TCA § 49-6-1502 — Definitions

As used in this part, unless the context otherwise requires: “After-school learning mini-camp” means an after-school educational program, as part of the learning loss remediation and student acceleration program, that is designed to remediate student learning loss and support student academic needs using an educational approach to learning that uses science, technology, reading, engineering, the arts, and mathematics (STREAM) as access points for guiding student inquiry, dialogue, and critical thinking. An after-school learning mini-camp must provide, at a minimum, the following: One (1) hour of in-person educational instruction provided at least four (4) days per week by a licensed teacher. If a licensed teacher is not available to provide the instruction, then the instruction may be provided by a Tennessee accelerating literacy and learning corps member. The educational instruction must be designed to engage students in STREAM instruction, activities, and learning; At least one (1) snack per student per day; Stipends to teachers, tutors, and staff providing educational services to students in the after-school learning mini-camp; and A state-adopted benchmark assessment administered: To students in person as a pre-test at the beginning of the after-school learning mini-camp each school year; and To students in person as a post-test at the end of the after-school learning mini-camp each school year, the results of which must be submitted to the department; “Department” means the department of education; “Learning loss” means the loss of academic knowledge or skills previously acquired or a pause in academic advancement, most commonly due to extended time away from school or in-person instruction; “Learning loss bridge camp” means a four-week educational program conducted each year before the beginning of the school year, as part of the learning loss remediation and student acceleration program, that is designed to support student academic needs and remediate student learning loss. A learning loss bridge camp must provide, at a minimum, the following: Four (4) combined hours of in-person daily instruction, intervention, and supplemental supports in reading and math, provided five (5) days per week. Each LEA or participating public charter school conducting a learning loss bridge camp shall determine the number of minutes of instruction, intervention, and supplemental supports per subject; provided, that all students must receive at least one (1) hour of instruction in reading and one (1) hour of instruction in math per day. Instruction, intervention, and supplemental supports in reading and math must be provided by a teacher licensed and endorsed to teach the subjects and grades served, using instructional materials adopted by the state board of education or provided by the department. If a teacher licensed and endorsed to teach the subjects and grades served is not available to provide the instruction, intervention, and supplemental supports, then the instruction, intervention, and supplemental supports may be provided by a candidate enrolled in an educator preparation program, or a person with a college degree who has successfully completed a learning loss and remediation and student acceleration program preparation course, using instructional materials adopted by the state board of education or provided by the department; One (1) hour of response to instruction and intervention (RTI}) services per day, provided in person five (5) days per week pursuant to Tennessee's response to instruction and intervention framework manual; One (1) hour of physical activity per day, provided five (5) days per week; Lunch and at least one (1) snack or breakfast per day, provided to each student five (5) days per week; Stipends to teachers, tutors, and staff providing educational services to students in the learning loss bridge camp; and A state-adopted benchmark assessment administered: To students in person as a pre-test at the beginning of the learning loss bridge camp each year; and To students in person as a post-test at the end of the learning loss bridge camp each year, the results of which must be submitted to the department; “Learning loss remediation and student acceleration program” means a program established and administered by the department to aid LEAs and public charter schools in remediating learning loss by facilitating the provision of educational services to students in person outside of the regular school day, including through after-school learning mini-camps, learning loss bridge camps, and summer learning camps; “Priority student” means: For purposes of an after-school learning mini-camp: A student who completed third or fourth grade in the immediately preceding school year and scored below proficient in math or English language arts on the student's most recent Tennessee comprehensive assessment program (TCAP) test; A student who completed kindergarten, first, or second grade in the immediately preceding school year and attends a school in which fewer than fifty percent (50%) of the students in grades three through five (3-5) scored proficient in math or English language arts on the most recently administered TCAP test; A student who completed kindergarten, first, second, third, or fourth grade in the immediately preceding school year and is eligible for temporary assistance for needy families (TANF); or A student who completed kindergarten, first, second, or third grade in the immediately preceding school year and scored below proficient in math or English language arts on the student's most recent state-adopted benchmark assessment, Tennessee universal math screener, Tennessee universal reading screener, universal reading screener, or, for after-school learning mini-camps conducted in the 2021-2022 school year, response to instruction and intervention (RTI}) screener; For purposes of a learning loss bridge camp: A student who will be entering the sixth, seventh, or eighth grade in the 2021-2022 or 2022-2023 school year who scored below proficient in math or English language arts on the student's most recent TCAP test or state-adopted benchmark assessment; or A student who will be entering the fourth, fifth, sixth, seventh, or eighth grade in the 2023-2024 school year, or in a subsequent school year, who scored below proficient in math or English language arts on the student's most recent TCAP test or state-adopted benchmark assessment; and For purposes of a summer learning camp, a student who: Completed third or fourth grade in the immediately preceding school year and scored below proficient in math or English language arts on the student's most recent TCAP test; Completed kindergarten, first, or second grade in the immediately preceding school year and attends a public school or public charter school in which fewer than fifty percent (50%) of students in grades three through five (3-5) scored proficient in math or English language arts on the most recently administered TCAP test; Completed kindergarten, first, second, third, or fourth grade in the immediately preceding school year and is eligible for temporary assistance for needy families (TANF); or Completed kindergarten, first, second, or third grade in the immediately preceding school year and scored below proficient in math or English language arts on the student's most recent state-adopted benchmark assessment, Tennessee universal math screener, Tennessee universal reading screener, universal reading screener, or, for summer learning camps conducted in the summer immediately following the 2020-2021 school year, response to instruction and intervention (RTI}) screener; “State-adopted benchmark assessment” means an assessment created under the innovative benchmark assessment pilot program established under § 49-6-1508; “Stipend” means: The compensation provided to teachers for providing educational services to students in: After-school learning mini-camps, learning loss bridge camps, or summer learning camps based on factors such as the teacher's level of overall effectiveness score or other performance data; ability to support student populations with unique needs; or license or endorsement to teach a hard-to staff-subject area; and Learning loss bridge camps or summer learning camps based on a differentiated stipend plan developed by the department that provides teachers with at least one thousand dollars ($1,000) per week in compensation, but no more than twenty-five percent (25%) above the weekly compensation rate of the highest salary step for teachers in the LEA's salary schedule; and The compensation provided to tutors and staff for providing educational services to students in after-school learning mini-camps, learning loss bridge camps, and summer learning camps, as determined by the respective local board of education or governing body of a participating public charter school; “Summer learning camp” means a six-week summer educational program, as part of the learning loss remediation and student acceleration program, that is designed to support student academic needs and remediate student learning loss. A summer learning camp must provide, at a minimum, the following: Four (4) combined hours of in-person daily instruction, intervention, and supplemental supports in reading and math, provided five (5) days per week. Each LEA or participating public charter school conducting a summer learning camp shall determine the number of minutes of instruction, intervention, and supplemental supports per subject; provided, that all students must receive at least one (1) hour of instruction in reading and one (1) hour of instruction in math per day. Instruction, intervention, and supplemental supports in reading and math must be provided by a teacher licensed and endorsed to teach the subjects and grades served, using instructional materials adopted by the state board of education or provided by the department. If a teacher licensed and endorsed to teach the subjects and grades served is not available to provide the instruction, intervention, and supplemental supports, then the instruction, intervention, and supplemental supports may be provided by a candidate enrolled in an educator preparation program, or a person with a college degree who has successfully completed a learning loss and remediation and student acceleration program preparation course, using instructional materials adopted by the state board of education or provided by the department; One (1) hour of RTI} services per day, provided in person five (5) days per week pursuant to Tennessee's response to instruction and intervention framework manual; One (1) hour of physical activity per day, provided five (5) days per week; Lunch and at least one (1) snack or breakfast per day, provided to each student five (5) days per week; Stipends to teachers, tutors, and staff providing educational services to students in the summer learning camp; and A state-adopted benchmark assessment administered: To students in person as a pre-test at the beginning of the summer learning camp each year; and To students in person as a post-test at the end of the summer learning camp each year, the results of which must be submitted to the department; “Tennessee universal math screener” means the uniform tool that screens and monitors a student's progress toward proficiency in math that is provided to LEAs and public charter schools by the department as part of the innovative benchmark assessment pilot program; “Tennessee universal reading screener” means the universal reading screener that is provided to LEAs and public charter schools by the department as part of the innovative benchmark assessment pilot program; and “Universal reading screener” means a uniform tool that screens and monitors a student's progress towards phonemic awareness, phonics, fluency, vocabulary, and comprehension.