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 2025-26, 54.6% of Kindergarten students will be on track or low risk on the FastBridge Early Reading Screener.
● In 2025-26, 49.4% of 1st-grade students will be on track or low risk on the FastBridge Early Reading Screener.
● In 2025-26, 52.9% of 2nd-grade students will score on track or low risk for Early Reading Measure on Fastbridge.
● In 2025-26, 49.8% of 3rd-grade students will score proficient on ELA TCAP. [ETT data, reduce the gap by .15] [TISA Goal 1]
● In 2025-26, 50.7% of 3rd - 5th grade students will score proficient on ELA TCAP. [ETT data, reduce the gap by .15] [TISA Goal 2]
● In, 2025-26, 42.5% of 6th - 8th grade students will score proficient on ELA TCAP. [ETT data, reduce the gap by .15] [TISA Goal 2]
● In 2025-26, 51.7% of HS students will score proficient on ELA EOC. [ETT data, reduce the gap by .15] [TISA Goal 2]
● In 2025-26, 50.1% of 3rd - 5th grade students will score proficient on Math TCAP. [ETT data,reduce the gap by .15] [TISA Goal 3]
● In 2025-26, 42.4% of 6th - 8th grade students will score proficient on Math TCAP. [ETT data,reduce the gap by .15] [TISA Goal 3]
● In 2025-26, 35.3% of HS students will score proficient Math EOC. [ETT data,reduce the gap by .15] [TISA Goal 3]
● In 2025-26, TSI schools will exit from TSI status for all 2023-24 targeted subgroups.
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] = 75% of classrooms are accessing Core Action 3 consistently as measured by the IPG during walkthroughs.
* Universal Screener Data [USD] = 65% 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] = 90% of teachers will be implementing Phase 1, 2, and 4 of the Best First Instruction Model.as to ensure students are engaged in learning as measured by school leader walkthrough data.
*Mastery Connect Data= Curriculum directors, level directors, and school leaders will review the benchmark data after each assessment (2-3 times a year) and make appropriate adjustments daily instruction based on the standard mastery and projected percent proficient.
* UpBeat Maintain or increase current percentage (87%) 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 as measured through the UpBeat survey.
A 1.1.1 Student Data Analysis
Students complete a data analysis using the ISR report following benchmark testing to identify strengths and areas needed for growth. They will then use a choice board to pick an intervention tool.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| ELA Teachers, Academic Coaches, Administration | 2026-05-15 |
|
A 1.1.2 Student Engagement
Students engage in writing regularly through discussion boards, digital journals, short responses, and extended writing assignments. They use self-check rubrics embedded in assignments, participate in peer feedback through collaborative documents or breakout rooms, and receive targeted teacher feedback via comments, recorded videos, or virtual conferences. These practices help students track their growth, revise their work thoughtfully, and build confidence in their writing over time.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| ELA Teachers, Academic Coaches, Administration | 2026-05-15 |
|
A 1.1.3 Writing Feedback
Following state released data, have teachers with high achievement and growth in ELA provide peer guidance on student feedback of writing. Allow them the time to coach each other throughout the year to develop a school-wide system for scoring writing and providing feedback.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| ELA Teachers, Academic Coaches, Administrations | 2026-05-15 |
|
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 = 75% of rubric data denotes IEPs are consistently written to *Improve Student Outcomes* supporting students in ultimately meeting their educational goals and transitions to postsecondary as measured through review by .
* Instructional Practice Guide [IPG] = 75% of interventions provided are accessing Core Action 3 and 90% are accessing Core Action 4 consistently as measured by the IPG during walkthroughs.
* Universal Screener Data [USD] = 65% of students will experience 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] = 90% of teachers will be implementing Phase 1, 2, and 4 of the Best First Instruction Model.as to ensure students are engaged in learning as measured by school leader walkthrough data.
* 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.
* UpBeat Maintain or increase current percentage (87%) 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 as measured through the UpBeat survey.
A 1.2.1 S-Team Referrals
Continue to utilize the Support Team appropriately to process student referrals to determine appropriate next steps for students who are suspected to have a disability.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| S-Team Chair, S-Team | 2026-03-06 |
|
A 1.2.2 Child Find
Re-train all teachers on IDEA Child-Find duty and early-warning indicators.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Administration, SPED Case Managers, 504 Chairs, Teachers | 2025-08-29 |
|
A 1.2.3 IEP Audits
Random administrative audits of 20 % of IEPs, focusing on goal measurability and service minutes vs. schedule.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Administration, SPED Lead Teachers | 2026-05-15 |
|
A 1.2.4 Appropriate Accommodation Selection
Adopt a four-step protocol for select accommodations: Identify Barriers → Determine Need → Select Evidence-Based Accommodation → Monitor & Revise.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Student Teams | 2026-05-15 |
|
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 (a high-dosage, low-ratio tutoring model based on proven best practices for accelerating students to grade level proficiency. Tutoring uses a learning acceleration approach to provide just-in time instruction, build background knowledge, pre-load knowledge, and ensure students are successful at accessing Tier I instruction following minimum requirements set by TDOE on the Required Tutoring for 2024-2025 document: https://www.tn.gov/content/dam/tn/education/learning-acceleration/Required_Tutoring_for_2023-24.pdf) , 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 post-secondary 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].
A 1.3.1 High School Credit Recovery
High school students who need to recover unearned credits will be scheduled for credit recovery classes in their schedule. The teacher assigned with monitor their progress on Schools PLP and communicate with the student, parent, and counselor regularly.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Digital Learning Teachers, High School Counselor, Administration | 2026-05-15 |
|
A 1.3.2 Elementary/High School Peer Support
Expand on a Senior Buddy system where high school seniors Zoom in with K-5 classes to provide support to students who need assistance.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| School Counselor, Classroom Teachers | 2026-05-15 |
|
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] = 75% of classrooms are accessing Core Action 3 consistently as measured by the IPG during walkthroughs.
* Universal Screener Data [USD] = 70% 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] = 90% of teachers will be implementing Phase 1, 2, and 4 of the Best First Instruction Model.as to ensure students are engaged in learning as measured by school leader walkthrough data.
*Mastery Connect Data= Curriculum directors, level directors, and school leaders will review the benchmark data after each assessment (2-3 times a year) and make appropriate adjustments daily instruction based on the standard mastery and projected percent proficient.
* UpBeat Maintain or increase current percentage (87%) 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 as measured through the UpBeat survey.
A 1.4.1 Teacher Peer Feedback
Increase the number of opportunities for teachers to participate in round table peer feedback where they observe lessons and gain ideas and provide feedback to each other. (Pairs- Grades 3-6 and 7-12)
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Math Teachers, Academic Coaches, Administrators | 2026-02-27 |
|
A 1.4.2 Cumulative Practice
In grades 7-8, Algebra 1, Geometry, and Algebra 2 integrate cumulative practice sets—drawing on both first- and second-benchmark content—into weekly homework or asynchronous modules.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| 7-12 Math Teachers , Academic Coaches, Administrators. | 2026-05-15 |
|
A 1.4.3 Reverse Vertical Alignment
For difficult standards in uppergrade levels, create a reverse vertical alignment to identify content and skills in previous grade levels leading up to that point to give teacher an idea of how they can address skill deficits.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| All Math Teachers, Academic Coaches, Administrators | 2026-05-15 |
|
A 1.4.4 Student Data Analysis
Students complete a data analysis using the ISR report following benchmark testing to identify strengths and areas needed for growth. They will then use a choice board to pick an intervention tool.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Math Teachers, Academic Coaches | 2026-05-15 |
|
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 2025-26, 45.7% of the graduating class will be Ready Graduates as measured by the TDOE formula. [reduce the gap by .15] [TISA Goal 4]
In 2025-26, 54.1% of the graduating class will be College and Career Ready (CCR) as measured by the TDOE formula. [2023-24 = 51.4%].
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 = Increase the number of students successfully participating in college and career readiness opportunities as measured through: Dual credit and dual enrollment competition data (1601 students in 24-25), Advanced Placement enrollment/completion data (1735 students enrolled in 24-25), industry certification completion data (1863 certifications earned in 23-24)TCAT (75 students in 24-25) and Middle College @ APSU (111 students in 24-25), work-based learning participation (286 students in 24-25), and number of career exploration experiences disaggregated by ES/MS/HS.
* Student IAIEP and ILP plans [TNPulse Reports] = 75% 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.
* ACT data = Increase the district average ACT score from 19.2 to 19.5.
* ASVAB data = Each school will increase their number of students participating in the ASVAB by 5%.
* Career Aptitude and Awareness YouScience Reports = 100% of MS students completing YouScience surveys identifying key career aligned aptitudes.
* 100% of 8th grade students will receive information about the 9 Academies of CMCSS and the Academies will receive enough applications to fill all available openings.
A 2.1.1 College and Career Prep Time
High school students will attend CCP (College & Career Preparation) sessions each Monday to help prepare them for graduation and life beyond high school. They will be encouraged to participate in programs such as OSHA 10, ASVAB, and other credit-bearing courses that support career readiness. During CCP, students will receive important information about available pathways, along with the resources, knowledge, and support needed for post-graduation success. Whether they plan to attend a four-year college, a two-year vocational program, or start their own business, students will be guided to follow the path that best aligns with their goals.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| CCP Teachers, High School Counselor, Senior Sponsor | 2026-05-15 |
|
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] = 100% IAIEPs and ILPs 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.
* Within a student's three years middle school experience, 100% will participate in career explorations through the Paxton Lab model.
* Work-based learning opportunities = Offer at least 20 work-based learning courses to students.
* 100% of 8th grade students will receive information about the 9 Academies of CMCSS and the Academies will receive enough applications to fill all available openings.
A 2.2.1 Explore Post-secondary Pathways
Provide students with chances to explore post-secondary pathways through community experiences. Help them set goals for the classroom, the year, and beyond graduation. This helps students see the importance of daily effort toward their future. Teachers will guide students and offer resources to support their goals.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| School Counselors and CTE Teacher | 2026-05-15 |
|
A 2.2.2 Better Middle School Counselor Connection
Students in grades 6 and 8 will have access to the school counselor through a Healthy Living related arts class, as part of their rotation. During this class, careers will be discussed.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| School Counselor | 2026-05-15 |
|
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 2025-26 increase district CMCSS Certified employee retention rates from 87.5% to 89%.
- In 2025-26 increase district CMCSS Classified employee retention rates from 80% to 82%.
- In 2025-26 increase the beginning of the year classroom teacher fill rate from 97.6% to 98.5%.
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.
*100% of new teachers will participate in differentiated orientation based on their experience level.
* UpBeat and TN Educator Survey data = 3% improvement of faculty and staff positive feedback around perceptions on School Climate and Leadership measures.
* Grow Your Own Teacher Pathways = 100% of participants successfully completing the pathway and transitioning to positions within the district. 100% of participants successfully completing the praxis and obtaining professional licensure.
* Professional Learning Opportunities = Increase the number of professional learning opportunities completed by certified and classified staff.
A 3.1.1 Continue Growing Culture
This year, we are going to continue to grow our positive culture by fostering open communication, celebrating achievements regularly, and providing meaningful opportunities for teacher leadership and professional growth. We will prioritize collaboration and ensure every staff member feels valued and supported as we work together to create an engaging and supportive virtual learning environment for our students.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| School Administration | 2026-05-22 |
|
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.
*100% of new teachers will participate in differentiated orientation based on their experience level.
* UpBeat and TN Educator Survey data = Improvement in % of faculty and staff positive feedback around perceptions on School Climate and Leadership measures.
* Grow Your Own Teacher Pathways = 100% of participants successfully completing the pathway and transitioning to positions within the district. 100% of participants successfully completing the praxis and obtaining professional licensure.
* Professional Learning Opportunities = Increase the number of professional learning opportunities completed certified and classified staff.
A 3.2.1 Using AI with Best First Instruction
Teachers and staff will engage in learning how to use AI as a tool to support student learning. They will have the opportunity to explore a platform called Power Buddy, offered through our district’s PowerSchool system. This tool will help teachers use AI to better track student progress and personalize instruction.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Academic Coaches, Administration, Instructional Technology Specialist | 2026-04-24 |
|