Tennessee Connections Academy Johnson County 4-8 Export Export
Goals
G 1 Reading / Language Arts
We believe that if teachers incorporate high quality text-based literacy activities as the basis for all instruction, that we will see improved student literacy outcomes, along with increased proficiency in writing. Students must be exposed to rigorous, grade-level tasks that require them to write about multiple texts. In addition, we will continue to have an intentional focus on foundational skills instruction in grades K-2. We know that without a strong foundation in literacy, students will struggle by third grade. In the 2021-22 school year Tennessee Connections Academy will increase each of the grade level scores on the Reading TCAP test by 5%. The scores by grade level from the 20-21 TCAP are listed below.
2nd Grade - 27%
3rd Grade - 28%
4th Grade - 19%
5th Grade - 5%
6th Grade - 19%
7th Grade - 24%
8th Grade - 15%
Performance Measure
In the 2021-2022 school year, Tennessee Connections Academy will increase the percentage of students scoring "On-Track" or "Mastered" in ELA for all students and in each of the accountability subgroups. The grade level AMO targets for the 2021-2022 school year are listed below. The subgroup accountability is not yet available and the district level expectations are listed and are the current targets for the 21-22 school year.
Grades 3-5: 32.00% (double AMO: 36.53%)
Grades 6-8: 25.85% (double AMO: 30.79%)
Grades 3-8: 27.95% (double AMO: 32.75%)
Tennessee Connections Academy will meet or exceed the growth standard in reading for all students and for those in each of the accountability subgroups.
Additionally, in grades K-2, Universal Screening data will be used to measure reading progress. In the 2020-2021 school year, 15% percent of K-2 students were below the 25th percentile on Renaissance Star. The goal for 2021-2022 is to reduce that percentage to 10% of K-2 students below the 25th percentile.
For the achievement measure, the percentage of students, in the aggregate and for each subgroup (BHN, ED, SWD, and EL), who score "On-Track" or "Mastered" in mathematics on the State's assessment will be the performance measure. For the growth measure, the TVAAS growth metric for all students and for those in each subgroup will be the performance measure. In grades K-2, Renaissance Star data will be used.
Sections
- Academic Achievement & Growth
S 1.1 Before/after/summer school activities if appropriate
Incorporate appropriate activities before- and after-school and during the summer to improve student academic achievement in reading. Tennessee Connections Academy will provide opportunities to enroll students in a support program (SISP) over the summer to help improve reading achievement and prevent students from starting the following school year behind or off track from their classmates. After school tutoring opportunities will be implemented to assist struggling students.
Benchmark Indicator
- For after-school programs, school administrators and data teams will analyze universal screening data three times per year (fall, winter, and spring),
- For summer school programs, all students and students in each of the subgroups are recommended by school administrators to participate based on universal screener and report card grades, course credit deficits, K-2 universal screening data, EL monitoring documents and teacher recommendations. Students participating in the summer program will also complete the state-provided pre- and post-test at the beginning and end of the camps. Once the pre-test is taken, the school administrators will set a goal based on the AMO formula to determine the increase in students' proficiency levels.
A 1.1.1 Summer SISP Enrollment
Students will be monitored for their course completion throughout the year as well as the tri-annual intervention screening with STAR360. Students and their learning coaches will be contacted in April and May if they are failing their courses or have a grade of lower than a C. Student who are currently identified in tier 2 and 3 will also be recommended into the summer SISP programs. The enrollment and participation in the summer program is voluntary by the parents and student. The team will provide participation and engagement incentives to be awarded at the end of the summer.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed | 2022-05-25 |
S 1.2 High-quality professional development of instructional staff in reading/literacy
All staff will be trained in best practice strategies for increasing student engagement through quality instruction to improve student reading, literacy and comprehension. Components of content-relevant strategies will include whole group, small group and one-on-one conferencing to meet the individual needs of all students. Training on the effectiveness of increased student engagement in relation to student achievement will be offered.
Benchmark Indicator
Administrators will measure the effectiveness of the professional development sessions a minimum of two times per year through universal screening data and benchmark data with both assessments showing an increase in students performing at on-track or mastery. State assessment results in ELA will meet AMOs for all students and for students in each of the accountability subgroups (Grades 3-5, Grades 6-8). Walk-through feedback from administrators and supervisors will show evidence of successful implementation of training strategies during 80% of observations.
A 1.2.1 Teacher professional development
All certified ELA staff will participate in professional development and other forms of collaboration to support lesson development and the use of best practice literacy strategies to support improving student engagement. They will utilize the professional development series of training provided by Connections Academy as well as outside sources for high quality professional development.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shelita Pittman | 2022-03-01 |
S 1.3 Reading intervention and supplemental supports
Reading interventions with supplemental supports are implemented at each school based on student needs:
· Tier 1 remediation of standards
· Tier 1 enrichment of standards
· Tier 2 skill development in basic reading, fluency, and/or comprehension
· Tier 3 skill development in basic reading, fluency, and/or comprehension
· Skills-based intervention (special education intervention if determined LRE by IEP) skill development in basic reading, fluency, and/or comprehension
Tennessee Connections Academy will review all students' current level of reading proficiency and then provide academic interventions and focused supplemental supports to increase student achievement and to close gaps in reading
Benchmark Indicator
In December and again March, data teams, and the RTI coordinator will meet to discuss individual student progress in RTI based on Renaissance Star Test with a goal of decreasing the percentage of students who fall below the 25th percentile.
By mid-March, schools will see 80% of higher fidelity of intervention as monitored by the school RTI Coordinator and school administrators using the RTI Fidelity Checklist. Increased fidelity will result in fewer students falling below the 25th percentile compared to prior year’s spring cohort scores.
A 1.3.1 Accountability and conversations about data
Staff will monitor student progress through formative and summative assessments. Staff will meet regularly in departments to discuss student progress, analyze assessments and student work, and collaborate to increase student achievement. Students requiring additional assistance and interventions will be identified and plans will be formed for these students as necessary.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed | 2022-04-01 |
A 1.3.2 MTSS Tracking and identification using Renaissance Star Benchmark Data
The RTI coordinator in addition to administration and the leadership team will work to increase the percentage of students taking the tri-annual benchmark test to 95%. Once this data is collected in the fall, winter, and spring, students will be assigned to Tiered intervention based up the testing data and other data collected on each student. After the Winter and Spring assessments, the data will be analyzed to determine what percentage of the students are moving up through the tiers and the percentage that are moving down or staying the same. Those students who are moving down in the tiers after the winter assessment will be identified for additional intervention help and progress monitoring
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed / Dana Holloman | 2022-05-20 |
S 1.4 Address school achievement issues
Tennessee Connections Academy will implement activities in order to align curriculum, instruction, and assessment for optimizing student learning. These activities include pacing guides aligned with state standards, increased walkthroughs, professional learning communities and meetings focused on strengthening Tier I instruction, and professional development designed to help teachers create tasks aligned to the rigor of the standards. These activities will work to address school achievement issues in misalignment that will result in increase learning in reading and ELA.
Benchmark Indicator
- Beginning in September and continuing each month, supervisors will analyze course completion rates and gradebook results from Connexus. Results for all students as well as students in each of the accountability subgroups will be discussed with school administrators and strategies for remediation for students not proficient will be planned.
- In December and January, the Executive Director will discuss PLC documentation, learning walk data, teacher data, and survey data with school principals through the principal evaluation process.
A 1.4.1 Teacher Observation and Feedback
All teachers who are providing reading instruction will have LiveLesson observations of their reading instruction and be provided feedback from their direct manager and also the Principal or Assistant Principal. A live lesson is the format for teaching within the virtual environment. We use a platform through Adobe Connect and the teacher can connect and have a virtual lesson with their students. The teacher is able to see the students through use of a webcam and the students have the ability to pose questions through a mic or chat box. Observations are done by viewing the recorded link from the teacher's live lesson archive. Teachers will also be observed using the Team rubric.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shelita Pittman | 2022-04-01 |
A 1.4.2 5th Grade ELA Scores
Fifth Grade OTM scores were at 5% and showed a significant disparity between the STAR benchmark results for student above the 40th Percentile and Proficiency on the TCAP. Teachers will provide opportunities for practice benchmark testing for students using School Net and USA test prep, as well as other resources including practice TCAP tests to better prepare the students for TCAP testing.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shelita Pittman | 2022-04-01 |
A 1.4.3 8th Grade ELA Scores
Eighth Grade OTM scores were at 15% and showed a significant disparity between the STAR benchmark results for student above the 40th Percentile and Proficiency on the TCAP. Teachers will provide opportunities for practice benchmark testing for students using School Net and USA test prep, as well as other resources including practice TCAP tests to better prepare the students for TCAP testing.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shelita Pittman | 2022-04-01 |
S 1.5 High Quality Instructional Materials
Tennessee Connections Academy will provide high-quality instructional materials to teachers with the necessary tools and resources they need to prepare and deliver strong lessons that align to high academic standards and boost student achievement and outcomes.
Benchmark Indicator
The school administrators will monitor the use of instructional materials during classroom walkthroughs and observations. Benchmark assessments will be analyzed three times per year. Additionally, survey data from ongoing professional development sessions will be assessed to determine additional needs.
A 1.5.1 Curriculum Reviews and Pearson Curriculum upgrades
Tennessee Connections Academy has new curriculum content provided by Pearson and is being integrated into several of the courses, including 3-8 Science Courses, 3-5 Social Studies Courses, and 6-8 English Language Arts Courses. These new courses provide an integrated SEL component and more rigorous connections with the learning standards. Throughout the transition to the upgraded Pearson curriculum, we will meet as a leadership team to address any gaps that is needing to be filled in the current curriculum or any issues that arise with the new courses.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Derek Sanborn | 2021-11-01 |
G 2 Mathematics
In the 2021-2022 school year, Tennessee Connections Academy will increase the percentage of students scoring "On-Track" or "Mastered" in Math for all students and in each of the accountability subgroups. The grade level AMO targets for the 2021-2022 school year are listed below. The subgroup accountability is not yet available and the district level expectations are listed and are the current targets for the 21-22 school year.
Grade 2: 23.82% (double AMO: 28.9%)
Grades 3-5: 25.17% (double AMO: 30.16%)
Grades 6-8: 13.53% (double AMO: 19.3%)
Grades 3-8: 17.88% (double AMO: 23.35%)
Tennessee Connections Academy will meet or exceed the growth standard in Math for all students and for those in each of the accountability subgroups.
Additionally, in grades K-2, Universal Screening data will be used to measure math progress. In the 2020-2021 school year, 23% percent of K-2 students were below the 40th percentile on Renaissance Star. The goal for 2021-2022 is to reduce that percentage to 18% of K-2 students below the 40th percentile.
In the 2021-22 school year Tennessee Connections Academy will increase each of the grade level scores on the Math TCAP test by 5%. The scores by grade level from the 20-21 TCAP are listed below.
2nd grade - 13%
3rd Grade - 14%
4th Grade - 26%
5th Grade - 15%
6th Grade - 0%
7th Grade - 3%
8th Grade - 11%
Performance Measure
For the achievement measure, the percentage of students, in the aggregate and for each subgroup (BHN, ED, SWD, and EL), who score "On-Track" or "Mastered" in mathematics on the State's assessment will be the performance measure. For the growth measure, the TVAAS growth metric for all students and for those in each subgroup will be the performance measure. In grades K-2, Renaissance Star data will be used.
Sections
- Academic Achievement & Growth
S 2.1 Before/after/summer school activities if appropriate
Incorporate appropriate activities before- and after-school and during the summer to improve student academic achievement in Math. Tennessee Connections Academy will provide opportunities to enroll students in a support program (SISP) over the summer to help improve Math achievement and prevent students from starting the following school year behind or off track from their classmates. After school tutoring opportunities will be implemented to assist struggling students.
Benchmark Indicator
- For after-school programs, school administrators and data teams will analyze universal screening data three times per year (fall, winter, and spring),
- For summer school programs, all students and students in each of the subgroups are recommended by school administrators to participate based on universal screener and report card grades, course credit deficits, K-2 universal screening data, EL monitoring documents and teacher recommendations. Students participating in the summer program will also complete the state-provided pre- and post-test at the beginning and end of the camps. Once the pre-test is taken, the school administrators will set a goal based on the AMO formula to determine the increase in students' proficiency levels.
A 2.1.1 Summer SISP Enrollment
Students will be monitored for their course completion throughout the year as well as the tri-annual intervention screening with STAR360. Students and their learning coaches will be contacted in April and May if they are failing their courses or have a grade of lower than a C. Student who are currently identified in tier 2 and 3 will also be recommended into the summer SISP programs. The enrollment and participation in the summer program is voluntary by the parents and student. The team will provide participation and engagement incentives to be awarded at the end of the summer.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed | 2022-05-25 |
S 2.2 High quality professional development of instructional staff in mathematics
All staff will be trained in best practice strategies for increasing student engagement through quality instruction to improve student mathematical skills and comprehension . Components of content-relevant strategies will include whole group, small group and one-on-one conferencing to meet the individual needs of all students. Training on the effectiveness of increased student engagement in relation to student achievement will be offered. Training will contain focuses on building procedural fluency from conceptual understanding and facilitating meaningful mathematical discourse.
Benchmark Indicator
Administrators will measure the effectiveness of the professional development sessions a minimum of two times per year through universal screening data and benchmark data with both assessments showing an increase in students performing at on-track or mastery. State assessment results in Math will meet AMOs for all students and for students in each of the accountability subgroups (Grades 3-5, Grades 6-8). Walk-through feedback from administrators and supervisors will show evidence of successful implementation of training strategies during 80% of observations.
A 2.2.1 Teacher professional development
All certified ELA staff will participate in professional development and other forms of collaboration to support lesson development and the use of best practice literacy strategies to support improving student engagement. They will utilize the professional development series of training provided by Connections Academy as well as outside sources for high quality professional development.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shelita Pittman | 2022-03-01 |
S 2.3 Math intervention and supplemental supports
Math interventions with supplemental supports are implemented at each school based on student needs:
· tier 1 remediation of standards
· tier 1 enrichment of standards
· tier 2 skill development in math calculations and/or math problem solving
· tier 3 skill development in math calculations and/or math problem solving
· skills-based intervention (special education intervention if determined LRE by IEP) skill development in math calculations and/or math problem solving
Tennessee Connections Academy will review all students' current level of Math proficiency and then provide academic interventions and focused supplemental supports to increase student achievement and to close gaps in Math
Benchmark Indicator
In December and again March, data teams, and the RTI coordinator will meet to discuss individual student progress in RTI based on Renaissance Star Test with a goal of decreasing the percentage of students who fall below the 25th percentile.
By mid-March, schools will see 80% of higher fidelity of intervention as monitored by the school RTI Coordinator and school administrators using the RTI Fidelity Checklist. Increased fidelity will result in fewer students falling below the 25th percentile compared to prior year’s spring cohort scores.
A 2.3.1 Accountability and conversations about data
Staff will monitor student progress through formative and summative assessments. Staff will meet regularly in departments to discuss student progress, analyze assessments and student work, and collaborate to increase student achievement. Students requiring additional assistance and interventions will be identified and plans will be formed for these students as necessary.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed | 2022-04-01 |
S 2.4 Address school achievement issues
Tennessee Connections Academy will implement activities in order to align curriculum, instruction, and assessment for optimizing student learning. These activities include pacing guides aligned with state standards, increased walkthroughs, professional learning communities and meetings focused on strengthening Tier I instruction, and professional development designed to help teachers create tasks aligned to the rigor of the standards. These activities will work to address school achievement issues in misalignment that will result in increase learning in Math
Benchmark Indicator
- Beginning in September and continuing each month, supervisors will analyze course completion rates and gradebook results from Connexus. Results for all students as well as students in each of the accountability subgroups will be discussed with school administrators and strategies for remediation for students not proficient will be planned.
- In December and January, the Executive Director will discuss PLC documentation, learning walk data, teacher data, and survey data with school principals through the principal evaluation process.
A 2.4.1 Teacher Observation and Feedback
All teachers who are providing Math instruction will have LiveLesson observations of their reading instruction and be provided feedback from their direct manager and also the Principal or Assistant Principal. A live lesson is the format for teaching within the virtual environment. We use a platform through Adobe Connect and the teacher can connect and have a virtual lesson with their students. The teacher is able to see the students through use of a webcam and the students have the ability to pose questions through a mic or chat box. Observations are done by viewing the recorded link from the teacher's live lesson archive. Teachers will also be observed using the Team rubric.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shelita Pittman | 2022-04-01 |
A 2.4.2 3-8 Math Achievement Scores
The 3-8 OTM scores were at a combined 11.8% OTM average and showed a significant disparity between the STAR benchmark results for student above the 40th Percentile and Proficiency on the TCAP. Teachers will provide opportunities for practice benchmark testing for students using School Net and USA test prep, as well as other resources including practice TCAP tests to better prepare the students for TCAP testing.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shelita Pittman | 2022-04-01 |
S 2.5 High Quality Instructional Materials
Tennessee Connections Academy will provide high-quality instructional materials to teachers with the necessary tools and resources they need to prepare and deliver strong lessons that align to high academic standards and boost student achievement and outcomes.
Benchmark Indicator
The school administrators will monitor the use of instructional materials during classroom walkthroughs and observations. Benchmark assessments will be analyzed three times per year. Additionally, survey data from ongoing professional development sessions will be assessed to determine additional needs.
A 2.5.1 Curriculum Reviews and Pearson Curriculum upgrades
Tennessee Connections Academy has new curriculum content provided by Pearson and is being integrated into several of the courses. These new courses provide an integrated SEL component and more rigorous connections with the learning standards. Throughout the transition to the upgraded Pearson curriculum, we will meet as a leadership team to address any gaps that is needing to be filled in the current curriculum or any issues that arise with the new courses.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Derek Sanborn | 2021-11-01 |
G 3 Chronic Absenteeism
By creating a culture and climate where stakeholder feedback and diversity are valued and where school personnel are highly trained on culturally-responsive and trauma-informed practices, Tennessee Connections Academy will create a highly engaged student population based on the core value of putting students and families first and making decisions based on best interest of our students. Our Chronic absenteeism rate for the 20-21 school year was 21.2% and by using a variety of strategies we will reduce our chronic absenteeism rate by 50% for the 21-22 school year.
Performance Measure
We will track our chronic absenteeism rate on a monthly basis to determine those students in each of the Tier levels of truancy. We will look for gaps in demographic groups that are on the chronic list to determine need for intervention and will work with our leadership team to close any of these gaps as needed. Our truancy coordinator will continue to file petitions throughout the state on students that are chronically absent and have progressed through the Tier system to Tier 3.
Sections
- College & Career Readiness
S 3.1 Increased stakeholder involvement around Chronic Absenteeism
Tennessee Connections Academy will promote effective student, parent, family and community engagement in addressing the needs of our chronically absent students.
Benchmark Indicator
Chronic Absenteeism rates will be monitored each month. Training and outreach opportunities with families to address needs of students and requirements of parents to fulfill their obligations as the learning coach and the responsibilities that go with that role. Tracking and withdrawing students who are absent for 10 consecutive days and continuing to provide fidelity with the tiered truancy system and having our truancy coordinator to file petitions on all students in tier 3 truancy.
A 3.1.1 Decrease Chronic Absenteeism
Tennessee Connections Academy will incorporate strategies to encourage parents and scholars to attend school regularly. The administrative team will review attendance data weekly to identify students who are chronically absent and work with families utilizing Connections Academy resources to improve attendance rates below 10%. The current rate for the 20-21 school year was 21.2% and the goal is to reduce that by 50%.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Angie Stadinger | 2021-12-17 |
A 3.1.2 Family Communication
Tennessee Connections Academy will continue to increase effective communication with all families. Teachers use a variety of methods, including telephone, webmails, and live lessons, to reach out to families about upcoming lessons, assessments, or projects. They schedule teacher meetings to develop a team approach for supporting scholar academics and behavioral success.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Derek Sanborn | 2022-03-25 |
A 3.1.3 Streamline Truancy and withdrawal processes
In the 2021-22 School year we will improve the truancy and withdrawal process for students who have 10 consecutive absences. These students will be withdrawn from the school and their home district contacted that they are no longer enrolled in our program due to non attendance for 10 consecutive days. We will also increase the level of contact with parents of those students chronically absent to determine fit with a virtual program.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Jamaica Cone / Kara Beam | 2022-04-29 |
S 3.2 Family engagement
Tennessee Connections Academy will provide information, workshops, materials, and other training opportunities using a variety of delivery systems, including phone calls, live lesson or zoom calls, webmail, and face to face in-person opportunities during state testing, to support families in helping their children be successful in school.
Benchmark Indicator
Annual parent and student survey results will show an increase in overall satisfaction with the educational and extra-curricular program opportunities provided by the school. Additionally, concerns noted in the social, emotional, and behavioral areas will decrease on an annual basis. The delivery systems used for monitoring this goal will include CBA (Curriculum based assessment) phone calls to students to gauge understanding of content, phone calls to learning coaches and caretakers, webmails that are tracked through our learning platform. There is a parent survey that is conducted in February and the results are available in April. During State Testing we will have the ability to have face to face contacts with parents as due to Covid we have not had any scheduled field trips this year. All communication with families is logged in the Connexus learning platform and will be analyzed each semester.
A 3.2.1 Social Emotional Wellness Survey and Meetings
Tennessee Connections Academy will build a survey for students and families about social emotional issues to help build professional development for staff and be more responsive to the current social emotional needs of our students. Faculty and staff will provide opportunities to build relationships with students through both formal and informal meeting sessions.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Briana Burress | 2022-01-24 |
A 3.2.2 COPE Program
In the 2020-21 school year we implemented an evidence based Cognitive Behavioral Therapy(CBT) program called COPE. The COPE programs are designed to help our students deal with anxiety, stress and depression by showing them how to develop the skills needed to stop negative thoughts and start thinking and behaving in more positive ways. We saw success with our students who participated in the program and are continuing in the 2021-22 year.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Briana Burress | 2022-05-02 |
A 3.2.3 Mental Health Resources and Management of Students in Crisis
In the 2020-21 school year and at the beginning of the 2021-22 school year we have seen a rise in the numbers of students who are being admitted to treatment facilities and hospital settings due to a rising number of mental health conditions. These students contribute to the chronic absenteeism rate during their time at these facilities unless they are also providing educational services. Our goal is to to provide a more streamlined process for working with these families for these students in crisis and when appropriate to provide options to the families that will support their student in best way possible.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Briana Burress / Derek Sanborn | 2022-04-01 |
S 3.3 Educator diversity - Recruitment and retention
Tennessee Connections Academy will work to recruit and retain educators from diverse backgrounds and ethnicity through recruitment fairs, professional development, and other HR practices.
Benchmark Indicator
The number of minority teachers hired and retained in the 2021-2022 school year will be indicate progress towards this strategy.
Teachers surveys conducted bi-annually.
A 3.3.1 New Teacher Series
Tennessee Connections Academy will offer monthly professional development for all teachers through the new teacher training series in the professional development library in Connections Academy Sharepoint. Teachers will also participate in professional development related to culturally relevant material related to building staff diversity.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shelita Pittman | 2021-12-17 |