematics
DCDLA aims to rank in the top 20% statewide for achievement according to TCAP assessments over the next five years. For the 2025-2026 academic year, the focus will be on improving Mathematics performance for all students in grades 3-11, including various subgroups. The goal is to increase the percentage of students meeting or exceeding TCAP standards, with particular attention to subgroups performing below comparable districts. For students in grades K-2, progress will be tracked using standards-based report card assessments and the FastBridge universal screener, with a target of achieving the 80% benchmark.
To meet our academic goals, we will focus on three key areas:
- Instruction and Curriculum: We will use a curriculum and instructional approach that is aligned with state standards and delivered both in-person and online. We will also use high-quality technology to deliver our lessons. This strategy should improve students' reading skills and help close achievement gaps between different student groups.
- Early Numeracy: For our youngest learners in kindergarten through second grade, we will implement explicit and systematic instruction in foundational conceptual mathematical skills. This includes daily live instruction on fluency and conceptual understanding.
- Targeted Support: This focused approach will also help close skill gaps and accelerate the achievement of students in early grades and those receiving additional support.
These measures should enhance literacy skills and improve achievement across all levels of instruction.
Performance Measure
Increase the percentage of students who are on track or mastered from 25.0% to 29.7% on TCAP for grades 3-5 Math in 2026.
Increase the percentage of students who are on track or mastered from 0.0% to 20.0% on TCAP for grades 6-8 Math in 2026.
Increase the percentage of students who are on track or mastered from 30.3% to 34.7% on EOCs for grades 9-12 Math in 2026.
K and 1st grade will monitor FastBridge data for students to monitor and adjust instruction. Our goal is to increase our Early Numeracy data to the average national percentile of 55 by the Spring of 2026.
Sections
- Academic Achievement & Growth
S 1.1 Assessments to Measure Student Progress
DCDLA employs a data-driven approach to guide instruction and enhance student achievement. We leverage data from common formative and benchmark assessments to pinpoint students' strengths and areas for improvement, directly informing Tier 1 instruction to promote understanding and retention. The use of consistent assessment tools and high-quality instructional resources ensures a uniform approach to teaching, leading to improved student outcomes.
Strategy:
To execute this, DCDLA administers Mastery Connect benchmark assessments three times annually at all grade levels to evaluate readiness for state-level exams. DCDLA staff analyze this data to identify remediation needs and enrichment opportunities. Complementing this, our high-quality math resources are used to track student progress throughout the year. The embedded end-of-unit assessments in these resources provide ongoing evidence of students' mastery of essential standards and skills.
Benchmark Indicator
Actionable Expectations: To ensure students are on track for mastery, DCDLA will use a data-driven approach to guide instruction. We will administer benchmark assessments aligned with state standards and analyze the results to identify trends and gaps in student performance. This data will be used to inform instructional decisions and provide targeted interventions to meet students' individual needs.
Who- Principal, DBA, Virtual Teachers, In-Person Tutors
What- Ensuring Mastery Connect benchmark assessments, FastBridge Universal Screeners, checks for understanding, formative assessments, end-of-unit assessments, Pre-K/K/1st assessments, are being implemented and analyzed for all DCDLA students.
When- Throughout the academic year, particularly after each MC benchmark, CFA, and FastBridge window.
Where- During data chats with district leaders.
Why- The purpose of this approach is to track student progress toward mastering academic standards, identify areas of strength and improvement, and inform student-support adjustments.
How will we know it is working- We will know this strategy is successful when student performance on assessments meets or exceeds prior levels, aligning with individual student goals. Additionally, the effective use of benchmark assessments should lead to demonstrable improvement in student performance over time. We will look for consistent growth between assessments, particularly in areas where students previously struggled, as a key indicator of our progress.
A 1.1.1 Mastery Connect
Dickson County Schools administers Mastery Connect benchmark assessments to students in grades 2 through 11 in September, December, and Feb/March. Each assessment is aligned with the TCAP Assessment Blueprints for the corresponding grade level, covering all grade-level content standards.
As stated on the TE21 website, "These assessments are designed to measure students' academic progress and provide timely feedback that teachers can use to guide instruction." The results from these assessments will be used to implement remedial actions and provide in-person tutoring led by DCDLA teachers.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Laura Ferrell, Julie Outlaw, Sheryl Thiel, Jami Hutcheson | 2026-05-29 |
|
A 1.1.2 FastBridge
FastBridge is used as DCDLA's universal screener and progress monitoring tool. It's administered to all students in grades K-12 during the fall, winter, and spring to assess their math skills, including calculations, reasoning, computations, and problem-solving. The data from these assessments helps us track the number of students scoring below the 20th percentile across all three administrations. Based on these results, DCDLA implements Tier 2, Tier 3, and SPED interventions in mathematics to address identified student needs.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Mary Bishop, Sheryl Thiel, Jami Hutcheson | 2026-05-22 |
S 1.2 High Quality Instructional Materials
DCDLA has adopted a rigorous, aligned curriculum using state-approved High-Quality Instructional Materials (HQIM) across all grade levels. We prioritize collaboration, professional development, and strong administrative oversight to ensure effective implementation. Our approach involves continuous evaluation of the curriculum, using student achievement data to gauge mastery and inform future improvements.
Strategy
DCDLA administrators and DBA will analyze student work and assessment results across all subjects and grade levels, as well as benchmark data aligned with state standards. Administrators will look for evidence of mathematical conceptual understanding, adherence to state standards, challenging tasks, and active student engagement throughout the virtual platform.
Benchmark Indicator
Actionable Expectations: Use the Instructional Practice Guides (IPG) as a framework for selecting, reviewing, and implementing virtual materials, providing ongoing professional development and support staff, and fostering collaborative practices for effective use of materials in alignment with state standards. Additionally, use data from student performance to adjust and refine the use of materials for continuous improvement.
Who- Principals, DBA, Virtual Teachers, In-Person Tutors
What- Ensuring high-quality instructional materials are being used by implementing the Instructional Practice Guides (IPG)
When- During the academic year, with checkpoints each 4.5 weeks
Where- Collaborations and virtual walk-throughs of the platform
Why- To ensure that students receive high-quality, rigorous, and standards-aligned math instruction, ultimately improving student outcomes and achievement in math.
How will we know it is working- 100% implementation of Core Action 1 and 2 and increased percentages of students meeting or exceeding expectations of the standards on each Mastery Connect Benchmark (Fall, Winter, Spring).
A 1.2.1 Implementation of State Approved HQIM and Practices
To enhance the quality of our materials and instruction, DCDLA will use state-approved, high-quality instructional resources delivered through the virtual platform. These materials offer a comprehensive and effective curriculum for all grade levels. As a school, we are committed to providing our students with reliable Mathematics curriculum resources.
Based on an analysis of student data, Dickson County educators will provide in-person remediation services for students needing support. To ensure the effectiveness of these services, the district will offer professional development opportunities and provide high-quality materials to teachers.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Misty Marvin, Sheryl Thiel | 2026-05-22 |
|
A 1.2.2 Additional Staff
To improve the quality of instruction, DCDLA will use a variety of roles, including teachers, to implement instructional frameworks and curriculum initiatives through tutoring. We will pay teachers a stipend from general funds for this work, which will take place during their planning time. This will ensure students receive direct support for district initiatives.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Christie Southerland, Misty Marvin, Sheryl Thiel | 2026-05-22 |
S 1.3 Interventions to Address Student Learning Needs
The district employs a multi-tiered approach to identify and support students with academic needs. This system, known as Response to Intervention (RTI), begins with high-quality, universal instruction and screening for all students in the general education classroom. We specifically tailor interventions to address deficiencies in foundational skills, conceptual understanding and problem-solving, fluency and procedural skills, and specific content areas.
This process is comprised of three tiers. Students who meet academic standards on the universal screener receive Tier 1 support. Students who do not meet these standards receive targeted interventions in Tiers 2 and 3. These interventions are provided daily and are based on universal screener and assessment results.
Strategy:
Our strategy is to administer universal screening benchmarks three times a year to pinpoint students who need numeracy intervention. Intervention placement is determined by both universal screening and specific diagnostic data collected at the school level. Our goal is to reduce the number of students scoring below the 20th percentile, which we will use as a measure of our intervention's effectiveness. We will also assess student progress and intervention placement every five weeks during TIER data meetings.
Benchmark Indicator
Actionable Expectations: DCDLA will follow the districts tiered approach to RTI, starting with high-quality classroom instruction (Tier 1), followed by targeted interventions for students who need more support (Tier 2), and intensive interventions for those who require more specialized help (Tier 3). Regular progress monitoring and data collection will be used to evaluate the effectiveness of interventions, making adjustments as needed. Acceleration for all is also a focus with subgroups and historically underserved students. Teachers and interventionists collaborate to ensure fidelity to the RTI model, and professional development will be provided to ensure that educators have the tools and knowledge necessary to implement interventions successfully.
Who- SPED Director & Coordinator, Principal, DBA, DCSTN Teachers
What- Ensuring that Response to Intervention (RTI) interventions are being effectively implemented to support students who are struggling academically or behaviorally.
When- Throughout the academic year, with regular checkpoints for progress monitoring and intervention reviews. Interventions should be adjusted as needed based on student response to the support provided.
Where- During RTI data meetings and checkpoints.
Why- To provide targeted support for students who need additional assistance, ensuring they receive appropriate interventions to close achievement gaps, improve academic outcomes, and succeed in meeting grade-level standards.
How will we know it is working- DCDLA's goal is to reduce the number of students scoring below the 20th percentile (based on individual school goals) as a measure of intervention effectiveness.
A 1.3.1 SPED Systems of Support
General Purpose Funds and IDEA funds will be allocated to acquire supplemental curriculum and resources aimed at addressing skill gaps for students with disabilities (SWDs). This includes manipulatives, enrichment materials for gifted students, math fluency cards, educational games, and additional technology devices to support instruction. Professional development will be provided on alternative assessment participation guidelines, strategies for addressing math deficits, and creating instructionally appropriate IEPs.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Malissa Johnson, Kasi Brewton, Sheryl Thiel | 2026-05-22 |
A 1.3.2 TIER II and III Intervention
Students who show limited progress in Tier I instruction will receive Tier II support. This support is delivered through small-group lessons, typically two to three times per week, using evidence-based interventions. Students in Tier II will continue to participate in their regular classroom lessons and receive Tier I support. To monitor progress, student skills are assessed every one to two weeks. If a student demonstrates sufficient growth, they may return to Tier I. If progress is not adequate, the Tier II intervention may be extended, or the student may be moved to Tier III for more intensive support.
Mathematics interventions are designed to address both computational skills and mathematical reasoning. The following resources and programs are used to provide targeted support:
- i-Ready (printed materials)
- BRIDGES
- Kentucky Numeracy Project (KNP)
- FastBridge Math Interventions (specific activities are logged for daily attendance)
- Achieve 3000 Math
- Khan Academy
- IXL
- ALEKS (for grades 6-8)
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Mary Bishop, Kasi Brewton, Sheryl Thiel | 2026-05-22 |
A 1.3.3 Support for ELL
ELL supports enhance mathematics education by addressing the specific language demands of math, not just English. By using targeted strategies, educators can help English Language Learners (ELLs) access and engage with complex mathematical concepts. The core idea is to treat a student's native language as a resource, not a barrier, and to provide multiple avenues for them to demonstrate their mathematical understanding. ELL support in math primarily focuses on these areas: Academic Language and Vocabulary, Conceptual Understanding, Collaborative Learning, Visual and Hands-on Learning, Problem-Solving:
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Mary Bishop, Melissa Southerland, Sheryl Thiel | 2026-05-22 |
S 1.4 Extended Learning Opportunity for Students
To support students in grades 3 through 12 who have not met grade-level expectations in mathematics, DCDLA will offer a variety of extended learning opportunities. These programs are designed to help students improve their skills and are informed by their performance on assessments such as TCAP and Mastery Connect.
Strategy:
Extended learning opportunities will include:
- Additional in-school tutoring
- Summer programs
- Credit recovery courses
- Access to online learning platform
Student eligibility for these programs will be based on benchmark assessment results, with administrators reviewing this data to identify and select students who need additional support. To further assist families, we will also host parent workshops. These workshops will help parents understand the academic standards and provide them with strategies to support their children's learning at home.
Benchmark Indicator
Actionable Expectations: DCSTN will provide targeted instruction that addresses the unique needs of our students. We will use personalized learning plans and offer smaller class sizes for those requiring extended learning opportunities. Teachers will assess individual learning gaps and tailor lessons to help students build foundational skills. We will regularly monitor student progress to ensure that our programs are effective. The goal is to make learning both engaging and relevant for students, helping them make significant improvements in their academic performance.
Who- Directors, Content Coordinators, Principals, Teachers
What- Implement extended learning opportunities to provide additional academic support and instruction for students who need to catch up or reinforce skills, particularly in core subjects like math.
When- Throughout the 25-26 school year
Where- DCDLA online platforms, in-person at DCHS lower campus
Why- Our extended learning programs are designed to help students who have fallen behind in their studies. By focusing on academic recovery, especially in core subjects like mathematics, we can close achievement gaps and reinforce key concepts. This ensures students are well-prepared for the all-academic opportunities.
How will we know it is working- 100% of students participating in extended learning opportunities will show grow on assessment metrics.
A 1.4.1 Tutoring
Additional learning opportunities will be available for DCDLA students during the school day to meet students' needs. These opportunities will include small group or one-on-one tutoring sessions.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Christie Southerland, Misty Marvin, Sheryl Thile, Jami Hutcheson | 2026-05-22 |
|
A 1.4.2 Summer Camps
Summer camps will encompass a variety of academic and enrichment opportunities tailored to meet the needs of students in rising grades K-9. These activities will be structured to run for four weeks, and transportation will be provided to ensure accessibility for all students.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Mary Collins, Melinda Fortner, Misty Marvin, Sheryl Thiel | 2026-06-26 |
|
A 1.4.3 Parent/Student Workshops/Trainings/Materials
DCDLA is committed to engaging all students and families through a series of workshops and training sessions. These sessions will focus on key academic areas, including literacy, math, and technology. We will also provide students and families with essential resources, such as school compacts and parent/student engagement plans. To ensure our events are effective, parents and students will be asked to evaluate each session through a survey. We will use various platforms, including Facebook, X, and our district website, to keep all students and families informed about upcoming events and opportunities.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Sheryl Thiel, Jami Hutcheson | 2026-05-22 |
G 2 Academic Achievement in Reading/Language Arts
For the upcoming five-year period, DCDLA's primary objective is to elevate our academic standing, striving to place within the top fifth of all districts in the state based on student performance on the Tennessee Comprehensive Assessment Program (TCAP) exams. Our strategic focus for the 2025-2026 school year will center on enhancing student proficiency in Reading and Language Arts. We will work to boost the percentage of students who are meeting or exceeding TCAP benchmarks across all grade levels, from 3rd to 12th. This effort will include a specific, targeted approach to improve outcomes for student subgroups that have historically performed below their peers in similar districts. For our youngest learners in grades K-2, we will use a different set of metrics. Their academic growth will be monitored using standards-based report cards, with a target of at least 80% of students reaching proficiency benchmarks.
To meet our academic goals, we will focus on three key areas:
- Instruction and Curriculum: We will use a curriculum and instructional approach that is aligned with state standards and delivered both in-person and online. We will also use high-quality technology to deliver our lessons. This strategy should improve students' reading skills and help close achievement gaps between different student groups.
- Early Literacy: For our youngest learners in kindergarten through second grade, we will implement explicit and systematic instruction in foundational literacy skills. This includes daily live instruction on phonological awareness, phonics, and fluency.
- Targeted Support: This focused approach will also help close skill gaps and accelerate the achievement of students in early grades and those receiving additional support.
These measures should enhance literacy skills and improve achievement across all levels of instruction.
Performance Measure
ELA TCAP and EOC reading proficiency and achievement will be monitored using FastBridge and MasteryConnect assessments to:
Increase the percentage of students who are on track or mastered from 25.0% to 29.7% on TCAP for grades 3-5 ELA in 2026.
Increase the percentage of students who are on track or mastered from 42.9% to 46.5% on TCAP for grades 6-8 ELA in 2026.
Increase the percentage of students who are on track or mastered from 467% to 50.0% on EOC for grades 9-12 ELA in 2026.
K - 2nd grade will monitor FastBridge data for students in early literacy to monitor and adjust instruction. Our goal is to increase national percentile rankings so that our average is the 50th percentile.
Sections
- Academic Achievement & Growth
S 2.1 Assessments to Monitor Student Progress
DCDLA employs a data-driven approach to guide instruction and enhance student achievement. We leverage data from common formative and benchmark assessments to pinpoint students' strengths and areas for improvement, directly informing Tier 1 instruction to promote understanding and retention. The use of consistent assessment tools and high-quality instructional resources ensures a uniform approach to teaching, leading to improved student outcomes.
Strategy:
To execute this, DCDLA administers Mastery Connect benchmark assessments three times annually at all grade levels to evaluate readiness for state-level exams. DCDLA staff analyze this data to identify remediation needs and enrichment opportunities. Complementing this, our high-quality ELA resources are used to track student progress throughout the year. The embedded end-of-unit assessments in these resources provide ongoing evidence of students' mastery of essential standards and skills.
Benchmark Indicator
Actionable Expectations: To ensure students are on track for mastery, DCDLA will use a data-driven approach to guide instruction. We will administer benchmark assessments aligned with state standards and analyze the results to identify trends and gaps in student performance. This data will be used to inform instructional decisions and provide targeted interventions to meet students' individual needs.
Who- Principal, DBA, Virtual Teachers, In-Person Tutors
What- Ensuring Mastery Connect benchmark assessments, FastBridge Universal Screeners, checks for understanding, formative assessments, end-of-unit assessments, Pre-K/K/1st assessments, are being implemented and analyzed for all DCDLA students.
When- Throughout the academic year, particularly after each MC benchmark, CFA, and FastBridge window.
Where- During data chats with district leaders.
Why- The purpose of this approach is to track student progress toward mastering academic standards, identify areas of strength and improvement, and inform student-support adjustments.
How will we know it is working- We will know this strategy is successful when student performance on assessments meets or exceeds prior levels, aligning with individual student goals. Additionally, the effective use of benchmark assessments should lead to demonstrable improvement in student performance over time. We will look for consistent growth between assessments, particularly in areas where students previously struggled, as a key indicator of our progress.
A 2.1.1 Mastery Connect
Dickson County Schools administers Mastery Connect benchmark assessments to students in grades 2 through 11 in September, December, and Feb/March. Each assessment is aligned with the TCAP Assessment Blueprints for the corresponding grade level, covering all grade-level content standards.
As stated on the TE21 website, "These assessments are designed to measure students' academic progress and provide timely feedback that teachers can use to guide instruction." The results from these assessments will be used to implement remedial actions and provide in-person tutoring led by DCDLA teachers.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Andrea Rawls, Amber Potter, Sheryl Thiel, Jami Hutcheson | 2026-05-22 |
A 2.1.2 FastBridge
Dickson County Schools utilizes FastBridge as its Universal Screener and Progress Monitoring tool. These universal screeners are administered in the fall, winter, and spring to assess students' early reading skills, including print concepts, phonics, letter recognition, word segmentation, and reading fluency and comprehension.
Based on the results of this screening, DCDLA provides Tier 2, Tier 3, and Special Education (SPED) intervention programs. These programs are designed to support any student identified through the screening process, with a focus on improving foundational skills in basic reading, reading fluency, reading comprehension, and written expression.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Mary Collins Bishop, Sheryl Thiel, Jami Hutcheson | 2026-05-22 |
A 2.1.3 ESGI
A standardized, norm-referenced screening tool is administered to all incoming Kindergarten students at DCDLA. This assessment compares individual student performance to that of a representative peer group, which helps identify students who are performing below expectations.
In October, students are re-assessed to track their skill development and progress. Students who demonstrate positive progress continue to be monitored, while those showing insufficient progress are further observed to determine if they would benefit from additional interventions.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Andrea Beaubien, Sheryl Thiel, Jami Hutcheson | 2026-05-22 |
S 2.2 High Quality Instructional Materials
DCDLA has adopted a rigorous, aligned curriculum using state-approved High-Quality Instructional Materials (HQIM) across all grade levels. We prioritize collaboration, professional development, and strong administrative oversight to ensure effective implementation. Our approach involves continuous evaluation of the curriculum, using student achievement data to gauge mastery and inform future improvements.
Strategy
DCDLA administrators and DBA will analyze student work and assessment results across all subjects and grade levels, as well as benchmark data aligned with state standards. Administrators will look for evidence of high-quality texts, adherence to state standards, challenging tasks, and active student engagement throughout the virtual platform.
Benchmark Indicator
Actionable Expectations: Use the Instructional Practice Guides (IPG) as a framework for selecting, reviewing, and implementing virtual materials, providing ongoing professional development and support staff, and fostering collaborative practices for effective use of materials in alignment with state standards. Additionally, use data from student performance to adjust and refine the use of materials for continuous improvement.
Who- Principals, DBA, Virtual Teachers, In-Person Tutors
What- Ensuring high-quality instructional materials are being used by implementing the Instructional Practice Guides (IPG)
When- During the academic year, with checkpoints each 4.5 weeks
Where- Collaborations and virtual walk-throughs of the platform
Why- To ensure that students receive high-quality, rigorous, and standards-aligned ELA instruction, ultimately improving student outcomes and achievement in ELA.
How will we know it is working- 100% implementation of Core Action 1 and 2 and increased percentages of students meeting or exceeding expectations of the standards on each Mastery Connect Benchmark (Fall, Winter, Spring).
A 2.2.1 Implementation of State Approved HQIM and Practices
To enhance the quality of our materials and instruction, DCDLA will use state-approved, high-quality instructional resources delivered through the virtual platform. These materials offer a comprehensive and effective curriculum for all grade levels. As a school, we are committed to providing our students with reliable Reading and Language Arts curriculum resources.
Based on an analysis of student data, Dickson County educators will provide in-person remediation services for students needing support. To ensure the effectiveness of these services, the district will offer professional development opportunities and provide high-quality materials to teachers.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Misty Marvin, Sheryl Thiel | 2026-05-22 |
|
A 2.2.2 SPED Systems of Support
To address skill deficiencies among students with disabilities (SWDs), DCDLA will use General Purpose SPED and IDEA funds to acquire supplementary curriculum. To meet specific learning needs, we have purchased Wilson Reading materials. Ongoing professional development will guide staff on alternative assessment participation, strategies for addressing English Language Arts (ELA) deficits, and creating instructionally appropriate Individualized Education Programs (IEPs).
Continuous technical support will be provided for children aged 3-5, with a focus on early language, communication, and literacy skills. Training will include proper data entry and exit procedures for early childhood outcomes and identifying age-appropriate early literacy skills. We will also provide regular professional development to enhance co-teaching strategies for both general and special education educators and address the unique needs of struggling students across various disability categories.
Comprehensive training will be provided for all Special Education (SPED) staff, including school psychologists, on Alternative Assessment and participation guidelines. SPED staff will also receive training on selecting appropriate academic accommodations based on individual student needs and familiarizing themselves with the new curriculum and its framework.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Malissa Johnson, Kasi Brewton, Sheryl Thiel | 2026-05-22 |
|
A 2.2.3 Additional Staff
To improve the quality of instruction, DCDLA will use a variety of roles, including teachers, to implement instructional frameworks and curriculum initiatives through tutoring. We will pay teachers a stipend from general funds for this work, which will take place during their planning time. This will ensure students receive direct support for district initiatives.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Christie Southerland, Misty Marvin, Sheryl Thiel | 2026-05-22 |
|
S 2.3 Interventions to Address Student Learning Needs
The district employs a multi-tiered approach to identify and support students with academic needs. This system, known as Response to Intervention (RTI), begins with high-quality, universal instruction and screening for all students in the general education classroom. We specifically tailor interventions to address deficiencies in basic reading, reading fluency, reading comprehension, and written expression.
This process is comprised of three tiers. Students who meet academic standards on the universal screener receive Tier 1 support. Students who do not meet these standards receive targeted interventions in Tiers 2 and 3. These interventions are provided daily and are based on universal screener and assessment results.
Strategy:
Our strategy is to administer universal screening benchmarks three times a year to pinpoint students who need literacy intervention. Intervention placement is determined by both universal screening and specific diagnostic data collected at the school level. Our goal is to reduce the number of students scoring below the 20th percentile, which we will use as a measure of our intervention's effectiveness. We will also assess student progress and intervention placement every five weeks during TIER data meetings.
Benchmark Indicator
Actionable Expectations: DCDLA will follow the districts tiered approach to RTI, starting with high-quality classroom instruction (Tier 1), followed by targeted interventions for students who need more support (Tier 2), and intensive interventions for those who require more specialized help (Tier 3). Regular progress monitoring and data collection will be used to evaluate the effectiveness of interventions, making adjustments as needed. Acceleration for all is also a focus with subgroups and historically underserved students. Teachers and interventionists collaborate to ensure fidelity to the RTI model, and professional development will be provided to ensure that educators have the tools and knowledge necessary to implement interventions successfully.
Who- SPED Director & Coordinator, Principal, DBA, DCSTN Teachers
What- Ensuring that Response to Intervention (RTI) interventions are being effectively implemented to support students who are struggling academically or behaviorally.
When- Throughout the academic year, with regular checkpoints for progress monitoring and intervention reviews. Interventions should be adjusted as needed based on student response to the support provided.
Where- During RTI data meetings and checkpoints.
Why- To provide targeted support for students who need additional assistance, ensuring they receive appropriate interventions to close achievement gaps, improve academic outcomes, and succeed in meeting grade-level standards.
How will we know it is working- DCDLA's goal is to reduce the number of students scoring below the 20th percentile (based on individual school goals) as a measure of intervention effectiveness.
A 2.3.1 SPED Systems of Support
General Purpose SPED Funds and IDEA funds will be used to obtain supplementary curriculum designed to address skill gaps in students with disabilities (SWDs). Wilson Reading materials have been acquired to specifically meet the learning needs of these students. Continuous professional development for staff will focus on developing instructionally appropriate Individualized Education Programs (IEPs).
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Malissa Johnson, Kasi Brewton, Sheryl Thiel | 2026-05-22 |
A 2.3.2 TIER II and III Intervention
Students who show limited progress with Tier I instruction are provided with Tier II support. This level of intervention typically includes small-group lessons two to three times per week using research-based methods. These specialized lessons, also known as "interventions," are designed to address specific skill gaps. It's important to note that students receiving Tier II support continue to participate in and receive support from the regular Tier I classroom curriculum. Student progress is monitored through skill-based assessments administered every one to two weeks. Based on this ongoing assessment, students may:
- Return to Tier I if they demonstrate sufficient improvement.
- Continue with Tier II support if more time is needed to meet goals.
- Advance to Tier III if progress remains insufficient.
Our ELA interventions are carefully selected to target specific skill areas across different grade levels, from kindergarten through high school.
- Phonemic Awareness (Grades K-5): Interventions include FAST Phonemic Awareness, FCRR, Sound Sensible, and 95% Group Phonological Awareness Intervention.
- Phonics (Grades K-5): We use FCRR, Sound Sensible, SPIRE, 95% Phonics Chip Kit, Teaching Blending (95%), West Virginia Phonics, Wilson Reading, and FAST Phonics. For Grades 6-12, interventions include Read 180/System 44, FCRR, Wilson Reading, and FAST Phonics.
- Fluency (Grades K-5): Interventions include FCRR, SPIRE, FDL, Six-Minute Solution, FAST Fluency, and Repeated Reading. For Grades 6-12, we use Read 180/System 44, FCRR, Six-Minute Solution, FDL, Wilson Reading, and FAST Fluency.
- Vocabulary (Grades K-5): Interventions include FCRR, 95% Vocabulary Surge, and FAST Vocabulary. For Grades 6-12, we use FCRR and FAST Vocabulary.
- Comprehension (Grades K-5): We use FCRR, Ask-Read-Tell, Reciprocal Teaching, Achieve 3000, Interventions that Work, and FAST Comprehension. For Grades 6-12, interventions include FCRR, Successful Reader, Ask-Read-Tell, Reciprocal Teaching, Achieve 3000 (grades 9-12), and FAST Comprehension.
- Written Expression (Grades K-5 and 6-12): Interventions include Intervention Central and Interventions that Work.
Note: FCRR stands for Florida Center for Reading Research. Some interventions, such as Wilson Reading, are also utilized for students receiving special education services.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Mary Collins Bishop, Kasi Brewton, Sheryl Thiel, Jami Hutcheson | 2026-05-22 |
A 2.3.3 Support for ELL
To enhance our students' English language proficiency, we will utilize the range of supplemental resources provided from the district, including Finishline, TEAM for English Language Learners, and Rosetta Stone. These materials are specifically designed to target the four core language domains: Reading, Writing, Speaking, and Listening. Our goal is to use these tools to support student growth and help them meet the exit criteria for the ELPA assessment, aligning with the state's Annual Measurable Objectives (AMOs) for English Language Proficiency.
We will use FastBridge data to monitor student progress and track the effectiveness of these resources. This data will allow us to place students into appropriate tiered interventions based on their benchmark scores. For our English Learners (ELs) who may need extra support to access these interventions, we will provide additional language assistance.
Beyond the classroom, we are committed to expanding the availability of technology and supplemental materials for ELs. This initiative ensures that students have the resources they need throughout their educational journey. We will also use these materials to support parent training, providing a comprehensive approach that assists both English Learners and their families.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Mary Collins Bishop, Melissa Southerland, Sheryl Thiel | 2026-05-22 |
S 2.4 Extended Learning for Students
To support students in grades 3 through 12 who have not met grade-level expectations in English Language Arts (ELA), DCDLA will offer a variety of extended learning opportunities. These programs are designed to help students improve their skills and are informed by their performance on assessments such as TCAP and Mastery Connect.
Strategy:
Extended learning opportunities will include:
- Additional in-school tutoring
- Summer programs
- Credit recovery courses
- Access to online learning platform
Student eligibility for these programs will be based on benchmark assessment results, with administrators reviewing this data to identify and select students who need additional support. To further assist families, we will also host parent workshops. These workshops will help parents understand the academic standards and provide them with strategies to support their children's learning at home.
Benchmark Indicator
Actionable Expectations: DCSTN will provide targeted instruction that addresses the unique needs of our students. We will use personalized learning plans and offer smaller class sizes for those requiring extended learning opportunities. Teachers will assess individual learning gaps and tailor lessons to help students build foundational skills. We will regularly monitor student progress to ensure that our programs are effective. The goal is to make learning both engaging and relevant for students, helping them make significant improvements in their academic performance.
Who- Directors, Content Coordinators, Principals, Teachers
What- Implement extended learning opportunities to provide additional academic support and instruction for students who need to catch up or reinforce skills, particularly in core subjects like ELA.
When- Throughout the 25-26 school year
Where- DCDLA online platforms, in-person at DCHS lower campus
Why- Our extended learning programs are designed to help students who have fallen behind in their studies. By focusing on academic recovery, especially in core subjects like English Language Arts, we can close achievement gaps and reinforce key concepts. This ensures students are well-prepared for the all-academic opportunities.
How will we know it is working- 100% of students participating in extended learning opportunities will show grow on assessment metrics.
A 2.4.1 Tutoring
Additional learning opportunities will be available for DCDLA students during the school day to meet students' needs. These opportunities will include small group or one-on-one tutoring sessions.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Christie Southerland, Misty Marvin, Sheryl Thiel, Jami Hutcheson | 2026-05-22 |
|
A 2.4.2 Summer Camps
Summer camps will encompass a variety of academic and enrichment opportunities tailored to meet the needs of students in rising grades K-9. These activities will be structured to run for four weeks, and transportation will be provided to ensure accessibility for all students.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Mary Collins, Melinda Fortner, Misty Marvin, Sheryl Thiel | 2026-06-26 |
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A 2.4.3 Parent/Student Workshops/Trainings/Materials
DCDLA is committed to engaging all students and families through a series of workshops and training sessions. These sessions will focus on key academic areas, including literacy, math, and technology. We will also provide students and families with essential resources, such as school compacts and parent/student engagement plans. To ensure our events are effective, parents and students will be asked to evaluate each session through a survey. We will use various platforms, including Facebook, X, and our district website, to keep all students and families informed about upcoming events and opportunities.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Sheryl Thiel, Jami Hutcheson | 2026-05-22 |
G 3 College and Career Readiness/Ready Graduate
DCDLA is committed to elevating our standing in the state for College and Career Readiness (CCR) and Ready Graduates, with the goal of ranking among the top 20% of districts. Our progress will be determined by state and federal accountability measures. Throughout the 2025-2026 school year, we will evaluate our advancement by examining overall graduation rates and the performance of various student subgroups. We will concentrate our efforts on boosting the percentage of students who meet or exceed key indicators, including ACT scores, attainment of post-secondary credits, and Tier 2/3 industry credentials. Additionally, we will prioritize improving the performance of student subgroups that are currently underperforming when compared to similar districts.
Performance Measure
Increase the number of students meeting the ACT college readiness benchmark by 5%
Increase the number of students enrolled/earning post-secondary credits by 5%
Increase the number of students enrolled/earning Tier 2 and 3 ICs by 5%
Sections
- College & Career Readiness
S 3.1 ACT Prep
Preparing for the ACT empowers students, educators, and families with the knowledge and tools needed for success and expanded college opportunities. Students and teachers gain a deep understanding of the test's role in college admissions, enabling them to make more informed decisions. By taking practice assessments, students receive valuable feedback to identify their strengths and areas for improvement. This process helps parents understand the ACT's significance and provides them with clear ways to support their child in raising scores, which can lead to increased access to college acceptances and scholarships. Ultimately, all involved focus on effective test-taking strategies and proven techniques to maximize performance.
Strategy:
A detailed review of ACT results is conducted annually to pinpoint trends and inform strategies for boosting student performance across different content areas and demographic groups. We also analyze ACT retake data each year to identify specific skill gaps. This allows us to provide targeted instructional support, which includes additional tutoring when needed.
Benchmark Indicator
Actionable Expectations: By the end of the school year, DCDLA will utilize the annual ACT data review and retake analysis to create and implement a targeted instructional plan, leveraging appropriate tutoring, aimed at improving student performance in the two weakest content areas identified for underperforming demographic groups.
Who- Principal, DBA, Tutors
What- Ensuring ACT data is analyzed by DCDLA staff.
When- At ACT data release times.
Where- During data chats with appropriate team members.
Why- To assess and track student progress toward increasing ACT scores, identify areas of strength and improvement, and inform instructional adjustments to meet individual student needs.
How will we know it is working- DCDLA will track student progress using practice test scores, student feedback, and improvements within specific subcategories. We will measure the success of our initiatives by overall score improvements and an increase in student confidence on test day.
A 3.1.1 ACT Released Questions
Our strategy involves utilizing both current and past ACT practice materials in face-to-face tutoring sessions. The purpose is to equip students with current test-taking strategies and strengthen their grasp of core academic concepts. We will assess the effectiveness of this approach by analyzing improvements in student ACT scores and conducting observations of lessons that incorporate ACT questions. A key goal is for all teacher tutors to use these materials, and we will monitor their implementation through the TEAM evaluation model.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Sheryl Thiel, Teacher Tutors | 2026-05-22 |
A 3.1.2 ACT Senior Retake
Each senior student will be provided with a complimentary ACT retake. This initiative is designed to give students a second opportunity to improve their scores and increase their chances for college admission. We emphasize to students that even a small increase in their score can significantly enhance their access to more competitive colleges and a wider range of scholarships.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Misty Marvin, Sheryl Thiel | 2025-11-04 |
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