Barry Tatum Virtual Learning Academy Export Export
Goals
G 1 Ready Graduate
For the 2021-22 school year, BTA will increase the percent of students meeting the ready graduate indicator by 10%.
Performance Measure
For the 2021-22 school year, BTA will increase the percentage of students meeting the ready graduate indicator by 10% with the graduating class of 2022. Progress will be monitored throughout the year using a Ready Graduate Data Tracker.
Sections
- College & Career Readiness
S 1.1 ACT
BTA will increase the percentage of students earning a 21 or higher on the ACT by 5%. Currently the percentage of students who met this benchmark for the district is 53.4% (based on data from class of 2021). The BTA percentage of students meeting this benchmark is slightly below the district average with a percentage of 50.0%.
Benchmark Indicator
The final benchmark number of students scoring a 21 or higher on the ACT. BTA will monitor this data based on each administration of the ACT and internal practice assessments, which will be given at regular intervals throughout the year as part of the ACT Focus. A predictive scale will be used to determine if students are making progress and to predict their ACT score then they take the actual assessment.
A 1.1.1 Create an ACT Focus Time
BTA students will be assigned to homerooms which will meet in the middle of the day at Focus Time. Each day will have a different focus, as follows: Mondays will be ACT math; Tuesdays will be SEL; Wednesdays will be ELA for ACT; Thursdays will be exploring College and Careers; and Fridays will be ACT Science and test taking strategies. This will continue through the spring 2022 ACT date in March.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Assistant Principals | 2022-03-08 |
S 1.2 Early Post-Secondary Opportunities (EPSOs)
BTA will increase Enrollment in Early Post-Secondary Opportunities (EPSOs) by 10%. EPSOs for BTA will include Advanced Placement courses, Dual Enrollment courses, and Dual Credit courses.
Benchmark Indicator
The number of EPSOs earned by students in BTA will be the final benchmark indicator. The school district will monitor this information on a semester basis. At the beginning of the semester course requests and student enrollment data will be analyzed to determine EPSO availability for students. At the end of the semester, BTA will review the number of EPSOs earned by enrolled students.
A 1.2.1 Students in EPSOs
BTA will attempt to increase enrollment in State Dual Credit courses by 10% and increase expansion of Local Dual Credit opportunities by 10%. Enrollment data for these courses will be evaluated by the district's Secondary Supervisor and data will be shared with each school's administration.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Counselors | 2022-05-13 |
S 1.3 Students with Disabilities
BTA will include Ready Graduate goals in all IEP meetings at the high school level for students on a regular diploma pathway. This will allow the school to prepare students for post-secondary opportunities while simultaneously increasing the school's Ready Graduate Indicator on an annual basis.
Benchmark Indicator
The professional development completion rate by all BTA special education teachers, administrators, and school counselors will equal 100% at each school prior to October of 2021. This professional development will ensure all high school special education teachers, administrators, and school counselors are aware of the options students with an IEP will have in order to meet a Ready Graduate goal before the student graduates high school.
A 1.3.1 Students with Disabilities
All BTA counselors and exceptional education teachers will be trained in the best way to advise and create opportunities for students with IEPs and 504 plans. All administrators will also experience this training so as to better serve this population of students and create pathways to success for them.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Counselors/Execptional Educ Teachers | 2022-05-27 |
S 1.4 Data Tracking System
BTA will utilize the data tracking system created and provided by WC Schools to accurately account for ready graduate outcomes.
Benchmark Indicator
The district will have a data tracking system in place, and will use the data tracking system to monitor ready graduate outcomes, resulting in an increased percentage of students meeting the Ready Graduate indicator.
A 1.4.1 Data Tracking
BTA teachers will record information in the data tracking system. BTA Admin will monitor the system to ensure it is completed and the data is being updated and utilized. This will be monitored montly to ensure it is on track, with a final analysis at the end of the school year.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Assistant Principal | 2022-05-02 |
G 2 Mathematics Growth and Achievement
For the 2021-22 school year, BTA will achieve a level 4 TVAAS score or higher in numeracy and meet, or exceed, the district AMO. Data will come from the TNReady assessment, with proficiency data and TVAAS data being made available the summer of 2021.
Performance Measure
BTA students will earn a level 4 TVAAS score or higher in numeracy and meet, or exceed, the district AMO in numeracy. Data will come from the TNReady assessment, with proficiency data and TVAAS data being made available the summer of 2021 after the spring 2021 TNReady assessment window.
BTA will use benchmark assessments (currently TE21) to have formative data samples which can be used by teachers to plan instruction, and by the district to provide appropriate resources and professional development for teachers so they are better prepared to have students achieve proficiency.
Sections
- Academic Achievement & Growth
S 2.1 Effective Practices for English Language Learners
BTA administration will assist teachers in understanding and utilizing tools to enhance teaching and learning of English Language Learners in Math concepts.
Benchmark Indicator
1. Teacher lesson plans will regularly include approprate math instructional supports for ELL students in their classroom.
2. ELL student performance on common assessments (school and district levels) will increase by 5% from August to January.
A 2.1.1 ELL
BTA teachers will participate in required professional development provided by the district using the SIOP Model for instruction so they are equipped to integrate language objectives and needed supports in math instruction, assignments, and assessments to optimize learning for ELs.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Kristie Buhler | 2022-05-20 |
S 2.2 Effective Numeracy Practices
BTA teachers will continue training around the integration of standards and alignment of tasks along with the Math Teaching Practices (NCTM).
Benchmark Indicator
Professional development offered throughout the summer and school year that focus on the integration of standards and alignment of student tasks along with the Math Teaching Practices (NCTM).
Student performance, K-12, on common assessments (school and district levels) will increase by an average of 5% from August to March.
A 2.2.1 Effective Numeracy Practices
Through professional development and additional resources linked to the Instructional Guides, 6-12 teachers will be trained on effective practices of aligning student tasks and instructional strategies with the state math standards and math practices. While professional development opportunities will be provided throughout the year as needed, specific training will be provided during the week of July 26, which is being designated as Teacher PD Week. Having students complete more rigorous tasks will better equip students to attain mastery on math standards.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Kelly Willhite | 2022-05-02 |
S 2.3 Support for Students with Disabilities
BTA will provide teacher support through district-level, relevant and effective professional development sessions for both General Education teachers and Inclusion teachers.
Benchmark Indicator
1. SWD will regularly use accessibility features during math instruction, practice, and assessments.
2. Periodic teacher observations by school and district administrators will show regular implementation of inclusive practices.
3. SWD will show growth on Tier I assessments including TNReady/ TCAP, EOCs, ACT. General Education and SpEd Teacher will use projections from TVAAS to monitor SWD growth.
A 2.3.1 Students with Disabilities
BTA will provide district level, Inclusion Support and training for school-based teams on using accessibility features to give students with disabilities access to rigorous text through the use of technology to remove instructional barriers. While professional development opportunities will be provided throughout the year as needed, specific training will be provided during the week of July 26, which is being designated as Teacher PD Week.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Jessica Payne, DTL | 2022-05-02 |
S 2.4 Math Intervention and Supports
BTA will provide teachers with supports from the district for intervention and enrichment in mathematics, and encourage and support them in implementation.
Benchmark Indicator
1. The master schedule will accommodate time in the school day for an Academic Focus Period.
2. All 6-8 and EOC students will utilize ALEKS within their coursework.
3. 6-12 Students will complete their personalized pathway in their ALEKS course before the TNReady assessments.
4. Student achievement will increase by 5% on each district benchmark.
A 2.4.1 Interventions & Supports
BTA will work to improve the structured time in the school day to focus on specific math skills, math standards, and/or math intervention/ enrichment activities as determined for all students in each school.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Cory Freeland | 2022-05-02 |
S 2.5 College and Career Readiness
BTA will increase the percentage of students that meet the College Career Readiness Benchmark on the ACT in mathematics by 10%.
Benchmark Indicator
1. Students will be placed appropriately for ACT prep during the school day.
3. Students will complete the ACT Prep course in ALEKS prior to taking the ACT.
4. Students taking the senior retake will increase their math score on the ACT by at least one point.
A 2.5.1 College and Career Readiness
BTA will utilize ALEKS as part of the ACT Prep for all students as part of the School Focus.. This will be done through math classes and utilized during focus time daily. ALEKS data can be tracked by schools to determine effective use and student growth.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Maranda Nave | 2022-05-06 |
S 2.6 Student Placement for Students with Disabilities
BTA counselor and SPED teacher will work together to ensure that all Students with Disabilities are placed in the Least Restrictive Environment for math instruction, AAD, and EOC accessibility.
Benchmark Indicator
On the APR for '20-'21, participation on the algebra I/ integrated I) on the EOC will move from 89.16% to > 90%.
A 2.6.1 Student placement and support
BTA SPED teacher will be trained on diploma options and transition assessments and access to appropriate graduation planning to ensure the least restrictive environment and access to Algebra I EOCs, limiting the amount of students who take A-B math classes.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Katie Ingram | 2022-05-06 |
G 3 ELA Growth and Achievement
For the 2021-22 school year, BTA will achieve a level 4 TVAAS score or higher in literacy and meet, or exceed, the district AMO.
TNReady scores and TVAAS scores will be the performance measure that BTA uses to evaluate this goal.
In addition, BTA will monitor data for all applicable sources, including Benchmarks, Aleks, and Achieve.
Performance Measure
BTA will achieve a level 4 TVAAS score or higher for growth in literacy and meet or exceed the district AMO.
BTA will use benchmark assessments (currently TE21) to have formative data samples which can be used by teachers to plan instruction, and by the district to provide appropriate resources and professional development for teachers so they are better prepared to have students achieve proficiency.
Sections
- Academic Achievement & Growth
S 3.1 College Career Readiness
BTA will increase the percentage of students in grades 6-12 that meet the College Career Readiness benchmarks in Achieve 3000 and increase student Lexile levels. By increasing this percent we hope to increase ACT scores due to the fact students are proficiently and consitently reading more complex texts.
Benchmark Indicator
We will monitor monthly increases in student CCR levels and Lexile levels as measured by Achieve and celebrate gains.
A 3.1.1 College Career Readiness
BTA will monitor monthly tracking reports provided by the district to track student lexile growth and the percentage of students meeting the College Career Readiness Benchmarks. We will use this monthly data analysis to provide us with indicators showing whether or not we have fidelity in usage and implementation, and if student growth is being attained in reading based upon Lexiles and College Career Readiness projections.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Pamela Chowning | 2022-03-11 |
S 3.2 Effective practices for English Language Learners
BTA will assist teachers in understanding and utilizing tools to enhance teaching and learning of English Language Learners. Training will be completed by October 2021.
Benchmark Indicator
Administrators will utilize the TEAM Rubric and TEAM Guidance for observing/evaluating EL teachers to document use of WIDA Standards, language objectives, and appropriate supports in daily instruction.
A 3.2.1 Effective Practices for ELL students
ELL teachers will participate in required professional development using the SIOP Model for instruction so they are equipped to integrate language objectives and needed supports in instruction, assignments, and assessments to optimize learning for ELs. While professional development opportunities will be provided throughout the year as needed, specific training will be provided during the week of July 26, which is being designated as Teacher PD Week. District personnel will provide this training.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Charlie Lowery | 2021-08-13 |
S 3.3 Students with Disabilities
Provide teacher support through relevant, effective PD sessions for both General Education teachers and Inclusion teachers.
Benchmark Indicator
BTA will increase ELA growth on TNReady from -2.75% to 3.0% on the APR report for the 2021-2022 school year.
A 3.3.1 Students with Disabilities
The district will provide training for General Education teachers and students by using accessibility features to give students with disabilities access to rigorous text through the use of technology to remove instructional barriers.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Kristie Buhler | 2021-10-01 |
S 3.4 Tier 1 Instruction
ELA classes at BTA will increase rigor and decrease instructional variability across all ELA classrooms.
Benchmark Indicator
Teacher knowledge of rigor in ELA: Teachers will report on their knowledge of rigor and best practices in ELA instruction on the perception survey
TE21 data: Data from the TE21 benchmark assessments will be used to check for student growth and achievement as well as any variability among BTA teachers
Literacy Learning Walks and walk-through data: Data from walk-through observations will be collected and analyzed for school level trends and district comparisons
A 3.4.1 Literacy for ELL students
BTA will utilize walk-through observations in 6-12 ELA classes in order to gather data and plan instructional support for 6-12 ELA teachers. Walk-throughs will be conducted by the school administrators. In addition, the administration will assist in monitoring implementation of the new ELA curriculum which will be purchased in the summer of 2021.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Pamela Chowning | 2022-04-01 |
S 3.5 Instructional Materials
BTA will monitor the implementation plan provided by the district of new high quality instructional materials (per the ELA adoption) to increase access for all students.
Benchmark Indicator
Positive teacher perception of new instructional materials: Data will be collected through a survey to be administered twice during the 2021-22 school year in December and May.
TE21 data: Data from the TE21 benchmark assessments to analyze the impact of the new curriculum on student growth and achievement
Teacher use of instructional materials: Data from learning walks in K-5 and walk-through observations in 6-12 will be collected and analyzed for district trends
A 3.5.1 Instructional Material
In correlation with the district's ELA adoption, support will be provided by the administration, coaches, coordinators, and the vendors throughout the school year. Training is currently being scheduled and will be required of ELA teachers.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Pamela Chowning | 2022-04-08 |
S 3.6 Literacy Across Content Areas
BTA will develop a plan to both encourage and support literacy skills and success across all content areas.
Benchmark Indicator
Social Studies writing: Walk-through observations and PLC meetings with teachers to gather data on the progression of writing in social studies courses per the vertical writing plan
TE21 science data: Data from the TE21 benchmark assessments to analyze the impact of professional development and resources on the cluster item for grades 6-8 and Biology
Achieve 3000 data: Increased lexile scores of students in grades 3-12.
A 3.6.1 Literacy across content areas
Social studies teachers will complete writing assignments aligned to the ELA writing standards on a vertical progression; professional development and guidance will be provided for teachers as well. While professional development opportunities will be provided throughout the year as needed, specific training will be provided during the week of July 26, which is being designated as Teacher PD Week.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Charlie Lowery | 2022-04-01 |
G 4 Safe and Healthy Students
For the 2021-22 school year, BTA will provide safe and healthy supports for all students in order to provide social and emotional supports so that students are both capable and available to receive high quality instruction on a daily basis.
Performance Measure
BTA will decrease the number of crisis referrals to Youth Villages in the 2021-2022 school year.
Sections
- Climate and Access
S 4.1 ACEs / Trauma Informed Training
Develop an understanding of ACEs and how they impact attendance, discipline, social interaction in a variety of settings, and academic achievement. ACEs training will be provided for all BTA staff, and all will be encouraged to participate in such training, given the particular nature of the VLA.
Benchmark Indicator
All BTA staff will participate in ACEs/Trauma Informed training in faculty meetings or professional development sessions.
A 4.1.1 ACES / Trauma informed training
The district will provide a district-level, approved professional development session regarding *ACEs/SEL/Resilience, which will be redeliver at BTA. While professional development opportunities will be provided throughout the year as needed, specific training will be provided during the week of July 26, which is being designated as Teacher PD Week. By providing professional development in these areas, educators will better understand student needs and this will enable them to more effectively conduct student wellness checks as part of their Morning Meetings and/or Focus Periods.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Cory Freeland | 2021-12-10 |
S 4.2 Mental Health Multi-Tiered Support Systems
BTA will implement MTSS for mental health issues by partnering with local mental health providers and giving employees the tools needed to help students in crisis.
Benchmark Indicator
Board approval of an MOU with a mental health provider by October 1, 2021.
A 4.2.1 Mental Health support for students
The district will strive to partner with a mental health provider and have a signed MOU in place for the 2021-2022 school year. The district has worked towards this in the past, but hopes to attain this for the upcoming school year in order to provide more support for students who may need this support.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Keith Edmonds | 2021-10-08 |
G 5 Educator Support
For the 2021-22 school year, BTA will recruit, develop, and retain highly effective teachers.
Performance Measure
BTA Educator Effectiveness outcomes will meet or exceed 90% of teachers with an LOE of 3+ in the 2021-22 school year.
Sections
- Educators
S 5.1 Educator Support Plans
BTA will implement strategic plans of support for educators demonstrating ineffective practices leading to below-expected student outcomes. The goals will be completed in 60-90 day cycles and include reflective feedback supports and professional learning opportunities as needed.
Benchmark Indicator
Educators identified for support plans will have final TEAM observation scores AT or ABOVE Expectations following support and student outcomes related to their classrooms on pace with district averages for particular content and grade-level.
A 5.1.1 Educator support plans
Educators will be identified for personal growth plans based on the following: prior-year individual TVAAS less than 3, Observation averages less than At Expectations, below expected student outcomes on each district benchmark session, and/or areas of growth related to professionalism as identified by BTA administrators
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven | 2022-03-04 |
S 5.2 Mentoring and Induction
BTA will provide mentoring and induction services for first year teachers, novice teachers, and teachers needing additional support.
Benchmark Indicator
Teachers with less than 2 years of experience will have a TEAM Observation level of at expectations or above.
A 5.2.1 Mentoring and Induction
[A 5.2.1] Professional Development
In addition to any supports provided through the district, BTA will assign each new teacher a mentor teacher and a "buddy". These two will work together to ensure that the new teacher learns the policies and procedures for BTA. Additionally, the district will require novice teachers to attend three learning sessions to gain knowledge in teaching practices throughout the school year.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven | 2022-03-04 |
S 5.3 Partnerships with Local Universities
BTA will work within the district framework to strengthen partnerships with local universities to highlight high-need staffing areas and collaborate on recruitment of students/future teachers in these hard to staff areas. These partnerships will be ongoing on an annual basis.
Benchmark Indicator
Increase the number of applicants for high-needs positions enough that less than 10 teachers in the district will require a permit or waiver to teach in these areas.
A 5.3.1 Partnerships with Local Universities
The WC Schools Human Resources Department will participate in data and planning meetings with Trevecca Nazarene University and Cumberland University to share specific academic and recruitment needs to assist them in recruitment and planning for the future of their education programs. The district will also will partner with iteach Tennessee to license educational assistants and other support staff in our district in high-needs areas to increase the supply of applicants.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Kristie Buhler | 2021-09-10 |
S 5.4 Early Recruitment
BTA will participate in recruitment efforts provided through the school system, which includes two job fairs, to enable recruitment earlier in the year in an attempt to fill vacancies before candidates accept jobs in other districts. BTA will further recruit via word-of-mouth through the current staff.
Benchmark Indicator
Reduce the number positions that remain unfilled as of the first day of New Teacher Orientation to twenty or less.
A 5.4.1 Early Recruitment
The BTA Principal will participate in district staffing meetings held by the Human Resources department and the district leadership team, as early as its possible to ensure staffing needs are identified early.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven | 2022-03-04 |
S 5.5 Professional Development
Provide relevant professional development for educators in order to successfully implement practices that lead to higher outcomes for students.
Benchmark Indicator
100% of full-time teachers will attend at least 30 hours of professional development related to environments for learning, classroom management, instructional planning and pedagogy, and assessment practices.100% of Administrators will fulfill TASL requirements in support of district and school-level goals.
A 5.5.1 Professional Development
Professional development opportunities will be offered based on educator needs as determined by TEAM evaluations, walk-throughs, principal recommendations, and supervisor site visits.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Pamela Chowning | 2022-03-04 |
G 6 Support for Students with Disabilities
BTA will provide high-quality, inclusive instruction and services to students with disabilities through the empowerment and education of students, staff, and parents.
Performance Measure
BTA will have 55% of 6th-12th grade students with disabilities score "on track" or "mastery" on statewide assessments.
Sections
- Academic Achievement & Growth
S 6.1 Administrator Capacity
BTA will build administrator capacity for identifying and improving Exceptional Education in the areas of legal compliance and rigor in the Tier I inclusive and SpEd settings.
Benchmark Indicator
The BTA administrators will participate in compliance and rigor training provided by the The Exceptional Education Department.
A 6.1.1 Administrator Capacity
BTA administrators will participate in professional development designed especially for WC School administrator. They will be trained to use a walk-through form to identify rigorous instruction in a special education setting. Administrators will use the walk-through forms to address special education instructional needs to the special education coaches for teacher support. The district has designated the week of July 12 for administrator trainings.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven | 2021-09-07 |
S 6.2 Data Analysis and Usage
Exceptional Education Teachers will better use data to make informed decisions for students with disabilities.
Benchmark Indicator
BTA administrators will hold quarterly data meetings with the BTA SpEd Team.The meetings will be looking at monthly progress monitoring data, focused on students with straight trend lines and students scoring at or above the 25th percentile on grade-level EasyCBM.
A 6.2.1 Data Analysis & Usage
BTA SPED teachers will work closely with district level SPED personel and participate in quarterly Sped data meetings based on Tier I collected data and EasyCBM monthly progress monitoring to determine when interventions should change and when a student needs a reduction in special education services.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Katie Ingram | 2022-04-01 |
S 6.3 Instructional Resources
The Exceptional Ed Department along with the Extended Resource Teachers will develop the ERC curriculum of Essential Learning State Standards, ELSS Curriculum resources, scope and sequence, and CFAs.
Benchmark Indicator
ERC Teachers will follow the scope and sequence and assess using the CFAs every four weeks to determine mastery of ELSS. This data will be charted every five weeks in a district spread sheet.
A 6.3.1 Instructional Resources
ERC teachers will be available for/provided to BTA VLA on an as needed basis after determining if the VLA is the appropriate placememnt for students. ERC Teachers will work with district level ELA and Math specialists to vertically plan 6-8 Essential Learning State Standards that build from K-8th grade. This will be published electronically so that all ERC Teachers in BTA/with the district will have access to the same curriculum and scope and sequence.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Katie Ingram | 2021-08-27 |