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DISTRICT INFORMATION
District Name
Greene County Schools
Director of Schools Name
David McLain
District Point of Contact for TISA Accountability Report
Name
Chris Malone
Phone Number
(423) 639-4194
Email Address
[email protected]
Percent of 3rd grade students who scored proficient (“met expectations” or “exceeded expectations”) on the English Language Arts (ELA) portion of the most recent spring TCAP
39.5
DISTRICT GOAL STATEMENT(S)
Goal Statement 1:
3rd Grade ELA Proficiency2
70
% of students will score proficient on the 3rd grade ELA TCAP by
2029-2030
year
Goal Statement 2:
70% of students will score proficient on the 3rd through 12th grade ELA TCAP by 2030.
Goal Statement 3:
70% of students will score proficient on the 3rd through 12th grade Math TCAP by 2030.
Goal Statement 4:
80% of 12th-grade students will be a Ready Graduate by 2030.
Goal Statement 5:
8.4% of the students in Greene County will be Chronically Absent by 2030
Goal Statement 1 (3rd grade ELA proficiency): 70% of 3rd grade students will score proficient on the ELA TCAP by the 2029-2030 school year.
Year
Annual Outcome Target(s)
Associated Metrics/Data
Year 1: 2023-2024 school year
(Use actuals)
39.5%
3rd grade ELA TCAP
Year 2: 2024-2025 school year
42.5
Year 3: 2025-2026 school year
45.5
Year 4: 2026-2027 school year
48.5
Year 5: 2027-2028 school year
50.0
Reflection: Did your district meet its Year 1 outcomes target(s)? How will this impact your action plan for the coming years?
The district exceeded the goal of 37.1% by 2.4%. As a result, the goals for the succeeding years have been adjusted upwards. The action plan will remain the same, to refine our work and increase student achievement.
Prior Year Report: What were the 2-3 major TISA investments you made in the prior year toward this goal? For each, please note the amount expended (rough estimate) and reflections on whether or not the investment contributed to progressing toward the goal or not, and how so.
HQIM Implementation: Funds were used to support additional texts and consumable classroom materials for HQIM implementation. The approximate amount spent was $25,000.00. The materials gave the teachers the needed resources to improve core reading instruction as well as needed materials to improve supplementary instruction. This contributed favorably to improving reading scores.
High-dosage, low-ratio tutoring: Funds were used to provide additional tutoring staff, certified or classified to provide for high-dosage, low-ratio tutoring for at-risk students. Tutoring materials were also provided for the tutoring sessions. The approximate amount spent was $50,000.00. This contributed favorably by allowing the students who are “bubble” students to improve their reading scores.
RTI2: Funds were utilized to provide additional assistants at each school for RTI2 to ensure appropriate ratios during interventions. The approximate cost for this effort was $200,000. The extra assistants allowed for lower ratios to address student deficiencies and had a positive impact on achievement.
Action Plan: List detailed action steps or strategies for the 2024-2025 school year to meet your annual target.
Consistent unit and lesson prep implementation of ELA HQIM
High-dosage, low-ratio tutoring for at-risk or retained 3rd-grade students
RTI2
Summer Programming
Budget Narrative: Describe how your district intends to use their budget to execute the action steps and meet the stated goal.
HQIM Implementation: Funds will be used to support additional texts and consumable classroom materials for HQIM implementation.
High-dosage, low-ratio tutoring: Funds will be used to provide additional tutoring staff, certified or classified to provide for high-dosage, low-ratio tutoring for at-risk students. Tutoring materials will also be provided for the tutoring sessions.
RTI2: Funds are utilized to provide additional assistants at each school for RTI2 to ensure appropriate ratios during interventions.
Summer Programming: Funds will be paired with state dollars to support summer programming for 3rd-grade students. These dollars will specifically provide additional classroom resources and staffing.
Goal Statement 2: 70% of students will score proficient on the 3rd through 12th grade ELA TCAP by 2030.
3 – 8 ELA – 35.72%
English I – 36.2%
English II – 46.2%
3rd -8th grade ELA TCAP
English I EOC
English II EOC
38.8% 3 -8 ELA
40.1% English I
48% English II
41.3% 3 -8 ELA
42.6% English I
50% English II
44.8% 3 -8 ELA
45.1% English I
52% English II
47.3% 3 -8 ELA
57.6% English I
54.5% English II
The district had established the 3 – 8 ELA goal as 37.3%, we missed the goal by 1.58%. The district had established the English I EOC goal as 40.6%, but we missed the goal by 4.4%. The district had established the English II EOC goal as 44.5%, we exceeded that goal by 1.7%.
By missing the 3- 8 goal and the English I goal, the district has reexamined the action steps, and we have strengthened the tutoring program. The approach and number of staff has been improved and should result in stronger results. Additionally, the district has implemented a district-wide writing program, which should produce improved writing scores. Finally, we have adjusted our goals in the following years to have realistic expectations.
RTI2: Funds are utilized to provide additional assistants at each school for RTI2 to ensure appropriate ratios during interventions. The approximate cost for this effort was $200,000. The extra assistants allowed for lower ratios to address student deficiencies and had a positive impact on achievement.
Summer Programming: Funds were paired with state dollars to support summer programming for students. These dollars will specifically provide additional classroom resources and staffing. High school summer programming will include freshman academy to prepare at-risk upcoming freshmen for high school as well as credit recovery for current high school students. The investment for summer school programming was approximately $700,000.00. This contributed positively towards preventing the summer slide in student growth. In addition, the funds provided much-needed resources to address the deficiencies seen in the previous testing cycle.
High-dosage, low-ratio tutoring
Implementation HQIM: Purchase a new supplementary High-Quality reading curriculum, to strengthen scores in grades 3-5. Grades 6-8 will continue to implement the HQIM-adopted curriculum with a focus on improved writing implementation with PD support during the 2024-25 year. The district is also implementing a K – 8 writing program “The Writing Revolution” to improve writing scores.
Summer Programming: Funds will be paired with state dollars to support summer programming for students. These dollars will specifically provide additional classroom resources and staffing. High school summer programming will include freshman academy to prepare at-risk upcoming freshmen for high school as well as credit recovery for current high school students.
Goal Statement 3: 70% of students will score proficient on the 3rd through 12th grade Math TCAP by 2030.
46.5% 3 -8 Math
33.8% Algebra I
21.7% Algebra II
28.3% Geometry
3rd -8th grade Math TCAP
Algebra I EOC
Algebra II EOC
Geometry EOC
50.9% 3 -8 Math
28.4% Algebra I
36.5% Algebra II
38.6% Geometry
53.4% 3 -8 Math
30.9% Algebra I
39% Algebra II
41.1% Geometry
55.9% 3 -8 Math
33.4% Algebra I
41.5% Algebra II
43.6% Geometry
58.4% 3 -8 Math
35.9% Algebra I
44% Algebra II
46.1% Geometry
The district had established the 3 – 8 Math goal as 48.4%, we missed the goal by 1.9%. The district had established the Algebra I EOC goal as 25.9%, we exceeded the goal by 7.9%. The district had established the Algebra II EOC goal as 34%, but we missed that goal by 12.3%. The district had established the Geometry EOC goal as 36.1%, we missed that goal by 7.8%.
The district will continue to focus on improving the implementation of HQIM. The expectation was that in the implementation year, we would see a dip, but we will have improvement in the coming year.
HQIM Implementation: Funds were used to support additional texts and consumable classroom materials for HQIM implementation. This was a $1,000,000.00 investment of materials. This was an important first step towards providing a contiguous math curriculum across all grade levels and should provide greater rewards in the coming years.
Summer Programming: Funds were paired with state dollars to support summer programming for students. These dollars will specifically provide additional classroom resources and staffing. High school summer programming included freshman academy to prepare at-risk upcoming freshmen for high school as well as credit recovery for current high school students. The investment for summer school programming was approximately $700,000.00. This contributed positively towards preventing the summer slide in student growth. In addition, the funds provided much-needed resources to address the deficiencies seen in the previous testing cycle.
Consistent unit and lesson prep implementation of Math HQIM
HQIM Implementation: Funds will be used to support additional texts and consumable classroom materials for HQIM implementation in year two
Goal Statement 4: 80% of 12th-grade students will be a Ready Graduate by 2030.
67.8% ready Graduate
Eleventh-grade students in the stated year who score a 21 or higher composite on the ACT, during the 11th-grade test or senior retake of the test;
â–ªStudents who graduate in the stated year who earned 4 EPSOs; or
â–ªStudents who graduate in the stated year who scored 31 or higher on the Armed Services Vocational Aptitude Battery (ASVAB) Armed Forces Qualifying Test (AFQT) and earned EPSO Credit in at least two (2) EPSOs
68.2% ready Graduates
70.5% ready Graduates
72.8% ready Graduates
75.1% ready Graduates
The district had established the Ready Graduate goal as 65.9%, we exceeded the goal by 1.9%.
As a result, we will continue with the actions we previously established and will adjust our goals upward.
OdysseyWare Software was purchased by the district for credit recovery. This allowed students to recover lost credits to graduate on time and be a ready graduate. This investment cost us around $60,000. This has had a positive impact on allowing students to stay on track for graduation.
Dual Enrollment Opportunities - The district is partnering with local colleges and universities to provide EPSOs through Dual Enrollment classes. The district has partnered with Walters State Community College to provide CNA and Industrial Electricity programs at each high school as space allows. The district is utilizing funds to pay for the instructor and the needed supplies for students to achieve EPSOs in these programs. This investment has cost around $80,000. This program has allowed multiple students from across the four high schools to achieve much-needed EPSOs, thus improving the Ready Graduate rate.
Industry Credentials - The district provided funds to pay for the costs associated with attaining industry credentials in CTE courses which allow students the opportunity to earn an EPSO and better prepare them for industry needs. The cost for the tests and the supplies for the classes is around $25,000. This has also had a positive impact on ready graduate numbers.
ACT Preparatory classes
ACT tutoring
Increased AP opportunities
Statewide Dual Credit Opportunities
Administer the ASVAB
Odyssey Ware Software
Dual Enrollment Opportunities
Industry Credentials tied to CTE classes
Each high school has developed an ACT preparatory class for 11th-grade students. The materials for the classes will come from district funds.
ACT tutoring - Each school will utilize a teacher to tutor students between the 11th-grade ACT assessment and the 12th-grade retake to improve ACT scores. This will be funded through district-level funding.
AP opportunities - to provide more EPSO credits for students, the district is providing funds to pay for AP tests for students. In addition, each school is being strategic to provide additional AP opportunities for students either in person or through virtual instruction.
The district has increased statewide dual credit opportunities by providing the needed training for teachers, providing needed supplies or textbooks, and for required testing costs. This will allow students to collect additional EPSOs.
The district will administer the ASVAB to all 10th-grade students. This will allow students to obtain an EPSO. The Career coaches will meet with 9th-grade students to discuss the importance of the ASVAB as a career assessment and as a way to help them achieve ready graduate status.
OdysseyWare Software will be purchased annually by the district for credit recovery. This will allow students to recover lost credits to graduate on time and be a ready graduate.
Dual Enrollment Opportunities - The district is partnering with local colleges and universities to provide EPSOs through Dual Enrollment classes. The district has partnered with Walters State Community College to provide CNA and Industrial Electricity programs at each high school as space allows. The district is utilizing funds to pay for the instructor and the needed supplies for students to achieve EPSOs in these programs.
Industry Credentials - The district is providing funds to pay for the costs associated with attaining industry credentials in CTE courses which allow students the opportunity to earn an EPSO and better prepare them for industry needs.
Goal Statement 5: 8.4% of the students in Greene County will be Chronically Absent by 2030
14.6% Chronically Absent
Chronically Absent data in Skyward (SIS)
13.6% Chronically Absent
12.6% Chronically Absent
11.6% Chronically Absent
10.6% Chronically Absent
The district had established the Chronic Absenteeism goal as 15.6%, we exceeded the goal by 1%.
As a result of exceeding the goal, the district will continue the previous practices and will adjust the goals downward to meet the goal by 2030.
Resillient Schools Initiative: Funding was used to pay for two counselors and a school psychologist that will be picked up by district funds during the 2024-25 school year. These staff members were paid through the Resilient Schools Grant during the 2023-24 school year. This was a cost of $120,000.00 to the district but has greatly helped with student mental health, thus reducing the chronic absenteeism numbers.
Student Data Monitoring Software: The Panorama software platform was purchased to give all schools and the district access to monitor student attendance, discipline, academic, and SEL data in one platform. The software also allows users to provide bi-annual SEL surveys of students to gather feedback for planning purposes. The software costs approximately, $65,000.00. This has greatly improved the administration’s ability to monitor student attendance and other data that will help them see trends in student mental health. This has greatly improved the ability to prevent chronic absenteeism rates.
Counseling Staff
Resilient Schools Initiative
Truancy Inteventionist
Student Data Monitoring Software
Counseling Staff: Funding will be utilized to provide counseling staff at all schools to provide social-emotional support for students as needed, giving each school a full-time counselor.
Resillient Schools Initiative: Funding will be used to pay for two counselors and a school psychologist that will be picked up by district funds during the 2024-25 school year. These staff members were paid through the Resilient Schools Grant during the 2023-24 school year.
Truancy Interventionist: Funding will be used to employ a district-level truancy interventionist who will host meetings with parents/guardians regarding student attendance issues.
Student Data Monitoring Software: The Panorama software platform will be purchased to give all schools and the district access to monitor student attendance, discipline, academic, and SEL data in one platform. The software also allows users to provide bi-annual SEL surveys of students to gather feedback for planning purposes.