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District

College and Career

College and Career

Theory of Action

If Collierville Schools commits to ensuring every student achieves measurable growth by setting high expectations and tracking progress across all subjects and subgroups, and provides comprehensive, differentiated training to all educational staff to deliver rigorous, standards-aligned instruction, then the district will create an environment where students are equipped with the skills and knowledge necessary for success.

By strategically allocating resources for ongoing professional development and fostering a culture of continuous learning among educators, Collierville Schools will enhance instructional quality and responsiveness to diverse student needs. Additionally, by establishing a continuum of support from early education through upper grades, the district will strengthen college and career readiness, boosting ACT scores and enhancing pathways to post-secondary opportunities.

Together, these actions will ensure every student makes at least one year of academic progress annually, while being prepared to thrive in future academic and career endeavors.

Action Plan

Priority 1 – Academic Growth for Every Student
Objective: Ensure all students make at least one year of progress across all subjects and subgroups (TVAAS Level 3)

• Enhance instructional quality and focus

• Implement data-driven instruction and Response to Intervention (RTI)

• Standards-aligned instruction and assessment

 

Action Plan

Year 1

• Provide HQIM access for all teachers with particular attention given to teachers representing special populations

• Implement cooperatively developed scope and sequence expectations with continuous review

• Use student data to inform RTI period placements and to focus RTI on ELA and Math only

• Implement ongoing training for administrators, instructional leaders, and all teachers

• Train administrators and educators to utilize the Instructional Practice Guide (IPG) to enhance instruction

 

Year 2

• Increase instructional time in middle schools by adjusting master schedules for extended ELA and Math periods

• Provide support for students via alternative methods outside the traditional school day

• Develop processes to track at-risk students within professional learning communities (PLCs)

• Assign high-impact teachers (TVAAS Level 5) for special populations

• Develop, use, and analyze common unit assessments aligned to standards and curriculum

• Equip teachers with ongoing strategies for rigorous instruction, providing differentiation, productive struggle, close reading, and test-taking skills

 

Years 3-5

• Continue to implement and enforce with fidelity the practices from the first two years of the plan

• Evaluate and recalibrate current practices for reaching next-level goals

Priority 2 – Comprehensive Training for Rigorous Instruction
Objective: Allocate resources for ongoing, differentiated training for all educational staff to ensure rigorous, aligned instruction

• Expand professional development

• Build teacher leadership and support

• Strengthen instructional leadership

 

Action Plan

Year 1

• Implement annual summer institutes for content-specific strategies

• Establish district instructional coach (IC) positions and offer ongoing, job-embedded support through ICs

 

Year 2

• Increase frequency and focus on professional learning days within the school calendar

• Develop ongoing, supported mentorship programs for new teachers to increase retention

• Provide content-specific and differentiation training for administrators, instructional leaders, and lead teachers

• Conduct classroom walkthroughs with a full instructional coaching cycle each year

• Train instructional leaders to understand and utilize student results from state and district testing

 

Year 3

• Continue to implement and enforce with fidelity the practices from the first two years of the plan

• Evaluate and recalibrate current practices for reaching next-level goals

Priority 3 – College and Career Readiness
Objective: Support students from early childhood through upper grades to enhance ACT scores and career readiness

• Enhance ACT preparation and skill development

• Strengthen career readiness programs

 

Action Plan

Year 1

• Conduct ACT pre-assessments to identify student needs

 

Year 2

• Offer semester-long ACT Prep courses with trained ACT teachers

• Train elementary and middle teachers to implement the Daily Grammar Practice (DGP) program with fidelity to support high school ACT English performance

• Provide test-taking strategy training for all teachers to reinforce skills across grade levels

• Embed career connections in course descriptions based on TDOE pathways

• Expand job shadowing and internship opportunities through a mentorship program with local and regional professionals

• Host frequent workshops and webinars on college applications, financial aid, and scholarships available to both middle school and high school students and parents each year

 

Year 3

• Integrate ACT-style questions across all content

• Train middle school teachers on ACT crossover documents to utilize in the Tier 1 classroom for support

• Use data to guide course selections and career exploration through individual planning sessions with secondary school counselors

• Increase opportunities for industry credentials and career readiness exams provided through the secondary schools

  • Priority 1 – Academic Growth for Every Student
    Objective: Ensure all students make at least one year of progress across all subjects and subgroups (TVAAS Level 3)

    • Enhance instructional quality and focus

    • Implement data-driven instruction and Response to Intervention (RTI)

    • Standards-aligned instruction and assessment

     

    Action Plan

    Year 1

    • Provide HQIM access for all teachers with particular attention given to teachers representing special populations

    • Implement cooperatively developed scope and sequence expectations with continuous review

    • Use student data to inform RTI period placements and to focus RTI on ELA and Math only

    • Implement ongoing training for administrators, instructional leaders, and all teachers

    • Train administrators and educators to utilize the Instructional Practice Guide (IPG) to enhance instruction

     

    Year 2

    • Increase instructional time in middle schools by adjusting master schedules for extended ELA and Math periods

    • Provide support for students via alternative methods outside the traditional school day

    • Develop processes to track at-risk students within professional learning communities (PLCs)

    • Assign high-impact teachers (TVAAS Level 5) for special populations

    • Develop, use, and analyze common unit assessments aligned to standards and curriculum

    • Equip teachers with ongoing strategies for rigorous instruction, providing differentiation, productive struggle, close reading, and test-taking skills

     

    Years 3-5

    • Continue to implement and enforce with fidelity the practices from the first two years of the plan

    • Evaluate and recalibrate current practices for reaching next-level goals

  • Priority 2 – Comprehensive Training for Rigorous Instruction
    Objective: Allocate resources for ongoing, differentiated training for all educational staff to ensure rigorous, aligned instruction

    • Expand professional development

    • Build teacher leadership and support

    • Strengthen instructional leadership

     

    Action Plan

    Year 1

    • Implement annual summer institutes for content-specific strategies

    • Establish district instructional coach (IC) positions and offer ongoing, job-embedded support through ICs

     

    Year 2

    • Increase frequency and focus on professional learning days within the school calendar

    • Develop ongoing, supported mentorship programs for new teachers to increase retention

    • Provide content-specific and differentiation training for administrators, instructional leaders, and lead teachers

    • Conduct classroom walkthroughs with a full instructional coaching cycle each year

    • Train instructional leaders to understand and utilize student results from state and district testing

     

    Year 3

    • Continue to implement and enforce with fidelity the practices from the first two years of the plan

    • Evaluate and recalibrate current practices for reaching next-level goals

  • Priority 3 – College and Career Readiness
    Objective: Support students from early childhood through upper grades to enhance ACT scores and career readiness

    • Enhance ACT preparation and skill development

    • Strengthen career readiness programs

     

    Action Plan

    Year 1

    • Conduct ACT pre-assessments to identify student needs

     

    Year 2

    • Offer semester-long ACT Prep courses with trained ACT teachers

    • Train elementary and middle teachers to implement the Daily Grammar Practice (DGP) program with fidelity to support high school ACT English performance

    • Provide test-taking strategy training for all teachers to reinforce skills across grade levels

    • Embed career connections in course descriptions based on TDOE pathways

    • Expand job shadowing and internship opportunities through a mentorship program with local and regional professionals

    • Host frequent workshops and webinars on college applications, financial aid, and scholarships available to both middle school and high school students and parents each year

     

    Year 3

    • Integrate ACT-style questions across all content

    • Train middle school teachers on ACT crossover documents to utilize in the Tier 1 classroom for support

    • Use data to guide course selections and career exploration through individual planning sessions with secondary school counselors

    • Increase opportunities for industry credentials and career readiness exams provided through the secondary schools

Adopted by the Collierville Schools Board of Education on June 24, 2025.