Tullahoma Virtual Academy Export Export
Goals
G 1 Graduation Rate and College and Career Readiness
Tullahoma City Schools is committed to fostering academic excellence and innovation through a personalized educational experience that prepares students to be lifelong learners and ensures they are ready for college and careers. To support these objectives, we offer a dynamic, tailored education that equips students with the skills and knowledge needed to thrive in an ever-changing world. Our Career and Technical Education (CTE) Director is dedicated to providing a diverse array of opportunities, exposing students to various college and career pathways and helping them explore their potential in a supportive and enriching environment.
TCS defines clear targets and aligns its mission with strategies designed to boost graduation rates. By leveraging data, the district sets precise goals for academic performance, student engagement, and graduation rates, continuously monitoring progress and adjusting strategies based on insightful data analysis. This data-driven approach ensures that we remain focused on meeting the needs of every student, improving outcomes, and providing opportunities for success.
In addition, the district fosters a positive and inclusive culture where every student and staff member feels valued and empowered to succeed. Promoting a strong sense of belonging and creating an environment conducive to both academic achievement and personal growth are key components of our approach. These efforts are integral to motivating students and driving them toward graduation, ensuring they feel supported throughout their educational journey.
To achieve this goal, we are employing a multi-faceted approach that leverages strategies and innovative solutions that are research and evidence-based and support the unique and diverse learning population.
Our Exploratory Opportunities provide students with the chance to discover different career fields and interests, helping them make informed decisions about their future paths. These opportunities are designed to expose students to various professions, giving them hands-on experiences and insights into potential careers. By offering these opportunities, we ensure that students can explore and identify areas where their passion and skills align, leading to more informed choices about post-secondary education and careers.
The Flex Pathway is an innovative strategy that offers students a more personalized approach to learning. With flexible scheduling and a range of learning options, the Flex Pathway allows students to customize their educational experience to meet their needs and interests. This pathway promotes self-directed learning and provides students with the autonomy to pursue their educational goals in a way that fits their unique learning styles, helping to increase engagement and academic success.
Creating a supportive climate and culture is a crucial component to any successful district. By fostering an inclusive and respectful environment, TCS ensures that every student feels welcomed, valued, and capable of achieving their full potential. Positive relationships between students, staff, and families help to build trust and a sense of community. This climate and culture enhance student motivation, academic performance, and overall well-being, all of which contribute to higher graduation rates.
Targeted ELA Professional Learning is a key strategy for ensuring that our educators have the tools and knowledge necessary to provide high-quality instruction. By focusing on professional development specific to individual needs, teachers can refine their instructional practices and improve student outcomes in their content/subject area. This targeted training ensures students have a solid foundation in core areas and college and career skills.
Lastly, Instructional School Leader Monthly Collaboratives provide school leaders with opportunities to collaborate, share best practices, and align strategies across the district. These monthly meetings foster professional growth and promote a consistent approach to instructional leadership. By working together, school leaders ensure that schools are implementing effective strategies, supporting teachers, and providing the best learning environment for students.
By integrating Exploratory Opportunities, the Flex Pathway, a positive Climate and Culture, Targeted ELA Professional Learning, and Instructional School Leader Monthly Collaboratives, TCS creates the foundation upon which teachers and staff can build. These strategies work together to provide personalized, engaging, and meaningful educational experiences that help students thrive academically, socially, and emotionally. Our goal is to continue boosting graduation rates while preparing students for success in both college and their future careers. Through continuous data-driven improvement and a focus on creating a supportive learning environment, TCS is dedicated to empowering every student to reach their fullest potential.
Performance Measure
Performance Measurement:
Increase our Math Composite ACT score from 20.1 to 21 in 2026
Increase our Reading Composite ACT score 20.4 to 21.4 in 2026
Maintain or increase our graduation rate of 94% in 2026
To obtain 44.2% of the graduating students meet the Ready Graduate criteria defined by TDOE by 2026.
Sections
- Academic Achievement & Growth
S 1.1 Exploratory Opportunities
We will develop activities and strategies which help students identify, explore, and foster passions. CTE programming provides a multitude of opportunities in Grades 6-12. Pathful Explore software exposes 8th and 9th grade students to various careers. In addition, exploratory opportunities will be offered in Grades 6-8 and grades 9-12 through the Pathways2Careers (P2C) software. Activities at the elementary level will be incorporated such as Career Day and after-school enrichment clubs so students have an opportunity to discover various interests and passions. Middle and high school students will attend field trips to tour local colleges and industries. Students who find their passion and pursue opportunities associated with it may be more likely to graduate and become life-long learners. The development of these passions could also lead to internships as well as life-long work.
Benchmark Indicator
District-level surveys will be used to provide feedback and teacher input on the CTE programming. The feedback will influence decision-making related to the college and career opportunities provided by the district.
Counselors meet with students in the HS each semester to ensure that progress toward credit and course needs for graduation are met. Counselors also meet with students who may be struggling to explore other options for graduation. Teachers will notify counselors of any students at risk of failing their course.
Progress reports and report cards will be sent to parents each quarter.
Exit questionnaires from educators at collaborative quarterly meetings.
Agenda and participation rates of career-day events.
A 1.1.1 CTE (Grades 9-12)
CTE programming provides a multitude of opportunities. Students who find their passion and pursue opportunities associated with it may be more likely to graduate and become life-long learners. The development of these passions could also lead to internships as well as life-long work. Professional development will be needed as we explore different avenues of opportunity.
We will continue to build relationships with families and community partners. These partnerships will strengthen our foundation and provide countless opportunities for our students to explore and foster their passions and interests.
We offer CTE programs that students engage in daily. Internships are often the capstone to at least three, sequential CTE courses in a program of study. Every CTE program of study completes at least two field trips per year (one per semester) to explore community industry and business opportunities. Industry professionals frequently serve as mentors and models within the CTE classroom. This is on-going throughout the year. Teachers from every CTE program of study consult with industry professionals who are part of required advisory councils. This occurs twice a year.
| Person Responsible | Estimated Completion | Funding Sources | ||||||
|---|---|---|---|---|---|---|---|---|
| Jessie Kinsey | 2026-05-22 |
|
A 1.1.2 Virtual Job Shadowing
Students in Grades 9-12 have access to Virtual Job Shadow. This program empowers students to discover, plan and pursue their dreams through the video-based, interactive career planning platform. All students have access to the program. Currently, it is used once or twice a semester under the direction of our CTE instructors. As we plan for next year, Virtual Job Shadow will be used within our CTE classes, including Work-Based Learning. We will also incorporate this into our advisory periods, meeting daily for 45 minutes. This program is expected to be used once a quarter within the daily advisory sessions.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Jessie Kinsey | 2026-05-22 |
|
S 1.2 Flex Pathway
The Flex Pathway allows all students in Grades 6-12 to take ownership of their school day. Students can take as little as one class or up to four classes utilizing basically any combination of in-person and virtual formats. The pathway provides students the flexibility to mitigate scheduling conflicts or create space in their daily schedules to complement their personal learning styles. This pathway ensures that we meet the unique needs of all of our groups of students. Our SPED teachers and counselors work closely together to ensure that the pathway that is set is the right path for them to graduate and prepare for college and/or career.
Benchmark Indicator
Students will develop a 6-year plan through facilitation by their middle school counselor in the eighth grade. This will be reviewed and updated annually with the counselor.
TVA graduation coach will monitor student progress quarterly to ensure that students are maintaining pace within their virtual coursework.
Participation and enrollment/attendance reports.
A 1.2.1 Scheduling Options
There are currently three scheduling options that involve Tullahoma Virtual Academy (TVA):
1. Full-time: Students take all their classes via asynchronous online virtual courses.
2. Flex: Students register for any combination of in-person and virtual classes. TVA partners with Tullahoma High School (THS). THS is the host school for in-person classes. The student enroll at TVA or THS based on where they are registered for the majority of their classes.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Chris Treadway | 2026-05-22 |
S 1.3 Climate and Culture
Having a positive climate and culture with staff and students is necessary for students to reach their potential. Building relationships and creating an environment that is welcoming and non-threatening will increase the chances of students graduating. This positive culture and climate can contribute to lower absenteeism rates and student participation rates to increase. Focusing on incentives and actions that are specifically designed to nurture and build positive relationships between staff, students, and families are important and will work toward improving graduation rates and motivation of students wanting to continue their educational journey or desire to enter into the work force.
Benchmark Indicator
Review attendance records quarterly to see if any incentives, parent meetings, or interventions are needed to support student attendance.
TNEducator Survey data will be reviewed annually by the leadership team to identify and implement strategies to improve culture and climate environment.
K-12 Knowledge, K-12 Mathematics, and K-12 Science IPG walk-through data on Culture of Learning.
Exit questionnaires from educators at collaborative meetings providing feedback on culture and climate of school.
A 1.3.1 Climate and Culture-Building Activities
It is our goal for the climate and culture to be positive for the students and staff. Examples of activities that foster a positive climate and culture include, but are not limited to the following:
Meeting basic needs for students (Maslow's Hierarchy of Needs), greeting students daily, positive relationship practices, dress-up days, team building activities, field trips, field days, parent/family engagement events, performance, dances, positive parent phone calls or other forms of contact, Kindness Week, Unsung Heroes celebrations, student celebrations, and community volunteer acknowledgments. Meeting basic needs for students, greeting students, and implementing positive relationship practices occur daily.
Team-building activities take place, typically within classes or grade levels, at various points throughout the year. Teachers are attuned to knowing when students need these activities. There is focus on "Meet Up" and "Buddy Up" at the beginning of the year.
Field trips typically occur when it aligns with the curriculum being taught.
Parent/family engagement events occur throughout the year. Orientation is held at the beginning of the year, parent-teacher conferences are held throughout the year, and specialty events are at periodic times during the year.
Teachers are encouraged to make positive phone calls or reach out to families in other ways each week.
For the schools that participate, Kindness Week and Unsung Heroes Celebrations varies from school to school.
Student celebrations take place throughout the year. These typically are at the end of a quarter, semester, or at the end of the year. It is our goal to celebrate students as quickly as possible.
Community volunteer acknowledgments take place at the end of the year.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Dr. Chris Treadway | 2026-05-22 |
|
S 1.4 Targeted Professional Learning
We will offer targeted learning for high school teachers who teach Work-Based Learning courses. We will also provide training with middle and high school teachers who will utilize career exploration software including Pathful Explorer and P2C.
Working closely with our CTE director who was hired full-time in 2023-2024 will continue building the capacity of our CTE educators and strengthen our CTE programming.
Benchmark Indicator
Surveys from teachers in specific areas of CTE will be used to identify needs for training/learning. These surveys will help in the decision-making of professional development.
Review the percentage of students enrolled in Work-Based Learning courses and the percentage of students utilizing the career exploration software to identify areas of strength and areas of improvement.
All teachers who serve as work-based learning teachers will receive TDOE WBL Certification or recertification training every two years.
Surveys are given after the training to provide feedback and improvements on future PD opportunities.
Exit tickets at the Collaborate and Create meetings focused on professional learning needs that occur at every school. Educators provide individual and group feedback on needs for professional learning.
A 1.4.1 Increase Professional Development Opportunities
Encourage teachers to attend virtual learning conferences and join organizations focused on virtual teaching
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Chris Treadway | 2026-05-22 |
G 2 Reading/Language Arts
Tullahoma City Schools is committed to creating a robust culture of literacy, empowering every student to become a confident, proficient reader. Through our exceptional curriculum and innovative teaching strategies, we aim to ensure that all students develop strong reading skills and foster a lifelong love for reading. We are dedicated to supporting this goal with targeted approaches that provide individualized learning and growth opportunities for every child.
One of the key strategies to achieving this mission is Targeted ELA Professional Learning. By investing in professional development for our educators, we ensure they have the skills and knowledge to implement high-quality reading and literacy instruction that meets the diverse needs of students. This ongoing training will enhance teacher effectiveness, allowing them to tailor instruction to better support student learning and growth.
The Implementation and Utilization of High-Quality Instructional Materials (HQIM) plays a critical role in our commitment to academic excellence. These materials, which are research and evidence-based and aligned with best practices, ensure that all students receive consistent, rigorous, and relevant content. Coupled with our approved supplementary support, like Heggerty, our educators can provide a structured yet flexible learning environment to help students develop phonemic awareness, vocabulary, and comprehension skills.
To further support our literacy goals, Strengthening RTI (Response to Intervention) Programming is a priority. By identifying and addressing students' needs early, we provide targeted interventions to help struggling readers close achievement gaps. RTI programming is integral to our strategy to ensure every student receives the necessary support to achieve success in reading. RTI educators work collaboratively with Tier 1 educators to ensure continuity and equitable access for all learners.
The continuation of High Dosage, Low Ratio Accelerated Tutoring for K-4 will also play a pivotal role in accelerating learning for students who require additional attention. With small group instruction and frequent sessions, this targeted tutoring will provide personalized support, helping students improve their reading skills quickly and effectively. Our tutors work closely with our Tier 1 educators to align content with current and relevant learning.
In addition, Instructional School Leader Monthly Collaboratives create a platform for school leaders to come together, share best practices, and align strategies to support student learning across the district. These collaborative sessions ensure consistency in instruction, as well as the opportunity for continuous improvement in teaching practices.
Our goal is to have 46.2% of our third graders meet or exceed expectations by the end of the year, with the long-term vision of reaching 70% proficiency by 2030. We are confident that by implementing these strategic approaches—Targeted ELA Professional Learning, HQIM utilization, RTI programming, accelerated tutoring, and instructional leadership collaboration—we will provide a dynamic, personalized educational experience that fosters lifelong learning and prepares students for success in both college and their future careers.
Through our commitment to innovation, excellence, and creativity, TCS is dedicated to shaping a generation of confident, proficient readers who are well-equipped for academic and career success.
Performance Measure
Performance measure:
For 2025-2026, the district will reduce the number of students scoring below the 25% on the universal screener by 3 percentage points from Fall 2025 to Spring 2026 for grades in K-3.
Increase the percentage of students who are "meets and exceeds expectations" from 33% in Spring 2025 to 46.2% on TNReady for 3rd grade ELA in 2026.
Increase the percentage of students who are "meets and exceeds expectations" from 34% in Spring 2025 to 37% on TNReady for grades 4-8 ELA in 2026.
To obtain 44.2% of the graduating students meet the Ready Graduate criteria defined by TDOE by 2026.
Increase the percentage of proficiency from 22.7% to 28% for English I EOC in 2026.
Increase the percentage of proficiency from 38.6% to 45% for English II EOC in 2026.
Sections
- Academic Achievement & Growth
S 2.1 Targeted ELA Professional Learning
Professional learning will occur throughout the year with the support of our ELA instructional coach, who will focus on the implementation and use of our high-quality instructional materials (Benchmark and Bridge to Reading-Phonics) to meet the instructional needs of students.
Teachers across the district will have opportunities to participate in quality professional development that addresses the standards and best practices through optional paths: two TCS in-service days, conferences/workshops each quarter, PLC time, peer observations, and/or online.
Other professional learning opportunities are available to all teachers during the summer, after school, on early dismissal days, during the day, or at other times at the teacher's discretion.
The district is taking a targeted approach to learning through High Quality Instructional Materials (HQIM), with a specific focus on early literacy and phonics as well as a tiered system to support students with unique learning needs. The collection, analysis, and reporting of diverse data collection will also be emphasized.
To improve our teaching practices, professional learning communities will participate in discussions and tasks that focus on early literacy, tiered supports, standards analysis, and the RTI2 process. These discussions will help us refine and strengthen our overall learning through collaborative conversations and insight from all staff involved with student learning. All staff and personnel supporting K-12 schools will have access to two days of professional learning during the district in-service days and throughout the school year. This will help them implement HQIM, early literacy, interventions, data teams, and unique content effectively.
Benchmark Indicator
District-level surveys will be used to provide feedback and teacher input on the needs of professional learning and implementation of processes and requirements related to Reading and English Language Arts. The feedback will influence decision-making related to the learning provided by the district.
Mobile Mind reports will be reviewed quarterly.
The Tennessee Educator Survey will be reviewed by each school and by the district leadership team to find areas of need that our coaches may address and potential professional learning opportunities. Principals and district leads will review the data and share the trends found with educators.
Exit tickets are completed at the Collaborate and Create meetings that occur at every school. Educators provide individual and group feedback on professional learning needs.
A 2.1.1 Standards Dive, Curriculum Alignment, and Best Instructional Practices
Teachers across the district will have opportunities to participate in quality professional development which addresses the standards and best practices through five different paths: TCS Summer PD, conferences/workshops, PLC time, peer observations, or online. We hope to add a higher-level of job-embedded professional development through coaching
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Dr. Boone | 2026-05-22 |
|
S 2.2 Implementation and Utilization of HQIM
Tullahoma City Schools is committed to supporting teachers' implementation of High-Quality Instructional Materials that will support students' diverse needs and demands. Our teachers will receive continuous support with Benchmark (K-5) and Houghton Mifflin Harcourt (6-12) through coaching and implementation of these resources with fidelity while maintaining the integrity of the curriculum.
The scope and sequences will align with the state standards and the HQIM that teachers use daily. The district will allocate funds for HQIM to support areas of need outside of the district curriculum, such as ESL, SPED, and ULN. The alignment of HQIM with our support classes will connect with Tier 1 instruction and build bridges for students who are served in multiple capacities.
HQIM will support the tutoring of at-risk students, and we will conduct an intentional analysis of resources to ensure progress is being made using the resources and interventions we implement.
In addition, the elementary schools will continue Reading Buddies program. This program brings community members and partners into the schools, strengthening relationships and exposing students to possible future pathways.
Benchmark Indicator
Quarterly Benchmarks (iReady) and Universal Reading Screeners (AIMSWebPlus) will be administered to all K-8 students. School-level data teams will analyze the data from these assessments to identify areas of strength and need and review them at the district level to consider implementation and cohesion. The analysis of data will allow teams to track student performance and identify any additional supports that may be required in order to achieve the high levels of performance expected. In addition, trends will be identified within teacher practice and student outcomes in order to pinpoint strategies that are shown to be most effective in student achievement.
K-12 Knowledge IPG data from Core Action 1. Our third-grade teachers participate in walk-throughs with their admin, NIET, and the district. Feedback and next steps are provided to ensure that HQIM is used with integrity through intellectual prep and student work analysis. All four elementary schools have been invested and have used the data to create change and clarity around the goals of literacy and HQIM.
We have created a vision for HQIM and will be shared with leadership in December and asked to be communicated with all educators in K-12. Educators will be able to provide feedback on the vision so that we have unity and cohesion in our vision with HQIM in reading, math, and the upcoming science materials.
A 2.2.1 Focus on HQIM
Ensure all Language Arts teachers are proficient in using the HQIM. Organize comprehensive training sessions led by the ELA instructional coach, focusing on how to implement and integrate the materials into daily lessons effectively
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Boone and Instructional Coaches | 2026-05-22 |
S 2.3 Strengthen and Refine RTI2 Program
Tullahoma will work to strengthen our data team process and communication between all supports within the Tiered framework in RTI in order to align the interventions with classroom learning in efforts of transferring and applying skills and strategies to move students to grade level. Additional support was provided by adding an RTI teacher and an RTI EA at each school location, K-12, with the specific purpose of supporting small group instruction with a focus on acceleration with a cohesive connection to Tier 1 HQIM. This will entail skill deficit intervention that will integrate and connect skills to Tier 1 HQIM and grade level standards so that transfer of knowledge occurs.
Benchmark Indicator
We will review multiple data in our RTI processes. Some of the data pieces will include TCAP, URS (AIMSWebPlus), iReady benchmark data, as well as any behavioral data pieces that allow the team to have a comprehensive view of students. Data teams will discuss iReady data after each administration (three times a year).
Exit tickets at our quarterly RTI meetings to provide feedback on implementation, resources, and outcomes of RTI.
A 2.3.1 RTI2 Focus
Set up a calendar for data team meetings to occur after each iReady administration (three times a year), as well as additional sessions for reviewing TCAP, URS, and behavioral data. Compile TCAP, URS, iReady benchmark data, and behavioral data into a centralized system for easy access by the data team and school leaders. Utilize iReady consultants to generate detailed data analysis reports. Data team members and district leaders will review these reports, focusing on key metrics and trends. Hold collaborative meetings with school and district leaders to review data analysis. Discuss trends, strengths, and areas requiring intervention. Regularly monitor the impact of implemented interventions and analyze whether they are achieving the desired results. Adjust strategies as needed based on ongoing data analysis and feedback.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Drs. Boone and Treadway | 2026-05-22 |
G 3 Mathematics
Tullahoma City Schools is dedicated to enhancing mathematical proficiency across all grade levels by increasing the percentage of students meeting or exceeding grade-level math expectations. We are committed to delivering a premier curriculum that emphasizes academic excellence, innovation, and critical problem-solving. Our dynamic and personalized educational approach is designed to nurture lifelong learners and prepare students for success in both college and their future careers.
At TCS, we focus on implementing a rigorous math curriculum that emphasizes fluency, mathematical reasoning, and practical application. Our goal is to equip students with the essential skills needed to excel as proficient mathematicians, both in higher education and in their professional pursuits. To achieve this, we are employing a multi-faceted approach that leverages research-based strategies and innovative solutions.
Targeted Professional Learning for Educators is a central strategy in our math improvement plan. By providing ongoing, focused professional development, we ensure that teachers have the skills and knowledge needed to deliver effective, high-quality math instruction. This professional learning will empower educators to engage students in rigorous mathematical tasks, strengthen their instructional practices, and adapt lessons to meet individual student needs.
The Implementation and Utilization of High-Quality Instructional Materials (HQIM) plays a crucial role in achieving mathematical excellence. By selecting and utilizing research and evidence-based materials that align with state standards, we ensure that all students are exposed to the most effective and relevant content. These materials foster the development of mathematical concepts such as problem-solving, number sense, and critical thinking, helping students make connections between abstract math concepts and real-world applications.
Strengthening RTI (Response to Intervention) Programming is another critical element in our strategy. Through early identification and intervention, we can provide targeted support to students who are struggling with math. By offering differentiated instruction and interventions based on student needs, we can help students build the foundational skills required for math proficiency and ensure they are equipped to meet grade-level expectations. RTI educators will collaborate and work closely with Tier 1 educators to ensure continuity and connect learning to standards and scaffolding techniques that will ensure access for all.
Lastly, the Instructional School Leader Monthly Collaboratives create an important platform for school leaders to meet regularly, share best practices, and align strategies for improving math instruction. These collaborative sessions allow for consistent monitoring of progress, effective sharing of resources, and continuous professional growth, ensuring that all schools within the district are working toward the same high standards of mathematical excellence.
Through the combined efforts of Targeted Professional Learning, HQIM implementation, RTI programming, High Dosage Tutoring, and Instructional Leadership Collaboration, TCS is positioning itself to increase mathematical proficiency significantly. Our goal is to see an upward trajectory in student performance, with more students meeting or exceeding expectations at each grade level.
By implementing these strategies, we aim to provide students with the critical skills and knowledge to thrive in higher education, careers, and beyond. TCS is committed to fostering a generation of confident, proficient mathematicians who are well-equipped for the challenges and opportunities ahead.
Performance Measure
Increase the percentage of K-2 students above or mid-grade level 13% in Fall to 35% in Spring 2026.
Increase the percentage of students who "meets and exceeds expectations" from 34.7% in Spring 2025 to 37.7% on TNReady for grades 3-8 Math in 2026.
Increase the percentage of students who are "meets and exceeds expectations" from 54.6% to 57.6% on Algebra I and Math EOC for grades 8-12 Math in 2026.
Sections
- Academic Achievement & Growth
S 3.1 Targeted Math Professional Learning
Professional learning will occur throughout the year with the support of our math instructional coach, who will focus on the implementation and use of our high-quality instructional materials (SAVVAS) to meet the instructional needs of students.
Teachers across the district will have opportunities to participate in quality professional development that addresses the standards and best practices through optional paths: District in-service days, conferences/workshops each quarter, PLC time, peer observations, and/or online.
Other professional learning opportunities are available to all teachers during the summer, after school, on early dismissal days, during the day, or at other times at the teacher's discretion.
The district is taking a targeted approach to learning through HQIM, with a specific focus on math foundations and math practices, as well as interventions to support students with unique learning needs. The collection, analysis, and reporting of data will also be emphasized.
To strengthen these practices, professional learning communities will engage in discussions and tasks that focus on math foundations, math practices, interventions, and refining and strengthening data teams and processes. These discussions will help us refine and strengthen our data teams and processes. All staff and personnel support within our K-12 schools will have access to two days of professional learning in the summer and throughout each quarter. This will help implement HQIM, math foundations, math practices, interventions, data teams, and unique content effectively.
Professional learning will occur throughout the year with the support of our instructional coach, who will focus on the implementation and use of our math curriculum and align with the HQIM that teachers are using to meet the instructional needs of students.
Benchmark Indicator
District-level surveys will be used to provide feedback and teacher input on the needs of professional learning and implementation of processes and requirements related to Reading and English Language Arts. The feedback will influence decision-making related to the learning provided by the district.
School-based survey data will be reviewed each quarter at the school level and district level to measure outcomes and growth from targeted professional learning that is provided by the district. The feedback will influence the learning that is provided by our academic coach and school-based development.
Mobile Mind reports will be reviewed quarterly to evaluate teacher learning.
The Tennessee Educator Survey will be reviewed by each school and by the district leadership team to find areas of need that our coaches may address and potential professional learning opportunities. Principals and district leads will review the data and share the trends found with educators.
Exit tickets will be provided at the Collaborate and Create meetings held at each school. Educators will provide individual and group feedback on professional learning needs.
A 3.1.1 Collaborative Standards and Curriculum Crosswalk
Teachers across the district will have opportunities to participate in quality professional development which addresses the standards and best practices through five different paths: TCS Summer PD, conferences/workshops, PLC time, peer observations, or online. We hope to add a higher-level of job-embedded professional development through coaching.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Drs. Boone and Treadway | 2026-05-22 |
S 3.2 Implementation and Utilization of HQIM
Tullahoma City Schools is committed to providing teachers with High-Quality Instructional Materials that will support the diverse needs and demands of students. Our teachers will receive continuous support with SAVVAS Envision (K-8) and Big Ideas (6-12) through coaching and implementation of these resources with fidelity while maintaining the integrity of the curriculum.
The scope and sequences will align with the state standards and the HQIM that teachers use daily. The district will allocate funds for HQIM to support areas of need outside of the district curriculum, such as ESL, SPED, and ULN. The alignment of HQIM with our support classes will connect with Tier 1 instruction and build bridges for students who are served in multiple capacities.
HQIM will support the tutoring of at-risk students, and we will conduct an intentional analysis of resources to ensure progress is being made using the resources and interventions that we implement.
In addition, fifth-grade classrooms will participate in quarterly walk-throughs using the Instructional Practice Guide for mathematics. This partnership with TNCore will allow for the district to view trends related to the use and implementation of HQIM.
Benchmark Indicator
Quarterly Benchmarks and Universal Reading Screeners will be administered to all K-8 students. The data from these assessments will be analyzed by school-level data teams to identify areas of strength and need. The analysis of data will allow teams to track student performance and identify any additional supports that may be required in order to achieve the high levels of performance expected. In addition, trends will be identified within teacher practice and student outcomes in order to pinpoint strategies that are shown to be most effective in student achievement.
K-12 Mathematics IPG data for Core Action 1. We are conducting walk-throughs throughout the district using the math IPG. We have introduced the walk-throughs and IPG to our middle school math teachers and have conducted one walk-through in our high school math classes. This movement is slow, as we know a shift of thinking and a shift in our culture is necessary for this work to achieve its greatest impact.
A 3.2.1 Focus on HQIM
Ensure all math teachers are proficient in using the HQIM. Organize comprehensive training sessions led by the instruction department, focusing on how to implement and integrate the materials into daily lessons effectively.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Drs. Boone and Treadway | 2026-05-22 |
S 3.3 Strengthen and Refine RTI2 Process
Tullahoma will work to strengthen our data team process and communication between all supports within the Tiered framework in RTI in order to align the interventions with classroom learning in efforts of transferring and applying skills and strategies to move students to grade level.
Benchmark Indicator
We will review multiple data in our RTI processes. Some of the data pieces will include TCAP, URS, iReady benchmark data, as well as any behavioral data pieces that allow the team to have a comprehensive view of students. Data teams will discuss iReady data after each administration (three times a year). Our iReady consultants produce our data analysis and the school and district leaders meet together to review the data and discuss the trends. From these discussions, next steps are identified and school leaders meet with their school teams and teachers to review the areas of strength and identify the areas of response that are required. This process allows us to focus on our interventions and analyze the practices that are in place that are moving our students as well as identifying the areas that may not be producing the results that we expect.
A 3.3.1 Focus on RTI2
Set up a calendar for data team meetings to occur after each iReady administration (three times a year), as well as additional sessions for reviewing TCAP, URS, and behavioral data. Compile TCAP, URS, iReady benchmark data, and behavioral data into a centralized system for easy access by the data team and school leaders. Utilize iReady consultants to generate detailed data analysis reports. Data team members and district leaders will review these reports, focusing on key metrics and trends. Hold collaborative meetings with school and district leaders to review data analysis. Discuss trends, strengths, and areas requiring intervention. Regularly monitor the impact of implemented interventions and analyze whether they are achieving the desired results. Adjust strategies as needed based on ongoing data analysis and feedback.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Drs. Boone and Treadway | 2026-05-22 |