Maryville Virtual School Export Export
Goals
G 1 Reading/Language Arts Academic Achievement and Growth
For the 2023-2024 school year, the district will achieve a level 4 TVAAS score or higher in literacy; improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) relative to other districts in the state; improve the district percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced); reduce the variability between schools and teachers, and improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) in all subgroups; reduce the gender performance gap; hit the district AMO targets, and reach the top 5 district ranking in tested content. Our district believes the above goal provides a road map of overall success for the district by setting achievement and growth goals paired with relative comparison goals as that determines our progress more than state scores. Our goal is broad to provide the focus to maintain and target multiple areas, not just the areas of weaknesses in retired data from 2022. The below performance measures are set to provide a list of specific identified measures to track throughout the school year for just our areas of need/areas of improvement.
Performance Measure
For state assessment data reports 2024:
· All Maryville City Schools will meet the criteria for Reward Schools
· All content and grade levels in Maryville City Schools will maintain a TVAAS Score of a minimum of 4 for all levels
· The district will reach the top 5 district ranking in all tested content for all grade levels.
· Overall student achievement mastery will improve by 2% for all grade levels
· The district will reach the AMO targets
For K-3 iReady Literacy Benchmark Assessment
· 75% students in each grade level will reach proficiency on iReady Foundational Literacy Assessment
· 82% students in each grade levels will hit the annual growth target
· The district benchmark literacy scores for K-3 will be in the top 20% of the districts in the state.
For Summer Programming Data Reports
· 80% of summer programming participants will reach the growth data trajectory for summer intervention
· Grade 3 TCAP data will indicate a 3% reduction for below mastery achievement results (approaching and below) eliminating the need for summer intervention
Sections
- Academic Achievement & Growth
S 1.1 Rigorous Standards-Based ELA Instruction
Implement ELA curriculum and instruction at every grade level to align with the state's challenging academic standards, foundational reading, voluminous reading, rigorous text, high-quality question sets, and comprehension checks.
Benchmark Indicator
In addition to the performance measures identified for the related goal, the following benchmark indicators will be captured to provide regular and on-going information to inform instruction:
- Tiger Teacher Evaluation Evidence – twice per year minimum; unlimited walkthroughs; principals.
- MCS & Mastery Connect Common Assessments – quarterly review by principals and district leadership.
- TE 21 Benchmark Assessment Results- quarterly review by principals and district leadership.
- K-3 iReady Literacy Benchmark Assessments
- MCS Summer School 2023 Pre and Post Assessment
- RTI caseload data, grades K-12
- Common formative assessments
A 1.1.1 Strengthen Tier 1 instruction, differentiation, and intervention to reduce the number of students scoring below 25% and the number of 3rd grade students identified for potential retention to achieve overall literacy achievement in the Top Five Districts
Resources, materials, and personalized instruction will be explored to increase the probability of students getting needs met in Tier 1 instruction. Targeted data analysis will provide paths of support for those students achieving at the bubble and below the 25th percentile. Educators will evaluate literacy strategies, text, materials, and resources to ensure high quality content is occurring in literacy courses. Administrators will evaluate student work samples and overall instructional content through the Tiger Process. Investigate the use of pilot programs which may be alternate curricular resources as well as the addition of target foundational literacy small groups. Special education interventionists to complete an updated resources analysis.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop | 2024-05-01 |
A 1.1.2 Strengthen new teacher mentoring to include components addressing student performance data both in academic achievement and growth mentoring.
New teacher mentoring will include a deep dive into student performance and growth data appliable for the grade level and content level. Mentors will help new teachers deconstruct standards and evaluate assessment tools to capture the mastery level of the standard. Data tools will be explored to help new teachers understand how students are assessed and the difference between achievement reporting and growth reporting, with a focus on growth. Curriculum and instruction support will be provided to define appropriate pacing and rigorous content paired with meaningful student work assignments and experiences. Focused attention will be given to adequate and appropriate replication/practice of skills that mimic state assessments throughout the year instead of compacted test prep prior to the end-of-year assessments.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop | 2024-05-01 |
S 1.2 Assessment Analysis
Administrators and ELA Teachers will evaluate multi-metrics of ELA data, including TCAP, TVAAS, TE21, iReady Benchmark Assessments, and standards-based classroom assessments to attend to the reduction of variability, identify gaps and areas of need, and identify areas of alignment. Teams will implement and monitor updated procedures and practices for the identification of alternatives assessment for Special Education students.
Benchmark Indicator
In addition to the performance measures identified for the related goal, the following benchmark indicators will be captured to provide regular and on-going information to inform instruction:
- K-3 iReady Literacy Benchmark Assessment Data – achievement and growth
- TE 21 Benchmark Assessment Data – achievement and growth
- Increase of "bubble performance" students raising to proficiency
- Alternative Assessment participation data
- Teacher’s use and communication of data sources
- Data mining to the teacher level for points of variability – twice a year by district and school leadership
A 1.2.1 Reduction of Variability: Explore and Analyze Benchmark Data
MVS will analyze literacy benchmark data across the district to look for patterns of achievement variability between comparable schools and teachers on the grade level/department. Formative assessment data will be evaluated to ensure high academic achievement and growth is occurring throughout the district. Teachers and administrators will analyze these reports to capture specific mastery of curriculum information based on standards and components of foundational reading, including phonemic awareness, phonics, vocabulary, etc, as well as comprehension and vocabulary. Teachers will dig deeper into the student level data for root cause analysis and provide supports as indicated or needed. Benchmark assessment achievement reports will be compared against TCAP reports to ensure alignment of rigor and reporting. Gained information will also be used to determine the Teacher Effect options for Accountability.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop | 2024-05-01 |
A 1.2.2 Summer Data Analysis
At the conclusion of Maryville Virtual School's first year of summer programming, administration and teachers will continue to design, revise, and refine services for identified, at-risk students working below expectations in 2-12 Literacy through targeted summer school interventions. With anticipation summer programming will be funded for many years to come, comprehensive data analysis spreadsheets will be developed to track the number of students invited, the number of students attending, and corresponding student growth data to provide insight to areas of strength and areas to strengthen.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop and Summer School Teachers | 2023-08-01 |
A 1.2.3 ALT Assessment Guidance for Students with Disabilities
Maryville City Schools will pilot new guidance for the ALT Assessment for students in grades K-4 with a default being all students will take the iReady State Benchmark Assessments and TCAP Assessment with accommodations. Exceptions may occur to this default with pre-approval from the school principal and Special Education Director. Exemptions to the default of standard state assessments will be determined on a case-by-case basis by investigating the impact the disability has on physical and cognitive abilities. The rationale is to gather three years of standard assessment data to inform appropriateness for alternative assessment more effectively and give young children every possible chance to be responsive to general education assessment with modifications.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Melanie Davidson, SPED Director | 2023-12-01 |
S 1.3 ELA Materials, Resources, and Professional Development, Grade 4-12
In the wake of COVID and the delay for ELA teachers (4-9) to complete their materials and resources review plans, this year will again be devoted to allowing the district ELA teachers to collaborate and evaluate current resources and identify their needs in relation to district frameworks, current curriculum, professional development, and unmet needs
Benchmark Indicator
Information will be captured and analyzed from the following resources by district and school leadership.
§ ELA Needs Assessments and Textbook Team Feedback: quarterly review
§ Framework Reviews – quarterly review
§ Resource Rubrics – quarterly review with teams throughout building process
§ Special Education Needs Assessments for Resources – late spring; repeat early fall.
§ TDOE Engagement and Participation in the Reading 360 Offerings for Foundational Reading Professional Development and supplemental materials and resources, grades PreK-2.
A 1.3.1 Procure Materials and Resources
Grades 4-12 Educators will wrap up the procurement of materials and resources from their needs assessments to support the ELA standards. For MVS this could include online software, like Edgenuity, or curriculum purchased from experienced teachers in the district.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop | 2023-08-01 |
A 1.3.2 Procure Professional Development Grades 4-12
Grades 4-12 Educators will determine professional development needs based on Needs Assessment and the selection of materials and resources.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop | 2023-12-01 |
G 2 Math Academic Achievement and Growth
The district will achieve a level 4 TVAAS score or higher in mathematics. The district will maintain or improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) relative to other districts in the state in Math. The district will work to reduce the variability between schools and teachers, and maintain or improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) in the four gap subgroups; hit the district AMO targets. The district will maintain the rank of the top five districts in math for all grade levels. Our district believes the above goal provides a road map of overall success for the district by setting achievement and growth goals paired with relative comparison goals as that determines our progress more than state scores. Our goal is broad to provide the focus to maintain and target multiple areas, not just the particular areas of weaknesses. The below performance measures are set to provide a list of specific identified measures to track throughout the school year for just our areas of need/areas of improvement.
Performance Measure
For state assessment data reports 2024:
· All Maryville City Schools will meet the criteria for Reward Schools
· All content and grade levels in Maryville City Schools will maintain a TVAAS Score of a minimum of 4 for all levels
· The district will reach the top 5 district ranking in all tested content for all grade levels.
· Overall student achievement will improve by 2% for all grade levels
· The district will reach the AMO targets
For K-3 iReady Math Assessment
· 75% students in each grade level will reach proficiency on iReady Math Assessment
· 82% students in each grade levels will hit the annual growth target
· The district benchmark math scores for K-3 will be in the top 20% of the districts in the state.
For Summer Programming Data Reports
· 80% of summer programming participants will reach the growth data trajectory for summer intervention
· Grade 3 TCAP data will indicate a 3% reduction for below mastery achievement results (approaching and below) eliminating the need for summer intervention
Sections
- Academic Achievement & Growth
S 2.1 Rigorous Standards Based Math Instruction
Implement Math curriculum and instruction at every grade level to align with the state's challenging academic standards, conceptual understanding, procedural fluency, and application through problem solving and the development of thinking skills.
Benchmark Indicator
In addition to the performance measures identified for the related goal, the following benchmark indicators will be captured to provide regular and on-going information to inform instruction:
- Tiger Teacher Evaluation Evidence – twice per year minimum; unlimited walkthroughs; principals.
- MCS & Mastery Connect Common Assessments – quarterly review by principals and district leadership.
- TE 21 Benchmark Assessment Results- quarterly review by principals and district leadership.
- K-3 iReady Math Benchmark Assessments
- MCS Summer School 2023 Pre and Post Assessment
- RTI caseload data, grades K-12
- Common formative assessments
A 2.1.1 Explore and deconstruct new math standards to provide a strong horizontal and vertical standards alignment plan to provide seamless rigorous math instruction across all grade levels.
Grade level math teachers, RTI, and SPED teachers will identify the changes and shifts in the new math standards to revise curriculum and instruction to reflect those changes. Exploration will include identifying new lesson structures and identifying those structures or components that need to be passed to another teacher or grade level as well as pushing in new content where it is now applicable. Areas to develop problem solving and thinking skills will be determined. Revised pacing guides will be established.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop | 2024-05-01 |
A 2.1.2 Implement new curricular math resources through the math adoption process that best identifies resources to fulfill the standards and provides rigorous student practice and learning.
Math departments and grade level math teams will evaluate current resources and compare to resources on the TDOE approved list to select approved curriculum to implement with high quality math instruction. Teachers will examine their math needs assessment to identify areas of current strength and areas to strengthen. Time will be devoted to orientation of new materials and resources to fully utilize the components of the new curriculum.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop and Math Leadership Teams | 2023-07-07 |
A 2.1.3 Design high-quality professional development to expand instructional capacity in the math toolkit of teachers and to supplement and support the adoption of new math materials and resources.
Math teachers will complete reflective needs assessments to determine next steps in professional development. As they reflect, they will evaluate horizontal and vertical alignment, thinking skills, problem solving, conceptual understanding, procedural fluency, and assessment to determine focus areas.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop | 2023-12-01 |
A 2.1.4 Strengthen Tier 1 instruction, differentiation, and intervention to reduce the number of students scoring below the 25th percentile.
Resources, materials, and personalized instruction will be explored to increase the probability of students getting needs met in Tier 1 instruction. A primary action step is analyzing the use of teaching assistants, ancillary support personnel, student grouping models, and targeted data analysis for those students achieving at the bubble and below the 25th percentile. Investigate the use of pilot programs which may be alternate curricular resources as well as the addition of adopted math curriculum. Implement high quality professional development training for teaching assistants. Special education interventionists to complete an updated resources analysis.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop | 2024-05-01 |
A 2.1.5 Strengthen new teacher mentoring to include components addressing student performance data both in academic achievement and growth mentoring.
New teacher mentoring will include a deep dive into student performance and growth data applicable for the grade level and content level. Mentors will help new teachers deconstruct standards and evaluate assessment tools to capture the mastery level of the standard. Data tools will be explored to help new teachers understand how students are assessed and the difference between achievement reporting and growth reporting, with a focus on growth. Curriculum and instruction support will be provided to define appropriate pacing and rigorous content paired with meaningful student work assignments and experiences. Focused attention will be given to adequate and appropriate replication/practice of skills that mimic state assessments throughout the year instead of compacted test prep prior to the end-of-year assessments.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop | 2024-05-01 |
S 2.2 Assessment Analysis
Administrators and Math Teachers will evaluate multi-metrics of Math data, including TCAP, TVAAS, TE21, iReady Benchmark Assessments, and standards-based classroom assessments to attend to the reduction of variability, identify gaps and areas of need, and identify areas of alignment. Teams will implement and monitor procedures and practices for the identification of alternatives assessment for Special Education students.
Benchmark Indicator
In addition to the performance measures identified for the related goal, the following benchmark indicators will be captured to provide regular and on-going information to inform instruction:
- K-3 iReady Math Benchmark Assessment Data – achievement and growth
- TE 21 Math Benchmark Assessment Data – achievement and growth
- Increase of "bubble performance" students raising to proficiency Alternative Assessment participation data
- Teacher’s use and communication of data sources
- Data mining to the teacher level for points of variability – twice a year by district and school leadership
A 2.2.1 Reduction of Variability: Explore and Analyze Math Benchmark Data
Maryville Virtual School will analyze math benchmark data across the district to look for patterns of achievement variability between comparable schools and teachers on the grade level/department. Teachers and administration will analyze these reports to capture specific mastery of curriculum information based on acquisition of standards. Teachers will dig deeper into the student level data for root cause analysis and provide supports as indicated or needed. Benchmark assessment achievement reports will be compared against TCAP reports to ensure alignment of rigor and reporting. Gained information will also be used to determine the Teacher Effect options for Accountability.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop | 2024-05-01 |
A 2.2.2 Summer Data Analysis
As MVS concludes its first year for Summer Programming, the administration and teachers will continue to design, revise, and refine services for identified, at-risk students working below expectations in 2-12 Math through targeted summer school interventions. With anticipation summer programming will be funded for many years to come, comprehensive data analysis spreadsheets will be developed to track the number of students invited, the number of students attending, and corresponding student growth data to provide insight to areas of strength and areas to strengthen.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop | 2023-07-14 |
A 2.2.3 ALT Assessment Guidance for Students with Disabilities
Maryville City Schools will pilot new guidance for the ALT Assessment for students in grades K-4 with a default being all students will take the iReady Math State Benchmark Assessments and TCAP Assessment with accommodations. Exceptions may occur to this default with pre-approval from the school principal and Special Education Director. Exemptions to the default of standard state assessments will be determined on a case-by-case basis by investigating the impact the disability has on physical and cognitive abilities. The rationale is to gather three years of standard assessment data to inform appropriateness for alternative assessment more effectively and give young children every possible chance to be responsive to general education assessment with modifications.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Melanie Davidson, SPED Director | 2023-12-01 |
G 3 Science and Social Studies Academic Achievement and Growth
For the 2023-2024 school year, the district will achieve a level 4 TVAAS score or higher in science and social studies; improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) relative to other districts in the state; improve the district percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced); reduce the variability between schools and teachers, and improve the percentile rank in terms of the number of students scoring on-track (proficient) and mastered (advanced) in all subgroups; reduce the gender performance gap; hit the district AMO targets, and reach the top 5 district ranking in tested content. Our district believes the above goal provides a road map of overall success for the district by setting achievement and growth goals paired with relative comparison goals as that determines our progress more than state scores. Our goal is broad to provide the focus to maintain and target multiple areas, not just the areas of weaknesses. The below performance measures are set to provide a list of specific identified measures to track throughout the school year for just our areas of need/areas of improvement.
Performance Measure
For state assessment data reports 2024:
· All Maryville City Schools will meet the criteria for Reward Schools
· All content and grade levels in Maryville City Schools will maintain a TVAAS Score of a minimum of 4 for all levels
· The district will reach the top 5 district ranking in all tested content for all grade levels.
· Overall student achievement mastery will improve by 2% for all grade levels in Science and Social Studies
· The district will reach the AMO targets
Sections
- Academic Achievement & Growth
S 3.1 Rigorous Standards-Based Science and Social Studies Instruction
Implement Science curriculum and instruction at every grade level to align with the state's challenging academic standards.
Benchmark Indicator
In addition to the performance measures, the following data will be utilized to inform instruction:
· Tiger Teacher Evaluation Evidence – twice per year minimum; unlimited walkthroughs; principals.
· MCS & Mastery Connect Common Assessments – quarterly review by principals and district leadership.
· TE 21 Benchmark Assessment Results- quarterly review by principals and district leadership.
A 3.1.1 Strengthen instruction, differentiation, and intervention to reduce the number of students scoring below proficiency.
Resources, materials, and personalized instruction will be explored to increase the probability of students meeting proficiency. Provide targeted data analysis for those students achieving at the bubble, approaching, and below. Evaluate classroom rigor and student assignments during Tiger visits.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop | 2024-05-01 |
A 3.1.2 Strengthen new teacher mentoring to include components addressing student performance data both in academic achievement and growth mentoring.
New teacher mentoring will include a deep dive into student performance and growth data appliable for the grade level and content level. Mentors will help new teachers deconstruct standards and evaluate assessment tools to capture the mastery level of the standard. Data tools will be explored to help new teachers understand how students are assessed and the difference between achievement reporting and growth reporting, with a focus on growth. Curriculum and instruction support will be provided to define appropriate pacing and rigorous content paired with meaningful student work assignments and experiences. Focused attention will be given to adequate and appropriate replication/practice of skills that mimic state assessments throughout the year instead of compacted test prep prior to the end-of-year assessments.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop | 2024-03-01 |
S 3.2 Assessment Analysis
Administrators and ELA Teachers will evaluate multi-metrics of ELA data, including TCAP, TVAAS, TE21, iReady Benchmark Assessments, and standards-based classroom assessments to attend to the reduction of variability, identify gaps and areas of need, and identify areas of alignment. Teams will implement and monitor updated procedures and practices for the identification of alternatives assessment for Special Education students.
Benchmark Indicator
In addition to the performance measures identified for the related goal, the following benchmark indicators will be captured to provide regular and on-going information to inform instruction:
- K-3 iReady Literacy Benchmark Assessment Data – achievement and growth
- TE 21 Benchmark Assessment Data – achievement and growth
- Increase of "bubble performance" students raising to proficiency
- Alternative Assessment participation data
- Teacher’s use and communication of data sources
- Data mining to the teacher level for points of variability – twice a year by district and school leadership
A 3.2.1 Reduction of Variability: Explore and Analyze Science and Social Studies Benchmark Data
Maryville Virtual School will analyze science and social studies benchmark data across the district to look for patterns of achievement variability between comparable schools and teachers on the grade level/department at comparable schools. Formative assessment data will be evaluated to ensure high academic achievement and growth is occurring throughout the district. Teachers and administration will analyze these reports to capture specific mastery of curriculum information based on standards and instructional components. Teachers will dig deeper into the student level data for root cause analysis and provide supports as indicated or needed. Benchmark assessment achievement reports will be compared against TCAP reports to ensure alignment of rigor and reporting. Gained information will also be used to determine the Teacher Effect options for Accountability.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop | 2024-05-01 |
A 3.2.2 ALT Assessment Guidance for Students with Disabilities
Maryville City Schools will pilot new guidance for the ALT Assessment for students in grades K-4 with a default being all students will take the iReady State Benchmark Assessments and TCAP Assessment with accommodations. Exceptions may occur to this default with pre-approval from the school principal and Special Education Director. Exemptions to the default of standard state assessments will be determined on a case-by-case basis by investigating the impact the disability has on physical and cognitive abilities. The rationale is to gather three years of standard assessment data to inform appropriateness for alternative assessment more effectively and give young children every possible chance to be responsive to general education assessment with modifications.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Melanie Davidson, SPED Director | 2023-12-01 |
G 4 College and Career Readiness
Beginning in the 2023-2024 school year, Maryville City Schools will prioritize the expansion of programming and opportunities for students in our district to close skills gaps between regional industry needs and the skill level of students, expand Early Postsecondary Opportunities for Students, increase access to earn postsecondary credentials while in high school, develop targeted plans for middle school students for participation in EPSOs, provide increased academic advising beginning in middle school, and offer introductory CTE courses beginning in 8th grade. Although our district's ACT data is higher than the average of both the state and comparable districts, our goal is to foster a stronger culture or career readiness and awareness by ensuring all students are fully equipped to pursue postsecondary credential or attain high-quality employment post high school. In addition, our district acknowledges that structural barriers discourage or prevent vulnerable student populations from pursuing available opportunities. The performance measures below are set to provide a list of specific identified measures to track throughout the school year for our areas of need/areas of improvement.
Performance Measure
Performance Measures:
- Career exploration courses will be implemented beginning in middle school
- MHS will reach and maintain a minimum of 90% Ready Graduate status in the senior class
- MHS will maintain a minimum of 95% graduation rate by ensuring student needs are met
- Student enrollment in the Workforce Development Center
- Introductory CTE courses offered in the 8th grade
- Increase the number of industry certifications earned by 50% in three years
- Expand Early Postsecondary Opportunities including: AP, CLEP, DE, LDC, SDC, WBL, and Internships
- Elimination of transportation barriers preventing students from participating in off-campus opportunities
- Expanded advisement and mentorship for all students
- Targeted and strategic advisement and mentorship for subgroup populations
Sections
- College & Career Readiness
S 4.1 Middle School to High School Alignment
Create a seamless, unified alignment between middle school and high school as they are exposed to CTE pathways and EPSOs while being empowered to pursue meaningful opportunities that prepare them for postsecondary credential and high-quality employment.
Benchmark Indicator
Quarterly Review of the following:
Graduation data reports
Ready graduate data reports
YouScience Data
District College and Career Director, Ready Graduate Coordinator, Career Awareness teacher feedback and evaluation
A 4.1.1 Hire a College and Career Director
-Students will experience a seamless alignment between middle school and high school as they are exposed to CTE paths and EPSO's.
- Students will experience relationships with industry partners with increased opportunities for site visits, career fairs, Worked Based Learning opportunities, and apprenticeship opportunities.
- Students will devote time and attention to creating educational and postsecondary plans in preparation for college and/or the workforce.
- Students will be empowered to pursue meaningful opportunities that prepare them for postsecondary credential and high-quality employment by the College and Career Director's focus on the elimination of structural barriers.
- Implementation of a strategic plan to eliminate structural barriers and increase student successes regarding the pursuit of high-quality career pathways
- Students will experience strengthened partnerships with industry partners, post-secondary institutions, and community partners working collaboratively with school-based partners to help them map their futures for a roadmap to success
- Unified school-based teams serving students in grades 4-12 with student advisement, innovative opportunities, future ready decisions, and strong family communication
- Students, families, and other stakeholders will have access to tools that share and communicate Maryville City School's Connections: Linking Students to Their Future program
o Website
o Brochure
o Pathway and experience guide to clarify the programs, options, and steps students must take each year in order to progress in a particular field of study
- Staffing and hiring needs of the career and technical programs are met
- Students and teachers have access to equipment needs of the career and technical programs
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Melissa Stowers, College and Career Coordinator | 2023-08-01 |
A 4.1.2 Administer Surveys
Administer surveys to stakeholders to determine areas of reinforcement and refinement.
-Surveys will assist in determining effectiveness and strength of the following in order to pursue high-impact, postsecondary learning opportunities for students through:
o Communication
o Career Exploration courses
o Students access to postsecondary credential and high-quality employment
o Employability and competencies of students participating in WBL and apprenticeships
o Enthusiasm and engagement in Connections: Linking Students to Their Future project
o Opportunities available to students in middle school
o Vertical alignment from middle school to high school
o Effectiveness of targeted advisement around career readiness
o Close of skill gaps and accessibility for vulnerable student populations
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Melissa Stowers, College and Career Coordinator | 2024-05-01 |
S 4.2 Exposure to Career Options
The district will expose students to authentic, real-world experience, strengthening readiness for early post-secondary opportunities, industry credentials, and work-based learning experiences, and employability.
Benchmark Indicator
Purchase of curriculum
Quarterly reviews of:
Opportunities to develop project-based learning experiences
Opportunities to collaborate with the high school, local colleges, and businesses
Subscription to software that provides aptitude tests, career exploration modules, and educational pathways
Expanded advisement practices for subgroup population students
A 4.2.1 Expand opportunities for career and CTE pathway exposure
-Career exposure opportunities where students learn about different career pathways
-Coordination with the high school or junior high school CTE classrooms to learn about CTE pathways
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop and Melissa Stowers, College and Career Coordinator | 2024-05-01 |
S 4.3 Stakeholder Partnerships
Creating and maintaining a robust portfolio of early postsecondary opportunities requires active engagement with post-secondary educational institutions and industry partnerships. Focus on these partnerships will provide student with increased opportunities to engage in EPSO opportunities including Dual Enrollment, Industry Certification, Work Based Learning, Internships, State Dual Credit, Local Dual Credit, and in the Work Force Development Center.
Benchmark Indicator
Quarterly review of the EPSO opportunities available to students
Quarterly review of the students participating in EPSO opportunities
Strategic conversations and feedback from community partners
A 4.3.1 Educational Partnerships
Develop and strengthen educational partnerships with Maryville College, Pellissippi State Community College, and Tennessee College of Applied Technology
-Students will benefit from increased dual enrollment opportunities
- Students will have Increased access to industry certifications
- Students will experience a closure of skill gaps between industry needs and student skill levels
- Students will benefit from the development of new EPSO's
- Students will be exposed to expanded opportunities through the Workforce Development Center
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop and Melissa Stowers, College and Career Coordinator | 2024-05-01 |
A 4.3.2 Community Partnerships
Develop and strengthen community, business, and industry partnerships.
-Opportunities for work-based learning opportunities will be increased for students.
- Students will benefit from Increased commitments to apprenticeships
- Students will participate in strong and targeted conversations about industry, career readiness, and interests to assist with advising and course offerings.
- Students will be exposed to career opportunities available in the community.
- Students will benefit from increased expose to new community partners as a result of increased focus by the College and Career Director.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop and Melissa Stowers, College and Career Coordinator | 2024-05-01 |
G 5 Safe and Healthy Students
Students will have equal access to safe and supportive learning environments where a hierarchy of social, emotional, and behavioral support ensures that students can maximize their opportunities to learn. Teachers will create optimal learning environments where students will be motivated and committed to their learning, have a sense of belonging, and have supportive relationships. Teachers and students will be provided levels of support for students’ emotional and social needs to protect instructional fortitude.
Performance Measure
· On the annual Culture and Climate Surveys, 2024, there will be a 2% increase in the number of students who positively rate culture and climate questions
· 2% increase in teacher survey regarding discipline support question – adequate discipline and behavioral support.
· School discipline referral will reduce 2% for all schools
· 80% Positive Evaluation/Response Rate to Social, Emotional, and Behavior Support Professional Development (Behavioral Intervention Toolbox K-3; Capturing Kids Hearts 4-9; Restorative Practices 10-12)
· Completion of MHS Site-Based Behavioral Intervention Plan
· Completion of Transition Plans for Schools Grade 4-12
· Virtual School enrollment, achievement, growth, and graduation data
Sections
- Climate and Access
S 5.1 Social, Emotional, and Behavioral Supports
The district and the K-12 schools will respond to the collaborative groups and feedback loops of identifying the areas of strength and areas to strengthen regarding the support structures in all tiers for direct and indirect student support. Focus will occur on overall school positive behavior and leadership programming, staff development, development and revisions to school’s behavior intervention programming, development of targeted support for tier 3, and the implementation of transition plans between service models.
Benchmark Indicator
· K-12 Discipline Records- quarterly review by principals and district administrators
· K-12 Staff Surveys Items: Discipline and Discipline Support Questions – semester reviews
· Professional Development Teacher Feedback and Evaluation
· Progressive implementation of Programming Capturing Kids Hearts – monthly review by teams
· Counseling Caseload Records for Tier 2 and Tier 3 – quarterly reviews
· Monitoring of development of Transition Plans, 4-12 Schools; semester review
A 5.1.1 Reflect, Evaluate, and Modify Processes and Plans for Targeted Social, Emotional, and Behavioral Support for Tier 3 Students
Evaluate data to determine patterns and trends of Tier 3 students. Examine current practices to determine successes and shortcomings. Establish processes and procedures to provide layers of support for the most challenging students. Consider reallocation of resources or the inclusion of new resources. Consider the need for professional development or the need for staffing support. Celebrate what is working. Itemize areas of concern, and brainstorm potential solutions.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop | 2024-05-01 |
A 5.1.2 Develop and Refine Culture and Climate Programming and Aligned Staff Development
On-going professional development and personalized professional development will be created and offered to help meet the needs of increased behavior problems in the school district. Through ACES, Capturing Kids Hearts, Restorative Practices, book studies, expert training, and team collaboratives, administrators will identify and secure appropriate staff development to math the needs of the staff.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop | 2024-03-01 |
S 5.2 Non-Traditional Expanded Services
The district will continue and monitor metrics to give evidence of the success of non-traditional service options for meeting the needs and increasing productivity and graduation rates for "off track" students, including Maryville Virtual School, Maryville Academy, and Twilight School.
Benchmark Indicator
Quarterly Review of the following:
· Discipline Records
· HomeSchool Data
· Family Engagement Demographics Participation
· Graduation Data Reports
· Guidance Counselor Reports
· Maryville Academy Service Reports
· RTI and Failing Grades Reports
· Alternative School Surveys
A 5.2.1 Increase Diverse Family Engagement
Maryville Virtual School will plan, design, and draft parent engagement plans to increase participation and voice of diverse family members. Evaluate current options, opportunities, and offerings to remove barrier and provide new options, opportunities, and offerings to build bridges to families of students from all diverse subgroups. Evaluate opportunities to increase parent conferences and engagement opportunities to help behavior student families increase their influence and support.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop | 2023-12-01 |