CMCSS K-12 Virtual School 2024 - 2025 2023 - 2024 2022 - 2023 2021 - 2022 Export Export

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A 1.1.1 ELA

Implement research-based literacy practices utilizing high quality instructional materials to increase student mastery of grade level expectations (including those from historically underperforming subgroups to include ED, EL, SWD, and BHN).

• Use the Literacy Instructional Practice Guide as a planning tool for RLA/ELA teachers.
• Provide professional development on student engagement to increase ability levels in Core Action 3 of the IPG. 
• Participate in Literacy Walks with the district to identify promising practices and offer coaching on effective literacy instruction
• Use of ELA Standards Guides during collaborative planning; academic coach and/or subject area administrator provides coaching and guidance during planning
• Use formative and summative data to gather evidence on literacy skills development and standards-based instruction. Analyze assessment data to identify trends, areas of improvement, and students in need of targeted support, and adjust instruction accordingly.
• Continue to make connections back to previous professional development on the Science of Reading to bridge the gap with tiered instruction.
• Continue implementation and refinement of interventions provided during Tier 2-3 intervention times and Special Education services. 

A 1.1.2 Math

Implement research-based math practices utilizing high quality instructional materials to increase student mastery of grade level expectations (including those from historically underperforming subgroups to include ED, EL, SWD, and BHN).

• Utilize teacher planning time to dig deeper into the new high quality instructional math materials provided by the district. Have teachers use the Instructional Practice Guide for math as a planning tool.    
• Provide professional development on student engagement to increase ability levels in Core Action 3 of the IPG. 
• Participate in Math Walks with the district to identify promising practices and offer coaching on effective literacy instruction
• Increase the amount of synchronous learning in high school math by 90 minutes each week.
• Use formative and summative data to gather evidence on literacy skills development and standards-based instruction. Analyze assessment data to identify trends, areas of improvement, and students in need of targeted support, and adjust instruction accordingly. 
• Continue implementation and refinement of interventions provided during Tier 2-3 intervention times and Special Education services.   

A 1.1.3 College and Career Readiness

Grades K-5

• Utilize high-quality instructional materials to build students’ knowledge base and to ensure mastery of foundational reading skills.

Grades 6-8

• Provide weekly YouScience lessons during homeroom to assist students in identifying career interests and aptitudes.  
• Participate in the annual district career fair for 7th grade students.  

Grades 9-12

• Continue utilizing Career College Prep time weekly to engage students in exploring various areas of being college and career ready.  
• Continue the development of challenging coursework through various early post secondary opportunities including Advanced Placement, State Dual Credit, and partnering with Nashville State Community College to provide Dual Enrollment.
• Engage with parents and guardians to provide family guidance on financial aid and scholarship opportunities. 
• Implement computer science and coding courses for students to earn credit in as a Focused Elective Group.  

A 1.1.4 Section 504

The school designates two school counselors as Section 504 Coordinators to help ensure all student Section 504 needs are met to include: development of an accommodation plan in consultation with parent/guardian; outline of academic/instructional, testing and/or extracurricular accommodations; and annual review of plan to ensure student success. The school coordinator works with the district Section 504 Coordinator to ensure proper support is provided to students. 

A 1.1.5 RTI2

The school is committed to addressing the needs of students at greatest risk of learning loss (to include those from historically under-performing subgroups: ED, EL, SWD, and BHN); this could include learning conditions, academic content and/or systems and procedures. Schedules are reviewed to ensure maximum time is allocated with little to no disruption. The school has a designated RTI2 coach identified to support the navigation of universal screening data, progress monitoring, identifying appropriate research-based interventions for TIER I, II and III, monitoring the interventions for effectiveness, assisting schools in identifying next steps for students, and modeling work in the classrooms around RTI2 supports. Progress monitoring and data chats are held at regular intervals and involve multiple school stakeholders. 

A 1.1.6 EL/Immigrant Student Supports

The school works with the district’s office of English Learners (EL) to ensure that schools create and follow an effective, research-based ELD service model and that students are provided services based on their ACCESS scores, ELD standards and literacy level to assist students in meeting their academic, social-emotional, and behavioral goals. The EL team will participate in monthly PD regarding EL services, programs, and curriculum for implementation of effective practices, and will utilize federal funding for resources to address the needs of immigrant families. Emphasis will be placed on: Grade level tasks for EL; Complex and Compelling Texts, Contextualized/Integrated Language Development, Strategic Assessments, Academic Conversations for EL students, Balance of Language Modalities, and Culturally Responsive Practices.

A 1.1.7 Education Technology

As a virtual school, the integration of a seamless blend of synchronous and asynchronous learning is curated through the use of many different advanced instructional technology tools.  Live lessons will foster engaging real-time collaboration, class discussions, and interactive experiences.  In addition, some self-paced learning will be empowered through several multimedia resources and interactive modules.  All of these will be available to students through Schoology (learning management system) and Classlink (student resource hub).    

School staff will engage in the use of digital tools to support literacy, math and other academic initiatives and the scope and sequence (i.e. Edpuzzle, Nearpod, Seesaw, SAAVAS, StudySync, BrainPop, Classkick, EnCase, IXL, SchoolPLP, Imagine Learning and Performance Matters)

Teachers and staff members will work with Technology Integration Coaches (TICs) to  provide individual, one-on-one training and support that is directly linked to teacher needs; plan with teachers and model/co-teach technology rich lessons; and, expand the resources and information available on the instructional technology hub supplying teachers with immediate resources to better utilize digital resources to create an effective blend of instruction to meet student needs.

 Platform Specialist will support teachers by: ensuring digital materials and platforms are accessible and supported; troubleshooting errors and/or technical issues; and, collaborating with TICs and Professional Learning to train school staff on use of materials/platforms.

The district will maintain 1:1 technology for students and staff (including device repair/replacement as needed) and expand internet capacity to ensure students have access to digital tools to access academic enrichment, remediation, and acceleration support away from the school campus.

A 1.1.8 Family/Community Engagement

The school uses a Family Friendly Schools rubric to guide activities and improvements in this area. 

Opportunities for family engagement include:

• Hosting Voyager Day at the beginning of the school year.  Families are able to retrieve necessary materials and meet faculty and staff. 
• Providing Mentor Meetups as monthly meetings for parents/guardians and learning mentors to receive important information relevant to student success. 
• Provide Parent-Teacher Conferences as an opportunity for parents/guardians to meet with teachers to discuss student academic and behavioral progress.  
• Utilize Parent Square as a communication tool for the entire school to be able to communicate with parents in one app, instead of multiples. 
• Continuing the use of social media to engagement the community in school news initiatives.
• Improve consistent communication through improvements in Learning Mentor training and Student Orientation information by creating videos for each.
• Partner with local businesses to create engaging family events like math nights at local grocery stores.   

A 1.2.1 SPED/APR

The school will close achievement gaps for Students with Disabilities with the following actions:

• All faculty members will be trained in Instructionally Appropriate IEPs and Least Restrictive Environments. 
• Groups of general ed and special education teachers in each grade level will participate in training designed to improve instruction using the inclusion model.
• Better align Special Populations staffing with student needs to address deficits. 
• Classroom walkthroughs and feedback will focus on intervention lessons that are aligned to identified goals on each student’s IEP. 
• IEP teams will focus on data-based goals and support..
• The school will work with district coordinators to seek input and feedback.
• Progress monitoring and data chats will be used to determine next steps for each student.
• The school will continue to work with the district Human Resources office to improve the hiring and retention of certified special education teachers.

A 1.3.1 English Language Arts

Implement research-based literacy practices utilizing high quality instructional materials to increase student mastery of grade level expectations (including those from historically under-performing subgroups to include ED, EL, SWD, and BHN).

• Use the Literacy Instructional Practice Guide as a planning tool for RLA/ELA teachers.
• Provide professional development on student engagement to increase ability levels in Core Action 3 of the IPG. 
• Participate in Literacy Walks with the district to identify promising practices and offer coaching on effective literacy instruction
• Use of ELA Standards Guides during collaborative planning; academic coach and/or subject area administrator provides coaching and guidance during planning
• Use formative and summative data to gather evidence on literacy skills development and standards-based instruction. Analyze assessment data to identify trends, areas of improvement, and students in need of targeted support, and adjust instruction accordingly.
• Continue to make connections back to previous professional development on the Science of Reading to bridge the gap with tiered instruction.
• Continue implementation and refinement of interventions provided during Tier 2-3 intervention times and Special Education services. 
• Professional Learning/PLCs supported by the TDOE Math Implementation Grant and in partnership with NIET to deepen knowledge of research-based best practices, current curriculum and scope/sequence using new high quality instructional materials. 

A 1.3.2 Math

Implement research-based math practices utilizing high quality instructional materials to increase student mastery of grade level expectations (including those from historically underperforming subgroups to include ED, EL, SWD, and BHN).

• Utilize teacher planning time to dig deeper into the new high quality instructional math materials provided by the district.  Have teachers use the Instructional Practice Guide for math as a planning tool.    
• Provide professional development on student engagement to increase ability levels in Core Action 3 of the IPG. 
• Participate in Math Walks with the district to identify promising practices and offer coaching on effective literacy instruction
• Increase the amount of synchronous learning in high school math by 90 minutes each week.
• Use formative and summative data to gather evidence on literacy skills development and standards-based instruction.  Analyze assessment data to identify trends, areas of improvement, and students in need of targeted support, and adjust instruction accordingly. 
• Continue implementation and refinement of interventions provided during Tier 2-3 intervention times and Special Education services.  

A 1.4.1 Extended Learning and Learning Acceleration

The school will provide the following data-driven opportunities to students for extended or accelerated learning:

• Advanced courses in each grade level for students who have the aptitude and have displayed mastery of grade level standards.
• Opportunities for students identified as gifted to participate in projects designed to promote teamwork skills and opportunities for problem solving. 
• Additional time and support is provided within the school day for students who need skill-based or standards-based interventions.  
• Additional time and support is provided after school, during  the school year, for students who need additional support.
• Summer Learning Camps are provided for students whose data indicates that additional support is needed for skills or standards mastery. 
• Summer Credit Recovery for credit deficient high school students.

A 2.1.1 SEL/Mental Health/ MTSS

The school will work with the district SEL department to support student competency in acquiring and applying the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. Weekly lessons are provided to students to support these needs in the tier one setting.

A 2.1.2 Mental Health Supports

Utilizing professional development and research-based curricula that are aligned to CASEL core competencies and mental health and school counseling standards, the school will implement researched-based instructional practices such as (but not limited to): mindfulness, brain breaks, Restorative Practices, and Zones of Regulation. The school will also focus on the development of positive teacher-student relationships. 

CMCSS is a military-connected district and has seen its share of deployments, as a result, school counselors work with the Military and Family Life Counselors (MFLCs) from the MFLC Program that provides short-term, non-medical counseling support for a range of issues including: relationships, stress management, grief, occupational and other individual and family issues. They also provide psycho-educational presentations focused on issues common to the military family including: reunion/reintegration, stress/coping, grief/loss and deployment are provided to commands. The School-Based Therapy Program offers no-cost therapy to students who are unable to access a private mental health provider due to various reasons such as lack of insurance, cost of services, or parental/guardian barriers

A 2.1.3 Multi-tiered Systems of Support

The school has a wide range of services for students in need of mental health support.  Students use an online self-referral system to contact school counselors.  Teachers use the online system to refer students who may display signs of trauma or anxiety.   School counselors offer individual and small group counseling services, and also can refer students needing more support to Student Success Coaches, Social Workers, or the Mental Health Co-op. 

A 2.2.1 Behavior Support

The multi-tiered systems of support for student discipline will address the following components based on the CMCSS Code of Conduct: 

Category 1: Handled by the classroom teacher (with support from the school counselor, case manager, and parents). 

Category 2: Minor Office Referral: school administrator, may refer student to school counselor, call an A-Team or S-Team meeting, or contact a behavior consultant. 

Category 3: Major Office Referral; school administrators may refer students to school counselors, call an A-Team or S-Team meeting, or contact behavior consultants. Students may be referred to greater support such as referral to mental health co-op support. 

Category 4: Zero Tolerance offenses 

Professional learning will be offered in Adverse Childhood Experiences (ACEs), trauma informed care and restorative practices. 

The school will work with Behavior Interventionists and psychologists to learn intervention strategies that are tailored to school and student needs.  Training will be provided to school counselors and Student Support Coordinators on writing effective Positive Behavior Plans.   Special education case managers will receive training on writing effective Behavior Intervention Plans based on Functional Behavior Assessments. 

Schoo-lwide behavior data is collected, analyzed, and shared with faculty quarterly so that necessary adjustments can be made.

A 2.3.1 Student Attendance and Chronic Absence

• The school works to create an environment that motivates students to attend school.  Teachers focus on building positive relationships.  Celebrations are conducted regularly to reward students for attendance and behavior.  
• Develop clear expectations for teachers, students, and parents on what it means to be in attendance for synchronous learning.  
• Utilize our district created app to notify parents when students are not logged in and Parent Square to effectively communicate with parents regarding absenteeism.  
• Utilize the school’s FIT champion and Foster Care Success Coach to work with those families about the importance of school and help them navigate obstacles.
• Provide Hotspots to students who struggle with having adequate internet connections in their home.     
• Continue using the tiered system for identifying chronically absent students and work with the school’s district attendance teacher to provide supports.

A 3.1.1 Recruitment and Retention

Teacher/Staff Recruitment 

• The school works with the district to support multiple pathways into the teaching profession - (degreed staff, classified staff, and Grow Your Own) partnerships between EPPs and the district to provide innovative, no-cost pathways to the teaching profession. The new Teacher Occupation Apprenticeship work-based learning pathway will provide individuals with hands-on work experience while getting paid.
• Compensation is provided by the district for hard to fill positions – provide one-time bonuses for high need positions such as Math, Science, CTE, EL and SPED teachers as well as bus drivers and custodians. 
• Comprehensive Employee Benefits Package – Onsite Employee Health and Wellness Clinics provide general family practice as well as urgent care to employees and their insured dependents at no cost. This added benefit allows staff to get treatment fast and enables them to return to work quickly. 

Teacher/Staff Retention

• The school leaders use feedback from a retention survey which is administered each semester.   Goals are set to focus on areas needing improvement based on input received from faculty. 
• Leadership Development Opportunities – School leaders work with faculty members to provide leadership opportunities such as serving as team leaders or committee chairs.  School leaders also encourage teacher leaders to participate in district-led leadership trainings. 
• Employee Relations Specialist – Staff members have easy access to a district employee to address workplace culture, address employee concerns/ investigations (discrimination, grievances, harassment complaints, etc.), conduct exit interviews, complete analyses of retention data. The Employee Relations Specialist communicates with principals and acts as a liaison between staff members and school administrators to resolve or clarify staff members’ concerns. 

The school participates in the following district-led programs that support teacher retention: 

•  Educator Diversity Mentoring - program focused on pairing veteran teachers with beginning minority teachers through their first three years of teaching. 
• Substitute Consulting Teacher -  will provide training and coaching for district substitutes to ensure students continue to receive high quality instruction while the regular classroom teacher is absent;
• Site Based Induction Specialist (SBIS) 3-year induction program for every new teacher employed at a school.
• Employee Assistance Program – The district will provide worksite-based programs and/or resources designed to address productivity issues by helping employees identify and resolve personal concerns that affect job performance through prevention, identification, and resolution of issues. Also, Professional Learning has released a collection of strategies titled “Mindful Moments” helping employees learn to improve their physical and mental well-being, along with the Employee Wellness program.
• The district Onsite clinics provide quick and easy access to employees and their families for a wide variety of medical needs and services.

A 3.2.1 Professional Learning

The school provides professional learning through

• Using TEAM evaluation and student growth and achievement data to determine professional learning needs.
• Providing differentiated learning sessions during faculty meetings and on designated staff development days throughout the year.
• Providing support and training to individual teachers based on demonstrated need.
• Using Title funds to provide stipends for after school learning and also for substitute teachers to allow for work day learning opportunities
• Job-embedded coaching – Academic Coaches, Consulting Teachers, TICs and Lead Teachers bring evidence-based practices into classrooms in real-time working directly with teachers in the classroom and with school leaders.

The school promotes and encourages the following district-provided professional learning opportunities:

• Training for lead teachers, who are then provided time and support to redeliver training to their colleagues.
• Intensive summer learning – The ENGAGE Professional Learning Conference provides teacher/district staff with more than 600 sessions over two weeks that targets best practices in instruction, assessment, classroom management, technology and blended learning strategies
• Micro-credentials - Employees can choose from 17 micro-credentials from the online platform to explore learning opportunities such as articles, online tutorials, and videos embedded within the module, and work with others to put learning into practice.
• Digital Badging - Credit for completing professional learning on district-used platforms and software.
• Podcasts - Needs based, motivational and strategy-based podcasts around topics that can influence job performance; approximately 45-60 minutes in length and available throughout the school year.
• On-line professional learning opportunities - Modules aligned to district strategic work.

A 3.2.2 Classified Professional Learning and Opportunities

• Ensure that all classified feel valued and have opportunities to enhance their skills by Providing opportunities for classified staff to earn teaching credentials via the district’s teacher pipeline initiative.
• Soliciting input on district issues/ decisions via the Classified Communication Group made up of representatives from each department.
• Expanding ENGAGE to include topics critical to the work of classified staff