CMCSS reports consecutive level‑5 growth; district sets benchmarks for third‑grade proficiency and ready‑graduate rates

Chief Academic Officer Dr. Shanda Dowdy told the Clarksville‑Montgomery County School System board that the district posted consecutive level‑5 composite growth scores and that district leaders are focusing on translating that growth into higher achievement across grade bands.

“Our goal for every one of our students and every one of our schools and our district is to be a 3, 4, or 5,” Dowdy said, describing Tennessee’s five‑level growth scale in the Tennessee Integrated Student Assessment (TISA) accountability framework. She told the board the district’s composite score for the most recent year is a level 5, the literacy and numeracy growth scores were at or above target in the latest reporting, and the district has 46 schools serving more than 39,000 students.

Dowdy said the district recorded 16 schools at level 5, 88% of middle schools at levels 3–5, 75% of elementary schools at levels 3–5 and 78% of high schools at levels 3–5. She said this is the first time CMCSS has had consecutive level‑5 composite scores since the 2015–16 and 2016–17 school years.

Shifting from growth to achievement, Dowdy highlighted the district’s third‑grade proficiency target: a stated goal of 52.9% of third graders proficient on TCAP for the 2025–26 school year, compared with 42.3% proficient in the most recent reporting. “We look forward as our students continue to grow to meeting that milestone,” she said. Dowdy described actions to raise proficiency that include ongoing professional learning for teachers and leaders, nationally normed universal screeners and benchmark assessments, student‑level progress monitoring and differentiated supports.

On high school outcomes, Dowdy described the district’s “ready graduate” goal of 70% by 2030 and said the district’s target for 2025–26 is 49.4%. She summarized the state‑defined criteria for a ready graduate as an ACT score of 21 or higher; completion of four early post‑secondary opportunities (EPSOs) such as dual enrollment or Advanced Placement; industry certifications; or alternative measures such as an ASVAB score that meets state thresholds.

Jennifer Manise, the district’s director of teaching, learning and innovation, told the board the district’s implementation approach rests on three pillars—curriculum, instruction and assessment—and described work to refine curriculum guides, deliver targeted professional learning and deepen the use of benchmark and classroom data to drive instruction.

Board member Miss Barry asked for detailed school‑level and grade‑level data. Dowdy said the presentation reflected “every test taker data” and that more detailed, school‑level breakdowns would be available in mid‑December, which she described as a loose deadline. Several board members praised the district’s gains and the county commissioners for providing facilities and personnel support that the district uses to implement instructional programs.

Ending: District leaders said they will continue implementation of high‑quality instructional materials, targeted professional learning and student‑level progress monitoring to convert growth into lasting increases in proficiency; detailed school‑level data will be provided to the board when available.