Barry Tatum Virtual Learning Academy Export Export
Goals
G 1 Ready Graduate
Barry Tatum Virtual Learning Academy will improve the Ready Graduate indicator by increasing the percentage of students who obtain a score of 21 or above on the ACT, increase student access and success in early postsecondary opportunities, and success rates on industry certification, local dual credit, and state-wide dual credit exams.
Performance Measure
Increase in Ready Graduate indicator by 3% for all student subgroups.
Targets
- All Students 56.2%
- Black/Hispanic/Native American 34.7%
- Economically Disadvantaged 28%
- English Language Learners 19.1%
- Students with Disabilities 14.9%
Sections
- College & Career Readiness
S 1.1 ACT
Barry Tatum Virtual Learning Academy will increase the percentage of students earning a 21 or higher on the ACT through teacher professional development opportunities, ACT preparation coursework, district benchmark opportunities, and ACT standard alignment to course work.
Benchmark Indicator
The percentage of students scoring an average of 21 or higher on the ACT will increase by 5% to 53.5% for the class of 2023.
A 1.1.1 ACT Prep During Focus Class
Barry Tatum Virtual Learning Academy high school students will be placed in a Focus class, based on their grade level. Focus class is a thirty minute class period that students will participate in daily. During this time, students will be completing ACT Prep activities and assignments. Students will begin by setting ACT SMART goals. Students will identify a specific composite score they are trying to achieve, as well as subcategory scores for Reading, Mathematics, English, and Science. Students will then create an action plan of how they will achieve this goal, as well as identify obstacles they may encounter, support they will need, how they can self-advocate, as well as list each time they achieve a milestone. Once students have set their individual goals, Barry Tatum Virtual Learning Academy teachers will then provide ACT Prep instruction during Focus time.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Kristie Buhler | 2023-05-25 |
A 1.1.2 Utilizing Effective Research Based ACT Prep Materials
Teachers will utilize Analyze Ed, the ACT Prep course in Aleks, as well as resources provided by the district for ACT Prep materials. Every nine weeks, students will take an ACT practice assessment and track their progress. In addition, seniors will take the ACT in October, juniors will take the ACT in March, and Sophomores will take a practice assessment online in March as well. Upon completion of each practice assessment and the official assessment for juniors and seniors, students will reflect on their ACT composite score and each subcategory. Students will reflect to see if they are on track to meet their ACT SMART Goals and achieve a 21 or higher on the ACT and adjust their goals as necessary.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Charlie Lowery and Teachers | 2023-05-25 |
S 1.2 Industry Credentials
Barry Tatum Virtual Learning Academy will increase the percentage of students receiving industry credentials through increased enrollment in CTE courses that offer industry certifications, student testing preparation opportunities, and specific programs designed to expand opportunities for students outside of the school day.
Benchmark Indicator
The percentage of students earning industry certifications will increase by 3% for the 2022-23 SY.
A 1.2.1 Expand Access and Opportunities
Barry Tatum Virtual Learning Academy will work collaboratively with our CTE supervisor to review our program of studies and determine how we can add additional CTE courses. BT VLA will strive to increase enrollment in CTE courses, in order to offer students more opportunities to receive industry certifications.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Charlie Lowery and CTE Supervisor | 2023-05-25 |
S 1.3 Early Post-Secondary Opportunities (EPSOs)
Barry Tatum Virtual Learning Academy will increase enrollment for all subgroups in Early Post-Secondary Opportunities (EPSOs) through the addition of new opportunities to expand access. EPSOs include enrollment in Advanced Placement, dual-enrollment courses, state-wide dual credit, and local-dual credit.
Benchmark Indicator
Enrollment in EPSOs
The number of students enrolled in EPSOs will be tracked and monitored each semester. 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, the school district will review the number of EPSOs earned by enrolled students.
A 1.3.1 Major Clarity, Student Elective Focus, and Student Placements
Our Virtual Learning Academy school counselors and teachers work collaboratively to ensure our students complete the components of the Major Clarity program that is utilized district-wide. In August, all students in grades 6-12 complete the Personality assessment, as well as the Learning Styles assessment. The personality assessment identifies career paths the student may be interested in, based on the assessment results. For each career path, Major Clarity provides a Fit Score, which identifies the percentage the student would likely be a good fit for that career choice. The personality assessment also identifies percentages that identify if the student is conventional, artistic, social, investigative, enterprising, or realistic. The Learning Styles assessment identifies if the student is a kinesthetic combination, visual numerical, visual linguistic, auditory linguistic, or auditory numerical learner. The results from both of these assessments are utilized to assist students with selecting their elective focus in high school.
The results from the Major Clarity assessments are then utilized to assist high school students with selecting their elective focus. When students meet with their school counselor to select their elective focus, the school counselors review the courses offered in the Virtual Learning Academy and ensure we are appropriately placing students in Advanced Placement, Statewide Dual Credit, Local Dual Credit, Dual Enrollment, as well as Tennessee College of Applied Technology courses that align with their elective focus. Our goal is to increase the number of students enrolled in these courses by 10%, as well as increase the percentage of students earning industry certifications will increase by 3%. Enrolling students in these courses provides our students with additional opportunities to earn college credit or industry certifications.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Patti Huffman and Cory Freeland | 2023-05-25 |
A 1.3.2 Expand Access & Opportunities
Barry Tatum Virtual Learning Academy will work collaboratively with our high school supervisor to review our program of studies and determine how we can add additional EPSO opportunities. Our goal is to have every student graduate with at minimum of two EPSOs. BT VLA will attempt to increase enrollment in Advanced Placement, Statewide Dual Credit, and Local Dual Credit courses by 10%.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie, Buhler, Charlie Lowery and High School Supervisor | 2023-05-25 |
G 2 Mathematics Growth and Achievement
Through standards-aligned core instruction, use of high-quality instructional materials, and educator support systems, Barry Tatum Virtual Learning Academy will improve student achievement and growth in numeracy for all students. Supports will be aligned based on the needs of each grade band (PreK-2, 3-5, 6-8, 9-12).
Performance Measure
Barry Tatum Virtual Learning Academy will achieve a Level 5 TVAAS growth score in numeracy and meet or exceed the achievement targets based on 2021 TNReady math data for all subgroups (All students, SWD, BHN, EL, ED).
Math Success Rate Targets
- Grades 3-5
- All Students 58.9%
- Black/Hispanic/Native American 46.6%
- Economically Disadvantaged 41.2%
- English Learners 42%
- Students with Disabilities 27.9%
- Grades 6-8
- All Students 48.3%
- Black/Hispanic/Native American 35%
- Economically Disadvantaged 29.3%
- English Learners 35.9%
- Students with Disabilities 17.4%
- Grades 9-12
- All Students 33.9%
- Black/Hispanic/Native American 20.6%
- Economically Disadvantaged 19%
- English Learners 16.4%
- Students with Disabilities 10.6%
Sections
- Academic Achievement & Growth
S 2.1 Alignment of District Curriculum to Instructional Tools
Barry Tatum Virtual Learning Academy will utilize benchmark assessments, instructional walkthroughs, and professional development supporting district instructional tools to ensure alignment of district curriculum and instructional tools to Tennessee state standards and student achievement goals.
Benchmark Indicator
Student achievement and growth will be monitored through the Case assessments standards analysis reports, ALEKS knowledge check reports, and data collected through instructional walkthroughs to determine the alignment of tools.
A 2.1.1 Instructional Guides and Instructional Tools
Barry Tatum Virtual Learning Academy teachers will utilize curriculum, such as Ready Math that was approved by the district and follow district instructional guides accordingly. All teachers will create a pacing guide for each nine weeks that adheres to the instructional guide and ensures all standards are covered appropriately and in a timely manner. Teachers will utilize instructional technology programs, apps, and resources that are approved by the district and aligned with TN State Standards.
Teachers will have students utilize a math instructional technology program, known as Aleks, consistently across all math courses and grade bands. Students will be required to complete an initial diagnostic, to determine the student's proficiency level of math standards at the beginning of the school year. Then, teachers will have students complete Aleks knowledge checks each grading period to determine progression of the mastery of standards.
Teachers will also have students complete district benchmarks, such as the CASE TE21 benchmarks 1-2 times per semester, depending on the course. The data from the benchmarks will be analyzed to determine specific standards students mastered or did not master, in order to ensure those standards receive remediation and reteaching. These benchmarks will be utilized to progress monitor student growth and achievement toward the mastery of standards. Students and teachers will meet, prior to each benchmark, to set benchmark goals and will reflect on those goals after each benchmark to determine if the goals were met.
All math teachers will also meet in regularly scheduled Professional Learning Communities to discuss curriculum, instructional tools, as well as data.
Teachers will also receive frequent informal and formal feedback from administration, during walkthroughs, to determine the alignment of curriculum and instructional tools, as well as reviewing student progression of the mastery of standards.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Charlie Lowery, and Math Teachers | 2023-05-25 |
S 2.2 Intervention Supports
Wilson County will utilize both in-school and after-school supports to assist targeted students in mastering grade-level standards.
Benchmark Indicator
The district will track and monitor identified students through iReady, Case benchmarks, and TNReady to determine the effectiveness of each intervention method.
A 2.2.1 Focus Class & Tutoring
Our Barry Tatum Virtual Learning Academy master schedule provides a Focus class period for every grade level. During this academic Focus time, students will be receiving intervention supports, in regards to reteaching and remediation for students that have have specific standard or skill deficits, as well as enrichment opportunities for students that have demonstrated mastery of content. Intervention supports will be provided via whole group, small group, and 1:1 instruction.
In addition, students complete an iReady diagnostic assessment at the beginning of the school year to determine if the student needs to be placed in RTI during Focus time, in order to provide the student with additional support. If a student scores below the 35th percentile, the student then completes an easyCBM screener to determine the specific areas of support the student needs.
Student progress is continuously tracked and monitored via iReady assessments, CASE TE21 benchmarks that are completed one to two times per semester, depending on the course, as well as TNReady. Insstruction and intervention strategies are adjusted, based on the data received from the assessments listed above.
After school tutoring will also be provided for students, and enrollment in the tutoring program will be prioritized based on student academic data and specific individual student needs.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Charlie Lowery | 2023-05-25 |
S 2.3 Professional Development
Based on current trends and needs, content-specific professional development will be provided to assist teachers in meeting the needs of individual subgroups and achievement-level groups.
Benchmark Indicator
- Increased percentage of students scoring at the Mastered level on Case benchmarks, iReady benchmarks (K-6), and TNReady math assessments.
- Decreased percentage of students with disabilities performing at the below category on Case benchmarks, iReady Math assessments, and TNReady math assessments.
A 2.3.1 Professional Development
All Barry Tatum Virtual Learning Academy math teachers will be provided professional development by the district's math coordinator for their grade level, specifically pertaining to their grade level standards, the curriculum, how to utilize additional curriculum resources, as well as how to review and analyze benchmark data and adjust instruction accordingly.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Charlie Lowery, Math Teachers and District Math Coordinator | 2023-05-25 |
G 3 ELA Growth and Achievement
Through standards-aligned core instruction, use of high-quality instructional materials, and educator support systems Barry Tatum Virtual Learning Academy will improve student achievement and growth in literacy for all students. Supports will be aligned based on the needs of each grade band (PreK-2, 3-5, 6-8, 9-12).
Performance Measure
Barry Tatum Virtual Learning Academy will achieve a Level 5 TVAAS growth score in literacy and meet or exceed the achievement targets based on 2021 TNReady ELA data for all subgroups (All students, SWD, BHN, EL, ED).
ELA Success Rate Targets
- Grades 3-5
- All Students 55.6%
- Black/Hispanic/Native American 43.8%
- Economically Disadvantaged 37.8%
- English Learners 35.6%
- Students with Disabilities 26%
- Grades 6-8
- All Students 42.5%
- Black/Hispanic/Native American 31.9%
- Economically Disadvantaged 26.7%
- English Learners 26.4%
- Students with Disabilities 16.4%
- Grades 9-12
- All Students 50%
- Black/Hispanic/Native American 35.3%
- Economically Disadvantaged 32.8%
- English Learners 25%
- Students with Disabilities 18%
Sections
- Academic Achievement & Growth
S 3.1 Effective Tier 1 Instruction
ELA classes in Wilson County will increase rigor and decrease instructional variability in all K-12 ELA classrooms.
Benchmark Indicator
Progress will be monitored by grade band supervisors, district content coordinators, Deputy Director of Academics, and principals through walk-through observations and the analysis of ELA benchmark data. Prior to the 2022-23 SY, school-level administrative teams will evaluate TVAAS and TNReady data with the assistance of the district staff to identify areas of strengths and opportunities to improve. Progress throughout the year will be monitored via benchmark data (Case and iReady). Benchmarks are administered three times per year. Instructional walk-throughs will be completed at least three times per year and data will be collected and analyzed to determine trends and areas of need.
A 3.1.1 Tier 1 Instruction
ELA teachers will focus on rigorous tier 1 instruction and reducing instructional variability, by collaborating to create instructional plans, discuss pacing, and share instructional resources. When creating instructional plans, teachers will demonstrate how they are ensuring their content is aligned to the standards and how they are providing enrichment opportunities for students that need an additional challenge.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Charlie Lowery, ELA Teachers | 2023-05-25 |
A 3.1.2 Instructional Walkthroughs and Observations
In order to reduce instructional variability, Barry Tatum Virtual Learning Academy administration will conduct frequent informal and formal observation walkthroughs. The walkthrough data will be tracked via a Google form for informal walkthroughs and data will be tracked to determine instructional trends. Teachers will be provided feedback for each walkthrough. In addition to administrative walkthroughs, additional walkthroughs will be completed by the district's ELA coordinator. The ELA coordinator will share data and trends with administration, then administration will discuss the data with ELA teachers.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Charlie Lowery, and ELA Coordinator | 2023-05-25 |
A 3.1.3 Common Formative Assessments
Teachers will also create and administer Common Formative Assessments, in their ELA class, for each grading period. Then, teachers will meet in Professional Learning Communities to share and discuss CFA data. Teachers will utilize the CFA data to determine the standards their students mastered and which ones need to be retaught. Teachers will utilize a data tracker to track individual student data, as well as their class data. The CFAs will be utilized a minimum of 2 times per grading period, in addition to Case TE21 benchmarks.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| ELA Teachers | 2023-05-25 |
S 3.2 Literacy Across the Curriculum
The school district will develop a plan to both encourage and support literacy skills and success across all content areas.
Benchmark Indicator
The district and schools will monitor student growth through the Achieve3000 college and career readiness measurement in grades 6-12. In grades K-5, the districts will monitor literacy growth through iReady Reading.
A 3.2.1 Curriculum and Literacy Programs
Barry Tatum Virtual Learning Academy ELA teachers will utilize curriculum, such as Saavas, which was approved by the district and follow district instructional guides accordingly. All teachers will create a pacing guide for each nine weeks that adheres to the instructional guide and ensures all standards are covered appropriately and in a timely manner. Teachers will utilize instructional technology programs, apps, and resources that are approved by the district and aligned with TN State Standards. Aside from ELA courses, all additional content areas will also implement literacy skills by integrating reading comprehension, writing, vocabulary grammar skills, etc with student assignments.
Teachers will have students utilize a reading instructional technology program, known as Achieve, consistently across all grade bands. Students will be required to complete an initial level set, to determine the student's reading lexile level at the beginning of the school year. Students will then be required to complete a minimum of four Achieve activities per month. Achieve articles will be completed during Focus class. A Focus schedule will be created each nine weeks to ensure teacher fidelity of the implementation plan. In addition to Focus time, teachers may choose to assign additional activities and articles to students as well, in order to increase literacy. Teachers are expected to model Achieve lessons and encourage students to obtain 75% or higher on each lesson. Achieve data, such as the percentage of students demonstrating college and career readiness, student lexile levels, as well as the number of activities completed each week will be tracked each month. Administration will meet with teachers to discuss specific Achieve 3000 data during PLCs. In addition, students in grades 6-12 will also receive a grade, per Achieve article completed, based on a scale provided by the district.
Teachers will also have students complete district benchmarks, such as the CASE TE21 benchmarks 1-2 times per semester, depending on the course. The data from the benchmarks will be analyzed to determine specific standards students mastered or did not master, in order to ensure those standards receive remediation and reteaching. These benchmarks will be utilized to progress monitor student growth and achievement toward the mastery of standards. Students and teachers will meet, prior to each benchmark, to set benchmark goals and will reflect on those goals after each benchmark to determine if the goals were met.
All ELA teachers will also meet in regularly scheduled Professional Learning Communities to discuss curriculum, instructional tools, as well as data.
Teachers will also receive frequent informal and formal feedback from administration, during walkthroughs, to determine the alignment of curriculum and instructional tools, as well as reviewing student progression of the mastery of standards.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Charlie Lowery and ELA Teachers | 2023-05-25 |
S 3.3 Intervention Supports
Wilson County will support students through afterschool tutoring opportunities, summer programming, and high-quality intervention materials.
Benchmark Indicator
Student achievement and growth will be monitored through Case benchmark assessments, iReady Reading screeners, and TNReady assessments.
A 3.3.1 Focus Class and Tutoring
Our Barry Tatum Virtual Learning Academy master schedule provides a Focus class period for every grade level. During this academic Focus time, students will be receiving intervention supports, in regards to reteaching and remediation for students that have have specific standard or skill deficits, as well as enrichment opportunities for students that have demonstrated mastery of content. Intervention supports will be provided via whole group, small group, and 1:1 instruction.
In addition, students complete an iReady diagnostic assessment at the beginning of the school year to determine if the student needs to be placed in RTI during Focus time, in order to provide the student with additional support. If a student scores below the 35th percentile, the student then completes an easyCBM screener to determine the specific areas of support the student needs.
Student progress is continuously tracked and monitored via iReady assessments, CASE TE21 benchmarks that are completed one to two times per semester, depending on the course, as well as TNReady. Insstruction and intervention strategies are adjusted, based on the data received from the assessments listed above.
After school tutoring will also be provided for students, and enrollment in the tutoring program will be prioritized based on student academic data and specific individual student needs.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Charlie Lowery and ELA Teachers | 2023-05-25 |
G 4 Educator Support
Through mentoring programs, diversity recruiting practices, and personalized educator support, Barry Tatum Virtual Learning Academy will recruit, develop, and retain highly effective teachers that align with the diversity of the school district.
Performance Measure
Barry Tatum Virtual Learning Academy will increase the percentage of teachers retained by 3% in the 2022-23 SY. The District will work to increase diversity among educators and administrators to align with district student demographics.
Sections
- Educators
S 4.1 Mentoring and Induction
Barry Tatum Virtual Learning Academy 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 4.1.1 Mentors
Every first-year teacher, novice teacher, or teacher that needs additional support will be provided with a mentor. Mrs. Kalin Carpenter will be our Barry Tatum Virtual Learning Academy mentor. Mrs. Carpenter will have specific tasks she assists teachers with each month. In August, she will work with first-year teachers to ensure they know how to access all curriculum and instructional materials, discuss the TEAM evaluation rubric, review lesson plans, discuss how to effectively communicate with parents, etc.. In September, Mrs. Carpenter will work with teachers, in regards to engaging in after school activities and how to document activities for their Professionalism evaluation, analyzing data from assessments, reflecting on instructional technology resources that have been utilized the first month, etc.. Mrs. Carpenter will continue to meet with teachers each month, which each month presenting new topics and tasks. In addition, each first-year teachers will observe two additional classes, each semester. The teacher will complete a reflection form and keep a copy of it for themselves, as well as provide a copy to the teacher he/she observed. Mrs. Carpenter and the teacher will review the reflection sheet and discuss instructional strategies and practices the teacher learned and how he/she can implement them into their classroom.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Charlie Lowery and Kalin Carpenter | 2023-05-25 |
S 4.2 Recruitment
In addition to the current recruitment strategies (career fairs, social media posts, partnerships with universities), the district will work to create programs through district high schools to recruit students to pursue teaching as a career. Barry Tatum Virtual Learning Academy will also work to create a positive promotion campaign to recruit educators to Barry Tatum Virtual Learning Academy.
Benchmark Indicator
- Reduce the number of unfilled positions to 3% before July 18 (New Teacher Orientation).
- Increase the number of educators applying for Wilson County positions.
A 4.2.1 Recruiting High School Students To Purse Teaching
Barry Tatum Virtual Learning Academy will collaborate with the district to encourage high school students to pursue teaching. We will analyze the Major Clarity Personality and Learning Style assessment results, in order to determine the students that have Education, Educational Support and Counseling Services, Educational Administration, etc. as their top career choices and begin encouraging those students to pursue those career choices. School counselors will meet with these student to discuss high school and college courses these students may take, in order to pursue a career in education. In addition, Barry Tatum Virtual Learning Academy will provide students that are interested in pursing a career in teaching to participate in job shadowing opportunities throughout the school year. These students will be able to job shadow teachers at our school throughout the school year. This will help students gain a better understanding of the daily routines, procedures, and requirements for teachers.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Charlie Lowery, Patti Huffman and Cory Freeland | 2023-05-25 |
A 4.2.2 Recruitment
Barry Tatum Virtual Learning Academy will collaborate with the Human Resources department to recruit highly qualified applicants. We will collaborate with the Director of Schools, Deputy Directors, Supervisors, and the HR department, in order to identify staffing needs. We will then collaborate specific needs to the Human Resources department, in order to post job opportunities in a timely manner. This helps to ensure we have the opportunity to obtain applicants that are highly qualified, as well as provide an adequate amount of time to to interview numerous applicants, and hire the appropriate candidate. Barry Tatum Virtual Learning Administration will also participate in the Fall, Spring, and Summer recruitment fairs established by the district's Human Resources department.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, and Charlie Lowery | 2023-05-25 |
S 4.3 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 4.3.1 Professional Development
Teachers will participate in a minimum of thirty hours of professional development that is aligned to their content areas. In addition, teachers will also attend specific professional development that has been identified by administration as an area the teacher is needing additional support in. These areas of support are determined by utilizing data from informal walkthroughs, TEAM evaluations, as well as administration and supervisor recommendations. Our administrative team will complete fourteen hours of TASL credit, including but not limited to the required TEAM teacher and administration evaluation course and assessment, as well as TASL credit courses offered by the district.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Charlie Lowery | 2023-05-25 |
G 5 Safe and Healthy Students
Barry Tatum Virtual Learning Academy will provide social and emotional learning structures for all students to provide support so students are capable and available to receive high-quality instruction on a daily basis. Structures will be provided through school-level behavior teams, inclusivity of diverse families, mental health partnerships, effective transition programs, and attendance supports.
Performance Measure
Barry Tatum Virtual Learning Academy will monitor the impact of the supports implemented to support the whole child through the reduction of disciplinary referrals, chronic absenteeism, and English language proficiency.
Chronic Absenteeism
- All Students 9.5%
- Black/Hispanic/Native American 10.9%
- Economically Disadvantaged 18%
- English Learners 9.3%
- Students with Disabilities 12.1%
English Language Proficiency
- All Students 40.5%
Sections
- Climate and Access
S 5.1 Behavior Interventions and Supports
Barry Tatum Virtual Learning Academy will continue to support the implementation of school-level behavior teams, RTI2-B, social and emotional competency instruction, and crisis prevention training. To assist with implementation, the district will establish a district-level mental health supports team.
Benchmark Indicator
Barry Tatum Virtual Learning Academy will measure the impact of the applied behavior supports through monthly monitoring of disciplinary reports and crisis reports.
A 5.1.1 Interventions and Supports
Barry Tatum Virtual Learning Academy teachers will continue to implement a school-wide Social Emotional Learning opportunity for all students during Focus time.
Administration will review monthly disciplinary reports via Skyward to ensure the school-wide behavior policies are being followed accordingly and to ensure de-escalation techniques are being utilized, before a disciplinary referral is sent to administration.
Administration will meet with school counselors monthly to review and analyze the number of crisis reports submitted.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, and Charlie Lowery | 2023-05-25 |
S 5.2 Inclusivity of Diverse Families
Diverse families will be engaged through family nights, staff training on cultural awareness, increased communication and awareness of the ELL Welcome Center, and prioritized scheduling for ESL students.
Benchmark Indicator
- Increase in ELA Proficiency on ACCESS
- Increased number of diverse families utilizing the ELL Welcome Center
A 5.2.1 Utilizing the ELL Welcome Center
When Barry Tatum Virtual Learning Academy has a new student that enrolls in Skyward and the family selects a different language as the home language, the registrar will connect the family with our ELL Welcome Center. The ELL Welcome Center has two translators on staff that will assist students and families with the registration process, as well as additional needs the family may have. The ELL Welcome Center will communicate with the BT VLA Registrar and Administration. Administration will then be able to communicate with our ELL teacher to determine if ELL assessments and placements are necessary, in order to help the student succeed academically.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Charlie Lowery, and Dana Ables | 2023-05-25 |
A 5.2.2 Family Engagement Nights
In order to increase the number of students and diverse families that attend our family engagement nights, we will continue to provide translated informational flyers to promote these events. In addition, we typically send event information as an email and automated phone call. We will work with the ELL Welcome Center translators to begin translating the emails and automated phone calls as well. This will help administration ensure we are reaching our diverse families using multiple means of communication via flyers, emails, phone calls and social media.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, and Charlie Lowery | 2023-05-25 |
A 5.2.3 Integrating WIDA Standards
Barry Tatum Virtual Learning Academy teachers can work collaboratively with the ELL teacher to integrate WIDA standards into their content. If ELL students are exposed to the WIDA standards during core content classes, as well as ELL class, this will help increase their proficiency on the ACCESS assessment.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Teachers | 2023-05-25 |
S 5.3 Student Attendance Supports
Through data reports, the family resource center supports and family and student engagement activities Barry Tatum Virtual Learning Academy will encourage good attendance practices.
Benchmark Indicator
Reduction in Chronic Absenteeism for all subgroups
- All Students 9.5%
- Black/Hispanic/Native American 10.9%
- Economically Disadvantaged 18%
- English Learners 9.3%
- Students with Disabilities 12.1%
A 5.3.1 Tracking Student Chronic Absenteeism
Although Barry Tatum Virtual Learning Academy has a significantly lower chronic absenteeism percentage, in comparison to other schools in the district, we still have several students on our chronic absenteeism report. We will establish an attendance team that includes our SIS/Registar, school counselors, and administration. Our attendance team will meet weekly to discuss attendance concerns. We will track student attendance via data exported from Skyward and an attendance spreadsheet that is accessible to all members of our attendance team. Our SIS/Registrar will export the data from Skyward and enter the attendance information on our attendance spreadsheet. Then, each individual from our attendance team is responsible for completing components of the spreadsheet by contacting the student and family, meeting with the student and family, identifying barriers that are creating attendance issues, creating an action plan to address the attendance concern and encourage the student to begin attending school daily. The member of the attendance team then sends a follow-up email to all members of the attendance team, as well as the student's teachers to share the student's attendance expectations. We will begin identifying students with attendance concerns, starting with three absences. Students and parents will be contacted at three absences. A formal meeting will be scheduled and an attendance plan and agreement will be created at five and seven absences.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dana Ables, Patti Huffman, Cory Freeland, Kristie Buhler, and Charlie Lowery | 2023-05-25 |
A 5.3.2 Attendance Incentives
As a school, we will encourage students to attend school by creating a positive atmosphere and focus on school culture, by also integrating fun events for students and families. Our school-wide leadership team and administration will plan these events. These events will include weeks where we solely focus on student attendance and have a theme that students can participate in for the day. For example, on Monday, "Superheroes Save the Day" by encouraging students to "save the school day and instructional time" by attending school daily and scheduling appointments after school. On Tuesday, "Wear a Cape" to demonstrate that you are "capable" of coming to school every day. We will also utilize an incentive for each nine week grading period as well. Students that have perfect attendance will be recognized at our school-wide awards ceremony each nine weeks and will also receive items, such as free Kona Ice.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Charlie Lowery, Cynthia Kirkwood, Savannah Hale, Kalin Carpenter, Mia Eichelberger, and Lauren Brian | 2023-05-25 |