Tullahoma Virtual Academy 2024 - 2025 2023 - 2024 2022 - 2023 2021 - 2022 Export Export

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A 1.1.1 Behavioral Health Partnerships

Tullahoma City Schools has partnered with local behavioral health services to give students better access to these supports. Dr. Shannon Duncan, Director of Student Services, coordinates these services. Likewise, she works with school counselors and other related personnel to provide support and professional development.

A 1.2.1 CTE (Grades 9-12)

CTE programming provides a multitude of opportunities. Students who find their passion and pursue opportunities associated with it may be more likely to graduate and become life-long learners. The development of these passions could also lead to internships as well as life-long work. Professional development will be needed as we explore different avenues of opportunity.

We will continue to build relationships with families and community partners. These partnerships will strengthen our foundation and provide countless opportunities for our students to explore and foster their passions and interests.

We offer CTE programs that students engage in daily. Internships are often the capstone to at least three, sequential CTE courses in a program of study.

Every CTE program of study completes at least two field trips per year (one per semester) to explore community industry and business opportunities.

Industry professionals frequently serve as mentors and models within the CTE classroom. This is on-going throughout the year.

Teachers from every CTE program of study consult with industry professionals who are part of required advisory councils. This occurs twice a year.

A 1.2.2 Virtual Job Shadowing

Students in Grades 9-12 have access to Virtual Job Shadow. This program empowers students to discover, plan and pursue their dreams through the video-based, interactive career planning platform.

All students have access to the program. Currently, it is used once or twice a semester under the direction of our CTE instructors. As we plan for next year, Virtual Job Shadow will be used within our CTE classes, including Work-Based Learning. We will also incorporate this into our advisory periods, meeting daily for 45 minutes. This program is expected to be used once a quarter within the daily advisory sessions.

A 1.3.1 Scheduling Options

There are currently three scheduling options that involve Tullahoma Virtual Academy (TVA):

1. Full-time: Students take all their classes via asynchronous online virtual courses.

2. Flex: Students register for any combination of in-person and virtual classes. TVA partners with Tullahoma High School (THS). THS is the host school for in-person classes. The student enroll at TVA or THS based on where they are registered for the majority of their classes.

3. We will be adding 8th grade students to Tullahoma Virtual Academy. They will not have the option of the flex pathway. They will be fully virtual or fully in-person.

A 1.4.1 Professional Learning

Professional development will be provided. Students need credits in many of these areas to graduate. Students who struggle in ELA/Math may soar or find their passion in these areas resulting in graduating.

Professional development will be available for the courses/subjects mentioned. We offer professional learning through a variety of avenues. The goal of PL is for it to be relevant and tailored to the needs of the learner. Each teacher and educational assistant is required to complete 12 hours of professional learning each year. Examples are listed below:

1. The vast majority of our in-district professional learning opportunities occur during the summer. We are currently developing our catalog of summer PL opportunities that will be available to teachers and support staff.

2. Teachers and staff can also attend conferences, workshops, seminars, etc. as funding allows.

3. Online professional learning is another option from which to choose. Attendees submit certificates of attendance/completion as evidence.

4. Peer observation of others within the school/district or outside of our district can occur. We find great value in this option because it's real-time modeling.

5. PLCs provide another avenue for professional learning. Teachers and other related personnel gather to identify needs and implement ways of incorporating best practices to address these needs.

A 1.5.1 Climate and Culture-Building Activities

[A 1.5.1] Climate and Culture-Building Activities

It is our goal for the climate and culture to be positive for the students and staff. Examples of activities that foster a positive climate and culture include, but are not limited to the following:

Meeting basic needs for students (Maslow's Hierarchy of Needs), greeting students daily, positive relationship practices, dress-up days, team building activities, field trips, field days, parent/family engagement events, performance, dances, positive parent phone calls or other forms of contact, Kindness Week, Unsung Heroes celebrations, student celebrations, and community volunteer acknowledgments.

Meeting basic needs for students, greeting students, and implementing positive relationship practices occur daily.

Dress-up days occur during Homecoming Weeks, holidays, and other relevant times throughout the year.

Team-building activities take place, typically within classes or grade levels, at various points throughout the year. Teachers are attuned to knowing when students need these activities. There is focus on "Meet Up" and "Buddy Up" at the beginning of the year.

Field trips typically occur when it aligns with the curriculum being taught.

Field days are at the end of the year. This is a day filled with fun games. Many parents and volunteers participate, too.

Parent/family engagement events occur throughout the year. Orientation is held at the beginning of the year, parent-teacher conferences are held throughout the year, and specialty events are at periodic times during the year.

Performances occur at different points in the year. The bulk of them are during the winter holidays, other holidays, or at the end of the year.

Dances are usually around special events or holidays such as homecoming, Valentine's Day, Christmas, prom, or near the end of the year.

Teachers are encouraged to make positive phone calls or reach out to families in other ways each week.

For the schools that participate, Kindness Week and Unsung Heroes Celebrations varies from school to school.

Student celebrations take place throughout the year. These typically are at the end of a quarter, semester, or at the end of the year. It is our goal to celebrate students as quickly as possible.

Community volunteer acknowledgments take place at the end of the year.

A 2.1.1 Standards Dive, Curriculum Alignment, Best Practices, Effective Teaching in a Variety of Environments

Teachers across the district will have opportunities to participate in quality professional development which addresses the standards and best practices through five different paths: TCS Summer PD, conferences/workshops, PLC time, peer observations, or online. We hope to add a higher-level of job-embedded professional development through coaching.

This aligns with our ELA goal of raising proficiency scores on iReady or English scores on the EOC. We have two instructional coaches who provide on-going, job-embedded professional development for ELA throughout the year for Grades K-9.

Other professional learning opportunities are available to all teachers during the summer, after school, on early dismissal days, during the day, or at other times at the teacher's discretion.

A 2.2.1 Provide Targeted Instruction and Intervention Services

[A 2.2.1] Provide Targeted Instruction and Intervention Services

We will continue to provide targeted instruction and intervention services to students. Evidence-based programs will continue to be implemented.

iReady is used as our universal screener and helps determine which students need RTI. This is administered at the beginning of the year. We also administer iReady as our benchmark test which occurs each winter and spring. RTI services are provided to students who fall below the 25% percentile. RTI services are delivered to students by RTI personnel, classroom teachers, or educational assistants who work under the supervision of an RTI teacher. Evidence-based intervention programs are used as the curriculum for RTI.

It is our desire for all students to receive targeted instruction. iReady is an adaptive, computer program that identifies to a granular level areas of mastery and areas for growth. It then maps out an individualized instructional path for each student. Students spend between 30-45 minutes a week on their individualized instructional path. iReady also groups students according to their performance level with a standard or domain and provides teachers with targeted lesson plans which align with these areas.

A 2.2.2 Track Student Progress for Mastery

Use a program like iReady in Grades 3-8 to identify each student's level, provide individualized, differentiated instruction, and track student progress.

iReady is used as our universal screener and helps determine which students need RTI. This is administered at the beginning of the year. We also administer iReady as our benchmark test which occurs each winter and spring. RTI services are provided to students who fall below the 25% percentile. RTI services are delivered to students by RTI personnel, classroom teachers, or educational assistants who work under the supervision of an RTI teacher. Evidence-based intervention programs are used as the curriculum for RTI.

It is our desire for all students to receive targeted instruction. iReady is an adaptive, computer program that identifies to a granular level areas of mastery and areas for growth. It then maps out an individualized instructional path for each student. Students spend between 30-45 minutes a week on their individualized instructional path. iReady also groups students according to their performance level with a standard or domain and provides teachers with targeted lesson plans which align with these areas.

A 2.2.3 Use High-Quality Instructional Materials

As we identify deficit areas in our Tier I common curriculum, we will purchase supplementary materials and provide professional development to provide additional resources for teachers to use for effective instruction.

iReady will be used in Grades 3-8 to provide individualized, differentiated instruction.

Title I schools may choose additional supplementary materials (above what the district has provided).

State-approved materials are used for our Tier 1 curriculum. Benchmark is used in Grades K-5 and Houghton Mifflin Harcourt is used in Grades 6-12. After implementing our new curriculum with fidelity, our instructional coaches have provided feedback to the district regarding areas to consider for supplemental materials. Our instructional coaches reach out to our vendor consultants to see if there are additional pieces of curriculum that would strengthen or support any area of identified weakness. We will implement sounds first principles within our Tier 1 curriculum. We also look at our iReady scores to see if they tell the same story. We will make a decision at the end of this year, after reviewing multiple sources of data, regarding whether or not we need to pursue purchasing supplementary materials.

A 3.1.1 Standards Dive, Curriculum Alignment, Best Practices, Effective Teaching in a Variety of Environments

Teachers across the district will have opportunities to participate in quality professional development which addresses the standards and best practices through five different paths: TCS Summer PD, conferences/workshops, PLC time, peer observations, or online. We hope to add a higher-level of job-embedded professional development through coaching.

This aligns with our math goal of raising proficiency scores on iReady or Math scores on EOC. We plan to have two instructional coaches who provide on-going, job-embedded professional development for Math throughout the year for our 8th grade teacher and students. Currently, teachers assist us in identifying needs and determining the best way to provide professional learning in order to have the tools and strategies to address this need.

Other professional learning opportunities are available to all teachers during the summer, after school, on early dismissal days, during the day, or at the other times that are at the discretion of the teacher.

We will also focus on providing professional development from our math vendors as we will be implementing new curriculum in math in 2023-24.

A 3.2.1 Use High-Quality Instructional Materials

We are seeking to implement with fidelity our math curriculum in K-8. Having a solid, vetted curriculum that is properly used in the classroom is critical to student success. This would help prevent gaps and reduce the number of deficits that we currently have in math.

Grades 6-8 will use a common software program/supplementary materials such as IXL Math.

iReady will be used in Grades 3-8 to provide individualized, differentiated instruction.

We will be implementing a new math curriculum across the district that has been approved by the state. In addition to that, a computer software program for Grades 6-8 will continue to be used.

A 3.2.2 Create Common Assessments

Tullahoma City Schools created a list of pre-requisite skills for math that students needed to master in order to be successful in the next year's grade-level standards. Teachers and instructional coaches have created common assessments that measure these prerequisite skills. These will be administered to help determine if these skills have been mastered.

A 3.2.3 ] Track Student Progress for Mastery

Use a program like iReady in Grades 3-8 to identify each student's level, provide individualized, differentiated instruction, and track student progress.

iReady is used as our universal screener and helps determine which students need RTI. This is administered at the beginning of the year. We also administer iReady as our benchmark test which occurs each winter and spring. RTI services are provided to students who fall below the 25% percentile. RTI services are delivered to students by RTI personnel, classroom teachers, or educational assistants who work under the supervision of an RTI teacher. Evidence-based intervention programs are used as the curriculum for RTI.

It is our desire for all students to receive targeted instruction. iReady is an adaptive, computer program that identifies to a granular level areas of mastery and areas for growth. It then maps out an individualized instructional path for each student. Students spend between 30-45 minutes a week on their individualized instructional path. iReady also groups students according to their performance level with a standard or domain and provides teachers with targeted lesson plans which align with these areas.