Knox County Virtual School Export Export
Goals
G 1 Tier 1 ELA Goals: Excellence in Foundation Skills
Through a needs assessment process, our district identified a need for increased coherence in support. Knox County Virtual School seeks to build this coherence through the intentional design of professional learning activities and job-embedded support. Our district will provide professional development opportunities and job embedded supports involving the following themes:
- Standardizing instructional practice through knowledge of standards, pedagogy, collaborative structures, and instructional materials (IPG Culture of Learning and Core Action 1).
- Student engagement through challenging tasks, effective questioning, relevant work, and critical thinking (IPG Core Actions 2 and 3)
Knox County Virtual School will join the district initiatives to equip early literacy instructional teams with the skills and resources required to increase third grade reading outcomes. Third grade reading was chosen as the prioritized goal because of its link to later ELA outcomes and college enrollment. In the middle grades, the goal will be for students to apply their learning on the state assessment, resulting in an increase in proficiency. Knox County School District provides a maintenance goal for the high school level. These goals ensure the district capitalizes on the developed foundational skills across students' academic careers.
Performance Measure
Literacy goals are set to align with the district’s Annual Action Plan.
Primary Grade 2 Goal: The percentage of Grade 2 students performing in the average, above average and well above average categories in the Reading Composite (READB) will increase from the previous year.
Elementary School Goal: Foundational Literacy Goal: Decrease the percentage of 3rd grade students performing below the 40th percentile on READB by 1.5% by the Spring Benchmark.
Elementary School Goal: Increase grade 3-5 ELA proficiency on the state assessment by 1.9% from the previous year’s results.
Middle School Goal: Increase grade 6-8 ELA proficiency on the state assessment by 1.9% from the previous year’s results.
High School Goal: The Combined English I and English II proficiency on the state assessment does not decrease from previous year’s results.
Sections
- Academic Achievement & Growth
S 1.1 Professional Learning Opportunities
Provide coherent professional learning opportunities that increase student engagement in Reading/Language Arts through the implementation of HQIM.
Benchmark Indicator
This benchmark provides evidence of a change in practice
- District- AND school-level benchmark: ELA IPG walkthrough data indicate 80% of classroom walkthroughs are in the upper bucket (Yes and Mostly) of Core Action 1 (content) and Core Action 2 (teacher).
This benchmark provides evidence that changes in practice are impacting students
- District- AND school-level benchmark: The percentage of students in the "average", "above average", or "well above average" performance categories on READB increase during each benchmark period.
- Students will increase their proficiency level from the Fall MVP Benchmark assessment to the Spring assessment.
- Students will be meeting their Individualized Learning Plan goals and setting goals that increase in complexity.
A 1.1.1 Professional Learning Communities PLCs
Within PLC's and early release days, teachers will collaboratively analyze the data wall, classroom data, and student work through the lens of individual student goals (ILPs) to make instructional decisions in order to meet needs.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Jennifer Garrett, Nicole Buchanan, Abbie Merrill | 2024-10-23 |
S 1.2 Job Embedded Supports
Provide coherent job-embedded support to increase student engagement in Reading/Language Arts through the implementation of HQIM.
Benchmark Indicator
These benchmarks provide evidence that our school is providing support to build capacity and improve student outcomes
This benchmark provides evidence of a change in practice
- District- AND school-level benchmark: ELA IPG walkthrough data show increases in the upper bucket (Yes/Mostly) in all Core Actions.
This benchmark provides evidence that changes in practice are impacting students
- District- AND school-level benchmark: The percentage of students projected to be proficient on Mastery View Benchmarks will show evidence of increases from previous administration baselines.
A 1.2.1 IPG Data Review Sessions
The school level IPG team will review IPG walkthrough data each nine weeks to identify trends and areas to strengthen. The team will use this information to develop a plan to provide support and build capacity among teachers to move towards 80% of walkthrough data falling within the upper buckets. Knox County Virtual School will use early release days and other inservice opportunities to support progress toward meeting this goal.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Jennifer Garrett, Amy Jones, Chris Layton, Abbie Merril, and Nicole Buchanan | 2024-10-23 |
G 2 Tier 1 Math Goals: Excellence in Algebra I Foundational Skills
Through a needs assessment process, our district identified a need for increased coherence in support. The Knox County schools and Knox County Virtual School seek to build this coherence through the intentional design of professional learning activities and job-embedded support around prioritized themes. The strategies below highlight the pre-programmed professional learning opportunities and job-embedded supports involving the following themes:
- Orienting to the planning requirements, pacing, and characteristics of the newly adopted math curriculum
- Standardizing instructional practice through knowledge of standards, pedagogy, collaborative structures, and instructional materials (IPG Culture of Learning and Core Action 1)
- Student engagement through challenging tasks, effective questioning, relevant work, and critical thinking (IPG Core Actions 2 and 3)
Knox County Virtual School primary math goal is to prepare students for the rigors of Algebra I instruction. The Knox County Schools chose Algebra I as the prioritized goal because of its link to high school completion rates, college going rates, and eventual income. The district recognizes the role of middle schools in preparing students for these rigors, so we have provided explicit improvement goals in middle and high school math. Elementary schools are expected to continue to provide high-quality math instruction. The Knox County Virtual School provides a maintenance goal for elementary math. These goals ensure the school capitalizes on the developed foundational skills across students' academic careers.
Our school is a 1-12 school and we will be working to vertically align math instruction to increase student competence as they progress through the math pathways.
Performance Measure
Math goals are set to align with the district’s Annual Action Plan.
- K-2 Goal: The percentage of students who are rated as average, above average, or well above average in Aimsweb+ Spring Benchmarks will not decrease from previous year results in the following test/grade combinations:
- 2nd – Concepts and Applications
- Elementary School Goal: Grade 3-5 math proficiency does not decrease from the previous year’s results.
- Middle School Goal: Increase grade 6-8 Math proficiency on the state assessment by 2.2% from the previous year’s results.
- High School Goal: Increase Algebra I proficiency rates by 2.5% from the previous year’s results
Sections
- Academic Achievement & Growth
S 2.1 Professional Learning Opportunities
Provide coherent professional learning opportunities that increase student engagement in math through the implementation of HQIM.
Benchmark Indicator
These benchmarks provide evidence of a change in practice
- District - AND school-level benchmark: Math IPG Walkthrough data indicate 80% of classroom walkthroughs are in the upper bucket (Yes and Mostly) of Core Action 1 (content).
- District - AND school-level benchmark: Math IPG Walkthrough data indicate 60% of classroom walkthroughs are in the upper bucket (Yes and Mostly) of Core Action 2 (teacher).
This benchmark provides evidence that changes in practice are impacting students
- District - AND school-level benchmark: The percentage of middle and high school students scoring proficient will increase during each benchmark period.
- Students will increase their proficiency level from the Fall MVP Benchmark assessment to the Spring assessment.
- Students will be meeting their Individuated Learning Plan goals and setting goals that increase in complexity.
A 2.1.1 Professional Learning Communities PLCs
Wishing PLCs and early release days, teachers will collaboratively analyze the data wall , classroom data, and student work through the lens of individual student goals (ILPs) to make instructional decisions in order to meet needs.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Jennifer Garrett, Abbie Merrill, and Nicole Buchanan | 2024-10-23 |
S 2.2 Job Embedded Supports
Provide coherent job-embedded support to increase student engagement in math through the implementation of HQIM.
Benchmark Indicator
These benchmarks provide evidence that our school is providing support to build capacity and improve student outcomes
- District - AND school-level benchmark: Math IPG walkthrough data show increases in the upper bucket (Yes/Mostly) in Core Actions 1 & 2.
This benchmark provides evidence that changes in practice are impacting students
- District - AND school-level benchmark: The percentage of middle and high school students scoring proficient on Mastery View Benchmarks will show evidence of increases from previous administration baselines.
A 2.2.1 IPG Data Review Sessions
The school level IPG team will review the IPG walkthrough data each nine weeks to identify trends and areas to strengthen. The team will use this information to develop a plan to provide support and build capacity among teachers to move towards 80% of walkthrough data falling within the upper buckets. Knox County Virtual School School will use early release days and other inservice opportunities to support progress toward meeting the goal.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Jennifer Garrett, Amy Jones, Chris Layton, Abbie Merril, and Nicole Buchanan | 2024-10-23 |
S 2.3 Math Interventions
To bolster our math interventions and student supports in the area of acquisition of math foundational skills, the Knox County Virtual School will be adding two math interventionists to provide additional supports for students.
Benchmark Indicator
These benchmarks provide evidence that our school id providing tailored support to provide capacity and improve student outcomes
The benchmark provides evidence of change in practice
- School-level benchmark: There will be an increase in iReady Diagnostic scores in the fall, winter, and spring assessment with improvement in each the four domains.
- District - AND School-level benchmark: The percentage of students projected to be proficient on Mastery View Benchmarks will show evidence of increases from previous administration baselines.
A 2.3.1 Fidelity Checks
The school will conduct fidelity checks following the recommended guidance for frequency. These checks will allow the administration and instructional coaches to monitor the quality of interventions and provide additional pedagogical supports to the interventionist as needed.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Jennifer Garrett, Abbie Merrill, and Nicole Buchanan | 2024-10-23 |
|
G 3 Career Empowerment and Preparation
Through an assessment process, our district identified a need for increased coherence in support. The Knox County schools seek to build this coherence through the intentional design of professional learning activities and job-embedded support around prioritized themes. The strategies below highlight the pre-programmed professional learning opportunities and job-embedded supports that the district will make available to schools. Thematically, high-quality math instruction in the Knox County Schools must address the following issues:
- Standardizing processes to ensure coherence, clarity, and promote equity in access.
- Engaging Students through programming that is relevant to their post-secondary plans (enrollment, employment, or enlistment).
Knox County Virtual School's primary goal is to prepare students for whatever comes next in their lives, be it enrolling in post-secondary schooling, enlisting in the military, or finding employment in high-wage in-demand professions. Our students will continue to participate in career exploration activities, experience instruction relevant to their future, and have access to work-based learning opportunities. Elementary and Middle schools engage in this work to build student awareness and curiosity through intentional career-oriented activities.
Performance Measure
Career Empowerment and Preparation goals are set to align with the district’s Annual Action Plan.
- High School: Increase the percentage of students enrolled in EPSOs by 1.6%
- High School: Increase the percentage of students awarded industry certifications by 2.8%
- Middle School/High School: Increase the percent of students who have completed an aptitude assessment to 75% in 7th grade and 77% in 9th grade
- All Grade Levels: Increase the number of counselors trained in the process of developing career-ready students
Sections
- College & Career Readiness
S 3.1 Professional Learning Opportunities
Provide coherent professional learning opportunities that increase student engagement through the implementation of best practice.
Benchmark Indicator
This benchmark provides evidence of a change in practice
School level benchmark: Increase student participation in career and college pathway explorations
- Elementary level students will have specific targeted lessons to help expose students to college and career pathways. They will also have passion exploration that will lead to an increase in students aligning interests with college and career pathways.
- At the middle school level students will be starting use YouScience in 7th grade and have lessons once a month. Students will use their Pre- ACT data to create a transition plan. There will also be specific lessons, guest speakers and goal setting as students explore college and career pathways. This will allow students to dig deeper and link their interest to high school pathways.
- In high school students will continue with YouScience in their freshman year and students in grades 10--12 will use the SCOIR program to do more college and career explorations. There will be individual advisory sessions held with students in grades 10-12 to help have specific plans and goals such as completing the TN Promise, FAFSA, early acceptance, and keeping track of college applications
This benchmark provides evidence that changes in practice are impacting students
- District - AND school-level benchmark: Decrease in student absences (likely due to increased team approach to student support and intervention AND relevance of programming)
- District - AND school-level benchmark (High School Only): 91% of 9th graders on track for graduation as measured by 6+ credit
- District - AND school-level benchmark: There will be an increase in the percentage of students reporting a sense of belonging and relevance to their goals in the school through the Panorama Survey
A 3.1.1 college and Career Preparation
The college and career counselor will be helping each student set a goal that is college or career oriented. The high school counselor will be developing 4 year plans with students to help with achieving 6+ credits by the conclusion of their 9th grade year of school. By the time students research their 12th grade year, they will be completing their 4 year school plan and will have a developed plan to either apply, employee, enlist or enroll at the conclusion of their high school year.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| JENNIFER GARRETT, Kelsey Corrier, Michelle Pacleb | 2024-05-23 |
A 3.1.2 Decreasing Absenteeism
The school will continue to use their Whole Child Team to support the understanding the reasons students could be missing school. Staff will continue to develop relationships with students and set school goals and to help promote student interest and engagement in school. The college and career counselor will help students make connections to their post secondary goals that will help them connect to their course work and its alignment with future goals.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Jennifer Garrett, Kelsey Carrier, Amy Jones, Chris Layton, Maria Castle, Michelle Pacleb, Nicole Buchanan, Abbie Merrill, Darwin Guerrero, and Rachel Brown | 2023-10-23 |
S 3.2 Job Embedded Supports
Provide coherent job-embedded supports that increase student engagement in CTE pathways. Funding a Career and Technical Education department chair is an investment in our students' career and technical future. The CTE Department Chair will attend district-level meetings, and provide leadership and support to CTE staff. Doing so will provide our school with additional guidance and resources necessary to acquire practical skills and knowledge, ensuring our students are well-prepared for any path they choose in life.
Benchmark Indicator
These benchmarks provide evidence that changes in practice are impacting students
- Increased enrollment in CTE courses in grades 9-12
- Increased number of students completing a CTE pathway in grades 9-12
A 3.2.1 CTE Department Chair
The Knox County Virtual School will utilize the CTE department chair to continue strengthening the virtual CTE programs offered and to increase student enrollment.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Jennifer Garrett, Amy Jones, Chris Layton, and Denise Buckner | 2024-05-23 |
|
S 3.3 Technology Materials: Drones
The purchase of drones by our school offers students a unique opportunity to gain hands-on experience in an emerging technology, fostering skills in areas such as robotics, aerial photography, and data analysis. This exposure equips students for a wide range of career paths, enhancing their versatility and competitiveness in the job market.
Benchmark Indicator
School Level: Development of a Drone club. This club will allow students to work with and operate drones to build post secondary skills in robotics, aerial photography and data analysis.
A 3.3.1 Aeronautics Pathway
The school will offer an Aeronautics Club. Through this club, students can not only learn to pilot drones but also delve into aeronautics, aerospace engineering, and more, opening doors to future opportunities in these dynamic fields.
These benchmarks provide evidence that the school is to provide knowledge to support student's knowledge of the aeronautics pathway.
School benchmark indicator
- An increase in the number of students involved in the club
These benchmarks provide evidence that changes in practice are impacting students
- Increase in number of students exploring a pathway that involves drones and/or the aeronautic pathway
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Chris Layton, Kelsey Corrier, and Michelle Pacleb | 2024-05-23 |
|
S 3.4 World Language Development
The school will be funding a department chair position in the World Language Department. This position will be used to continue strengthening and developing the world language courses and also helping students to increase their scores on the AAPPL World Language assessment. This will help students in their college admission requirements and job skill qualifications.
Benchmark Indicator
There will be a 1.5% increase in student AAPPL scores for the 23-24 school year.
A 3.4.1 World Language Department Chair
The school will use Title 1 funds to support having a World Language Department Chair. The department chair will be able to support the school World Language
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| JENNIFER GARRETT, Melissa Newman | 2024-10-23 |
|
G 4 Success for Every Student Goals
Through our needs assessment process, central office staff identified a need for increased coherence in support. The Knox County schools seek to build this coherence through the intentional design of professional learning activities and job-embedded support around prioritized themes. The strategies below highlight the pre-programmed professional learning opportunities and job-embedded supports that the district will make available to schools.
Thematically, support to promote student success in the Knox County Schools must address the following issues:
- Standardizing the processes for student support through the instructional leadership teams. These norming processes are intended to promote equity in the deployment of student support.
- Increasing student and staff connectedness through holistic support structures.
- Provide a foundation for academic success through organizational leadership structures.
Special Education Sub-Themes:
- Develop Instructionally Appropriate Individual Education Plans. (All Grades)
- Improve fidelity in reading and math interventions resulting in student achievement growth (All Grades)
- Improve the use of effective instruction and behavior interventions to support student achievement. (All Grades)
School Culture Sub-Themes:
- Ensure schools have the tools and expertise to implement a Whole Child Support Team, to best meet the needs of the students.
- School committees will plan student and family engagement events aimed at building a sense of community and culture for the Knox County Virtual School.
Strategically, these themes will be supported through:
- Teacher and leader learning on best practices for student support (tutoring, RTI2, PBIS, cultural competency, restorative practice, whole child support teams)
- Teacher and leader learning on action planning (such as matching RTI2 students to programming, scheduling support, developing IEPs for SWDs, and creating data-informed action plans)
Performance Measure
Success for Every Student goals are set to align with the district’s Annual Action Plan.
- All Grade Levels: Increase math achievement among Black/Hispanic/Native American (BHN) students, Students with Disabilities (SWDs), English Language Learners (ELL), and Economically Disadvantaged (ED) students by 2.7% on the state test from the previous year’s results. For students in grade 2, the school will monitor via Mastery View Benchmark Assessments.
- All Grade Levels: Increase English/Language Arts achievement among Black/Hispanic/Native American (BHN) students, Students with Disabilities (SWDs), English Language Learners (ELL), and Economically Disadvantaged (ED) students by 2.5% on the state test from the previous year’s results. For students in grade 2, the school monitor via Mastery View Benchmark Assessments.
- All Grade Levels: Decrease the percentage of students labeled as “chronically absent” (missing 10% or more instructional days) by 2.1% from the previous year’s results.
Sections
- Climate and Access
S 4.1 Professional Learning Opportunities
Provide coherent professional learning opportunities that increase student engagement through the implementation of best practice.
Benchmark Indicator
These benchmarks provide evidence of a change in practice
- District-AND School level benchmark: WCSTs meetings occur at scheduled times
- District - AND school-level benchmark: IPG walkthrough data show increases in “Yes” in the “Culture of Learning” sections.
- District - AND school-level benchmark: Scheduling of classes to reflect more inclusive practices and services hours written for the general education setting can be measured through EdPlan reports
- District - AND school-level benchmark: Instructional leaders and SPED teachers will be able to analyze the effectiveness of their small group instruction and make appropriate adjustments as needed.
- District - AND school-level benchmark: Schools will have strategies and supports in place to meet the needs of students for structure and care.
This benchmark provides evidence that changes in practice are impacting students
- District - AND school-level benchmark: Increase in student attendance rates
- District - AND school-level benchmark: Median rate of improvement is positive for tiered RTI2 students in their progress monitoring data.
- District - AND school-level benchmark: Students’ IEP will be written to reflect more inclusive practices across all grade spans
- District - AND school-level benchmark: Improved reading and math progress
- District - AND school-level benchmark: Students will remain in their zoned schools at a greater rate, thus decreasing suspension rates and disparities.
A 4.1.1 Required PD
- Whole Child Support Teams (WCSTs): The Department of School Culture conducts a series of monthly trainings that are district requirements for WCSTs. Topics covered include the roles and responsibilities of WCST members, documentation requirements, referral processes, root cause analysis, action planning, and monitoring. (Themes 1 and 2, Program Designer: April Baer)
- All Administrators (Principals Meetings, Principals Institute, Summer PD Opportunities) Understand the practices of RTI2. We will discuss the requirement of RTI2 by state board policy, structuring RTI2 supports, using best practices, and provide clarity on what supports RTI2 can offer. (Theme 1, Program Designer: Paula Sarver)
- Teachers: WIDA framework and second language acquisition training asynchronously. This training is required by the state board of education. The training builds connection between core content and EL learning, supports planning for EL inclusion, and orients teachers to language expectations and proficiency categories. These skills are vital to building individual learning plans for EL students. (Theme 1, Program Designer: Inna Slisher)
- School Leadership Teams: Instructional Appropriate IEPs Rubric and Fidelity Monitoring. Spring 23 and Summer 23-24, the Special Education department will train the state rubric to examine IEPs to determine their appropriateness to be highly effective for students with disabilities. (Theme 2, Program Designer: Karen Loy)
- School Leadership Teams: The Right of Every Child with a Disability: Improving participation in general education for students with disabilities. Scheduling to improve students’ participation in general education. Preparing all staff for inclusive practices.
- School Leadership Teams: The Role and Responsibilities of the LEA in an IEP Meeting. A meeting should not happen that the LEA does not have a clear understanding of what will happen for the student when the meeting is over.
- School Leadership Teams: Scheduling and Supervising High Quality Interventions: Closing the Achievement Gap! The importance of the small group instruction and participating in grade level standards to improve student achievement in reading and math. Knox County Virtual School will be adding additional math interventionists through Title 1 funds to support small group instruction and interventions.
- School Leadership Teams: Understanding the PreK-12 Full Continuum of Services Available for Students with Disabilities.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Jennifer Garrett, Chris Layton, Amy Jones, Abbie Merrill, Nicole Buchanan, Sarah McMillian, Jan Coopwood, Marianne Reyns, Rachel Brown, April Baer | 2024-05-23 |
|
S 4.2 Job Embedded Supports
Provide coherent job-embedded supports that increase student engagement through the implementation of best practice.
Benchmark Indicator
These benchmarks provide evidence that Knox County Virtual School is providing support to build capacity
- District - AND school-level benchmark: Decrease in student behavior incidents from previous year baselines.
- District - AND school-level benchmark: The IAIEP will enable schools to impact students with disabilities with the service they need to make progress (Qualitative discussion resulting in “Yes” or “No”, as measured with support from the SPED case manager)
These benchmarks provide evidence of a change in practice
- District - AND school-level benchmark: SPED teachers and LEA will learn to recognize the IAIEP/FBA & BIP
This benchmark provides evidence that changes in practice are impacting students
- District - AND school-level benchmark: Increase in student attendance rates
- District - AND school-level benchmark: Decrease in student behavior incidents
- District - AND school-level benchmark: The IAIEP will enable schools to impact students with disabilities with the service they need to make progress
A 4.2.1 Data Analysis and Use for Goal Setting
Instructional Leaders: Data Analysis and Use: The instructional leadership teams will support staff to create systems and structures that promote goal setting and monitor progress in support of continuous improvement.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Jennifer Garrett, Chris Layton, Amy Jone, Maria Castle, Michelle Pacleb, Kelsey Corrie, and staff | 2024-05-23 |
S 4.3 Supplemental Technology
The Knox County Virtual School will use Title 1 funds to purchase Hapara and Edpuzzle to help support student engagement and monitor learning that is occurring in the virtual setting.
Benchmark Indicator
- School level benchmark: Increase in student grades using previous year grade distribution data.
- School level benchmark: Increase in the use of Hapara and Edpuzzle in the virtual class setting.
A 4.3.1 Hapara and Edpuzzle
The Hapara Software will allow teachers to monitor student activity on their devices and allow them another method of seeing student work to provide feedback and support. It will also allow teachers to help direct and support learners who are virtual at home learning.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Jennifer Garrett, Chris Layton, and Amy Jones | 2024-05-23 |
|
S 4.4 Parent and Family Engagement
We will promote effective parent, family, and community engagement in the planning, implementing, and evaluation of school improvement activities, overall student goals, and family support at home.
Benchmark Indicator
School level: School will develop committees in each grade band to plan and host family and parent engagement actives at the school. The activities will include orientations, parent conferences, Title 1 meetings and other student engagement events.
A 4.4.1 Student and Family Engagement
Knox County Virtual School will host at least one student and family engagement activity each nine weeks of school.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Jennifer Garrett, Chris Layton, Amy Jones, Karah Loveland, Heather Nealon, Denise Buckner, Mary Beth Hutchinson | 2024-05-23 |
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