Posted in Elementary School:

Elementary School Rezoning Information (2024-2026)

Dyslexia and ILP-D Family Information Sessions
The CMCSS Instruction and Curriculum Department will host information sessions throughout October for families interested in learning more about dyslexia and individualized learning plans for dyslexia (ILP-D.) Families may have received a phone call from their child’s teacher or paperwork sent home recently. These information sessions will answer questions regarding the CMCSS screening process and new state requirements. Caregivers can pre-submit questions to ensure they’re answered by emailing [email protected]. Pre-registration for the information sessions is not required.
Topics will include:
- What is dyslexia?
- How does CMCSS screen and support students with dyslexia?
- What are the updated state regulations with Individualized Learning Plans for students with characteristics of dyslexia? (ILP-D)
- What questions can I ask my child’s teacher to support my student at school?
Virtual Information Session Dates and Times
- Monday, October 2, 9:00 a.m. – 10:00 a.m.
- Tuesday, October 3, 5:30 p.m. – 6:30 p.m.
- Monday, October 16, 5:30 p.m. – 6:30 p.m.
- Thursday, October 19, 9:00 a.m. – 10:00 a.m.
- Monday, October 23, 5:30 p.m. – 6:30 p.m.
- Thursday, October 26, 9:00 a.m. – 10:00 a.m.
Click here to access the Zoom link (valid for all the above meeting times.)

Affordable Connectivity Program (ACP)
The Affordable Connectivity Program (ACP) is a program that provides eligible households up to $30/month toward their internet bills as well as a one-time discount of up to $100 to purchase a laptop, desktop computer, or tablet. All households with a child who was approved to receive free or reduced-price school meals within the last 12 months under the National School Lunch Program or the School Breakfast Program, including children who attend schools participating in the Community Eligibility Provision, are eligible for ACP benefits.
Families can check their eligibility, sign up, and find fully covered plans at GetInternet.gov (mobile-accessible and available in Spanish) or by calling 877-384-2575.
The following are additional resources provided by the government:
- GetInternet.gov—a one-stop shop to learn about ACP, check eligibility, enroll, and find fully covered internet plans.
- White House Fact Sheet on the ACP and its benefits.
Additionally, CEMC/Cumberland Connect has provided resources in English and Spanish.

Family Guide to the Start of the 2023-24 School Year

Kindergarten Information for the 2023-2024 School Year!

CMCSS Seeks Community Members for Focus Groups to Discuss Strategic Work Feedback
Each year, CMCSS sets strategic goals for what the district will focus on that academic year. In order to be successful, we need to hear your feedback on these goals. The district will host a series of focus groups with parents and community members to collect input on our progress toward strategic goals.
What: Strategic Work Focus Groups
When: End of October (Times and dates will vary; participants can select a date and time in the form linked below.)
Why: The District holds focus groups with key partners to collect feedback on specific areas and make adjustments to ensure we meet student, employee, and parent expectations.
How: If you are interested in being part of a focus group, click here to complete a short form and express your interest. We will randomly select 10-12 participants per focus group.
August 12th, 2022
Age-Appropriate Materials Act
This information was released at the beginning of the 2022-2023 school year. As indicated below, please reference the individual school websites for their library collection. Click on “Library Media Center” on the homepage of your school’s website. Library-Media Specialists have access to update their schools’ webpages to keep the library collection current on each school’s page. The links below have been removed to alleviate confusion and ensure stakeholders are accessing the most updated list of materials on each school’s webpage. To find each school’s website, click the following links: Elementary, Middle, and High.
In accordance with the TN Age-Appropriate Materials Act, CMCSS has a policy and procedure to ensure that each school’s library collection is developed and periodically reviewed in accordance with state law and has a procedure to receive and evaluate feedback from students, parents/guardians, and employees of each school.
A list of each school’s library collection is linked below. In the future, a list of each school’s library collection will be found on each school’s website via the “Library Media Center” link on the homepage.
Barkers Mill Elementary
Barksdale Elementary
Burt Elementary
Byrns Darden Elementary
Carmel Elementary
Clarksville High
Cumberland Heights Elementary
East Montgomery Elementary
Glenellen Elementary
Hazelwood Elementary
Kenwood Elementary
Kenwood High
Kenwood Middle
Kirkwood Middle
Liberty Elementary
Minglewood Elementary
Montgomery Central Elementary
Montgomery Central High
Montgomery Central Middle
Moore Magnet Elementary
New Providence Middle
Norman Smith Elementary
Northeast Elementary
Northeast High
Northeast Middle
Northwest High
Oakland Elementary
Pisgah Elementary
Richview Middle
Ringgold Elementary
Rossview Elementary
Rossview High
Rossview Middle
Sango Elementary
St. Bethlehem Elementary
West Creek Elementary
West Creek High
West Creek Middle
Woodlawn Elementary
Click here for the CMCSS Library Services and Collection Policy (INS-A091).
Click here for the CMCSS Library Procedure (INS-P048).
Any student, parent or guardian of a student, or school employee may provide feedback regarding one or more of the materials in the library collection of the student’s or employee’s school by submitting a request for reconsideration. The request must be submitted to the school’s principal.
Click here for the CMCSS Request for Reconsideration of Resource form (INS-F164).

Family Guide to the Start of School (2022-23 School Year)

Kindergarten Information for the 2022-2023 School Year

A Family Guide to Response to Instruction and Intervention (RTI²) 2022-2023
What is RTI²?
Response to instruction and intervention is the way CMCSS intervenes with students who are struggling academically by focusing on quality core instruction and intervention of specific skill deficits. The purpose of RTI² is to intervene with students quickly in the area of need so skill deficit gaps do not develop as they progress through school.
What does the RTI² Framework look like?
The RTI² Framework has three tiers; each tier provides intensifying levels of support.
- In Tier l, all students receive evidence-based, high-quality, general education standards-based instruction that incorporates ongoing universal screening and assessments to inform instruction. Tier I is another name for the regular core instruction all students get every year.
- In Tier ll, students identified as having significant skill deficits receive intervention targeted to the specific area of need. Student progress is consistently monitored during intervention and decisions about tier movement are based on progress monitoring data.
- In Tier III, more intensive interventions are provided to students who have not made significant progress in Tier II, or who demonstrate a deficit significant enough to warrant immediate Tier III intervention. Students are monitored closely to determine if the intervention is effective. Movement from Tier III is dependent upon intervention success.
Tier II and III intervention occur in addition to regular classroom instruction. Schools will communicate with parents in writing when students go into and out of intervention, as well as update progress during intervention.
What are the key components of RTI²?
RTI² has been around for many years and is proven to improve instruction for all students by identifying areas for improvement in core instruction.
Schools assess all students in the fall, winter, and spring using what is called a Universal Screener. This is a skills-based measure students are given to quickly check how they perform compared to grade-level expectations. Screeners are brief and measure math and reading proficiency, as well as social-emotional protective factors. School teams consider data from a variety of sources, including the screener, to determine the level of intervention most appropriate and the specific skill deficit.
Another key component of RTI² is progress monitoring. Progress monitoring is a way for teachers to take a snapshot of how children are doing on a specific skill. It includes formal and informal assessments. Progress monitoring helps determine whether an intervention is successful or needs to be changed. Data from this type of monitoring is shared with parents on a regular basis (every 4-5 weeks).
When progress monitoring indicates a student is not responding to the intervention at an acceptable rate (gap closure is not occurring at a reasonable rate), another approach or intervention may be implemented. If a higher level of support is needed, students may be provided more intensive intervention that further focuses on the supporting skills they need to be successful learners (Tier lll). Students who do not respond to Tier III interventions may be referred for a special education evaluation.
What if I think my child needs special education?
If at any time parents/guardians become concerned that their child needs special education services, they should contact their child’s teacher or administrator. Other forms of evaluation, in addition to information gathered through the RTI² framework, are needed to determine if a student is eligible for special education services. A parent’s written consent is required for these evaluations to be conducted.
Additional information about RTI² implementation will be provided by each school.
A SPECIAL NOTE REGARDING SCREENING AND CONTINUED INTERVENTION
If your student was recommended to continue participation in tiered intervention in the spring, that intervention will be continued this fall. The district will begin administering fall universal screening measures to gauge student progress and make instructional plans to meet the needs of all students as soon as students return to school. Data from the fall universal screening will be used in conjunction with previous screening, progress monitoring, and curriculum-based data to determine the need for continued intervention, tier level, and pinpoint specific deficits. After universal screening measures are administered, parents/guardians will be provided information if the continued or initial placement of their student(s) in tiered intervention is recommended. All data will be treated as continuous (i.e., the summer break does not necessitate a ‘restart’ on data collection and/or delay progression toward referral) and data teams will meet frequently and consistently to review student progress and make informed decisions.
TENNESSEE LITERACY SUCCESS ACT AND THE CMCSS FOUNDATIONAL LITERACY SKILLS PLAN
In compliance with the Tennessee Literacy Success Act, each district and public charter school must submit a Foundational Literacy Skills Plan. School districts and public charter schools must create a local Foundational Literacy Skills Plan for students in kindergarten through fifth grade and submit the final approved plan to the department for approval. The Clarksville-Montgomery County School System’s Foundational Literacy Skills Plan has been approved by the Tennessee Department of Education and may be found here.
We wish you and your student(s) a healthy, productive school year! Should you have any questions, please contact your school’s RTI2 lead or the district RTI2 data team at [email protected].