Tullahoma Virtual Academy Export Export
Goals
G 1 Graduation Rate
Our graduation rate for our 2019 graduates is 90.8%. Our goal is for our graduation rate to increase to 92% in 2021-2022.
Our graduation rate for our 2020 graduates was 93.1%. Our goal is for our graduation rate to increase to 94.1% in 2021-2022.
Performance Measure
If we provide a multitude of course offerings, provide opportunities for students to explore and foster interests and passion, incorporate social-emotional learning strategies, and promote a positive climate and culture,
Then our graduation rate will increase,
Which will provide more opportunities for our students after high school,
This will be measured by comparing the percentage of students who graduated compared to the number of students in the cohort. We will compare the percentage from our 2020 graduates to our 2021-2022 graduates. The comparison will show if our percentage of graduates increased from 2020 to 2021-2022.
Sections
- College & Career Readiness
S 1.1 Social and Emotional Development
Meeting social and emotional needs result in healthy, well-rounded students.
Benchmark Indicator
If we implement a cohesive, proactive SEL curriculum in Grades K-8 (Sanford Harmony in K-5 and Second Step in Grades 6-8),
Then we will better enable students to effectively communicate with each other, teachers, and other school personnel
Which will result in improvement in school culture, student interactions, regaining classroom time previously lost to behavioral issues, and student engagement.
This will be measured by the number of behavior referrals, counselor referrals, and number of positive phone calls to parents/guardians.
A 1.1.1 LIVE Point Collection
As our students are primarily engaging in online courses, there is a potential risk for them to become disengaged with their peers. To mitigate this, we require students to seek out opportunities where they will interact and engage with others. Students are required to acquire eighteen "LIVE" points each nine-week quarter. Activities and location are recorded using a Google Forms based app.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Greg English | 2022-05-13 |
|
S 1.2 Exploratory Opportunities
We will develop activities and strategies which help students identify, explore, and foster passions. CTE programming provides a multitude of opportunities in Grades 9-12. Virtual Job Shadowing exposes high school students to various careers. Exploratory courses will be offered in Grades 6-8. Activities at the elementary level will be incorporated such as Career Day and after-school enrichment clubs so students have an opportunity to discover various interests and passions. Students who find their passion and pursue opportunities associated with it may be more likely to graduate and become life-long learners. The development of these passions could also lead to internships as well as life-long work. Professional development will be needed as we explore different avenues of opportunity.
Benchmark Indicator
If we provide exploratory opportunities in K-12,
Then students can identify their interests and passions and pursue related opportunities,
Which increases the chance they will graduate from high school,
This will be measured by the number of students who participate in these exploratory opportunities as compared to the number of graduates.
A 1.2.1 Work Based Learning Oppotunities
In addition to intentional efforts to educate students in regard to career options and assist them in developing potential career pathways, we want to create opportunities for students to have live work place experiences to both develop necessary employment skills as well as gain first-hand knowledge of potential careers before committing to a specific field or specialty. By partnering with local employers through work based learning, we can provide these workplace experiences for our students while helping them complete the requirements for their chosen elective focus area.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Greg English | 2022-05-13 |
|
S 1.3 Multitude of Course Offerings
We will provide quality instruction and enriching experiences for science, social studies, fine arts, foreign language, and CTE. Professional development will be provided. Students need credits in many of these areas to graduate. Students who struggle in ELA/Math may soar or find their passion in these areas resulting in graduating.
Benchmark Indicator
If we provide professional development,
Then teachers will deliver effective instruction,
Which will result in improved student outcomes.
This will be measured by the number of students who are participating and receive a credit in these classes.
A 1.3.1 Extensive catalog of virtual courses
Tullahoma Virtual Academy currently offers fifty-one online courses. Courses range from core classes and their relative honors option to a wide variety of CTE and fine arts courses. As all of our teachers are adjunct, we additionally have the flexibility to contract with teachers who live outside of our geographic area. This will facilitate the addition of classes that aren't available at our district's brick and mortar high school. We plan to add more world language opportunities in the coming year as well as some STEM options.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Greg English | 2022-12-16 |
|
S 1.4 Climate and Culture
Having a positive climate and culture with staff and students is necessary for students to reach their potential. Building relationships and creating an environment that is welcoming and non-threatening will increase the chances of students graduating.
Benchmark Indicator
If we provide a positive climate and culture for our students/staff and foster relationships,
Then students will be connected to their school,
Which will increase their participation in activities and success in classes.
This will be measured by survey results, school attendance, class credits received, and the number of students who participate in clubs and extracurricular activities.
A 1.4.1 School Connection
We have created an on-site learning lab available to students throughout the school day at their discretion. The learning lab, called the TVA Cafe, is a non-traditional classroom with a large sofa, bistro tables, and free refreshments. This space is utilized by students daily for individual and group study, meeting with our tutor, and for socializing.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Greg English | 2021-08-02 |
|
G 2 Reading/Language Arts
The goal is for our percentage of Tier 1 students in Grades 3-8 to increase by 20%. The goal for ACT is for our students to score 1 point higher in the Reading section of the ACT.
Performance Measure
If we have a scope and sequence to accompany our ELA curriculum, track student progress for mastery, provide targeted instruction and intervention services, use high-quality instructional materials, and provide professional learning to staff,
Then students will receive quality instruction at their individual levels,
Which will lead to growth and student mastery.
This will be measured by comparing the Tier 1 iReady data from Diagnostic 1 to Diagnostic 3 in Grades 3-8 and through creating and administering common assessments in our other grade-levels.
This will be measured by comparing the 2021 and 2022 ACT Reading scores.
Sections
- Academic Achievement & Growth
S 2.1 Professional Learning of Instructional Staff
Provide professional development needs of the instructional staff as identified through state initiatives, teacher evaluation, assessment results, and self-reporting.
Benchmark Indicator
If we provide quality professional development
Then teachers will be equipped to deliver effective standards-aligned instruction in virtual, in-person, or blended environments,
Which will result in improved literacy outcomes for students.
This will be measured by the multiple sources of data which may include, but are not limited to: teacher evaluation, assessment results (iReady, ACT, and state tests), and survey results. These sources of data are used throughout the year to help determine what professional learning topics are needed. We also survey teachers to find out the urgency of each topic so we can prioritize our PL to meet our greatest needs first.
A 2.1.1 Professional Learning
Professional development that is job-embedded could be provided by instructional coaches. Providing other opportunities for teachers and building-level administrators to attend professional development would also be available such as in-house PD, conferences, workshops, state PD, online PD, PLC time, etc. Providing instructional coaches to provide job-embedded professional development throughout the year would be beneficial.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Greg English | 2022-05-13 |
|
S 2.2 Address Achievement in Reading/ELA
Targeted instruction will be provided to students who do not reach the goal. The goal is for our percentage of Tier 1 students in Grades 3-8 to increase by 20%. The goal for ACT is for our students to score 1 point higher in the Reading section of the ACT.
Benchmark Indicator
If we analyze data from benchmark assessments and common assessments (once available), and other data,
Then we will determine individual instructional needs and provide instruction at that level,
Which will result in improved student outcomes.
This will be measured by multiple sources of data such as iReady, ACT, state tests, and common assessments. iReady is administered three times a year (fall, winter, and spring). Students have the opportunity to take the ACT throughout the year. All juniors take it at school during the spring. State tests are given at the end of the year for Grades 3-9 and at the end of each semester for Grades 10-12 due to block scheduling. Common assessments have been developed in pockets throughout our district. Schools and grade-levels that have developed these common assessments currently determine the timeline for administration.
A 2.2.1 Provide Targeted Instruction and Intervention Services
We will provide targeted instruction and personalized intervention services to students. Evidence-based programs will be implemented.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Greg English | 2022-05-13 |
|
G 3 Mathematics
The goal is for our percentage of Tier 1 students in Grades 3-8 to increase by 20%. It is our goal for the Math scores of the ACT to increase by 1 point.
Performance Measure
If we use high-quality, common, instructional materials that are vertically and horizontally aligned, track student progress for mastery, provide targeted instruction and intervention services, and provide professional learning to staff,
Then students will receive quality instruction at their individual levels,
Which will lead to growth and student mastery.
This will be measured by comparing the Tier 1 iReady data from Diagnostic 1 to Diagnostic 3 in Grades 3-8 and through creating and administering common assessments in our other grade-levels.
Sections
- Academic Achievement & Growth
S 3.1 Professional Learning of Instructional Staff
Provide professional development needs of the instructional staff as identified by state initiative, teacher evaluation, assessment results, and self-reporting.
These sources of data are used throughout the year to help determine what professional learning topics are needed. We also survey teachers to find out the urgency of each topic so we can prioritize our PL to meet our greatest needs first.
Benchmark Indicator
If we provide quality professional development
Then teachers will be equipped to deliver effective standards-aligned instruction in virtual, in-person, or blended environments,
Which will result in improved math outcomes for students.
This will be measured by the multiple sources of data which may include, but are not limited to: teacher evaluation, assessment results (iReady, ACT, and state tests), and survey results.
A 3.1.1 Professional Development
We will continue to provide high quality in-district training for our teachers.
We will additionally seek out opportunities for our teachers to connect with other virtual teachers and learn new skills by attending conferences and visiting established virtual schools out of our region.
DLAC Conference - February 2022
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Greg English | 2022-05-13 |
|
S 3.2 Address Achievement in Math
Targeted instruction will be provided to students who do not reach the goal on iReady or the ACT.
Benchmark Indicator
If we analyze data from benchmark assessments and common assessments (once available), and other data,
Then we will determine individual instructional needs and provide instruction at that level,
Which will result in improved student outcomes.
This will be measured by multiple sources of data such as iReady, ACT, state tests, and common assessments. These sources of data are used throughout the year to help determine what professional learning topics are needed. We also survey teachers to find out the urgency of each topic so we can prioritize our PL to meet our greatest needs first.
A 3.2.1 Tutoring Services
Tullahoma Virtual Academy will hire a math tutor to provide free services to all students enrolled in a TVA math course. Students identified as at risk will be required to access this service.
The tutor will work to assess each student's level of content mastery and develop an individual learning plan for them to move forward.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Greg English | 2022-05-13 |
|