Volunteer State Virtual Academy Middle School 2025 - 2026 2024 - 2025 Export Export

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S 1.1 Provide high quality instructional resources for each ELA and Math classroom

We are currently using a standard based K12 Stride curriculum during the 2024-25 school year. Training was conducted on how to use the platform at the beginning of the 2023 school year. The ELA and Math teachers received more information on all related resources and the effective implementation of these resources in their classrooms. The process of adding supplemental resources to the primary curriculum must continue to assure that all materials and resources are vetted and meet the requirements of high quality. Teachers also received training on IReady usage which will be used to supplement the RTI program.

Benchmark Indicator

• Ongoing training and support.
• Collaboration through weekly Common Planning Time
• Professional development for teachers to continue to align curriculum with standards and instruction held twice for the year. (July and March)

S 1.2 Professional Development for Content Knowledge, Instructional Strategies, and Differentiated Learning

Professional development for ELA and Math content knowledge, teaching strategies, standards alignment, rigor of curriculum and instruction, instructional shifts, classroom environment, and classroom management are necessary to support educators in providing effective learning and a literacy rich environment. Opportunities such as state sponsored training, online training opportunities, East and West Tennessee Title I conferences, PIE Conference, LAT conference, National Literacy Association Conference, TCTE and NCTE professional development are examples of the type events that our educators may attend. All trainings must be high quality and sustainable.

Benchmark Indicator

• Professional development logs showing attendance at different professional development opportunities.

S 1.3 Learning Accountability an Ownership for Students

High learner expectations are one of the top indicators for student success. By building in the processes of tracking benchmark data, progression of mastery of standards, intervention data, and completion of teacher expectations and goals, students can have ownership in mastery of learning.

Benchmark Indicator

• Student goal chart containing benchmarks and mastery of standards
• Student plan to show progression tracking throughout the school year
• Learning talks with parents during parent-teacher conferences

S 1.4 Collaborative Learning for Educators and Leadership

There will be several opportunities for collaborative learning through the use of Best Practices trainings and conferences. Collaborative meetings designed to increase teacher content knowledge, instructional shifts, standards, and teaching strategies. The leadership team is trained in Project Coach which is utilized for teacher observations. Teachers receive one observation each month, followed by a 1:1 conference to discuss glow and grow. The leadership team also meet in person on a monthly basis to participate in a collaborative book study to help support teachers effectively with academic success.

Benchmark Indicator

• Calendar invites to monthly leadership trainings
• Project Coach rubrics
• Collaborative meetings invite

S 1.5 Parental Engagement

It is vital that parents be informed and engaged in student learning. One of the ways to do this is by hosting quarterly parent teacher conferences. The counsellor conducts parenting sessions to provide support with curriculum access and other areas, so the parent can be effective learning coaches. Monthly newsletters are also sent to the parents so they can be aware of the different events and programs that the school offers. Parents receive IReady reports that include a list of resources that they could utilize to help support their children.

Benchmark Indicator

• Parent sessions with the school counselor
• Weekly kick off meeting with students and parents

S 1.6 Small Group Instruction

VSVA will participate in small group data driven instruction to close learning gaps and move students from below and approaching to proficient on ELA and Math state assessments. Small group lesson content will be based on data analysis results from quarterly interim assessments. Students will be grouped based on the support needed on each standard. Students will attend two small group sessions each week where the teachers will create lessons that re-teach the standards. The goal is for students to accelerate in their weak areas and to coherently prepare students for success in their current grade level by aligning content to grade-level standards taught in Tier I instruction and providing timely supports to build the prerequisite knowledge and skills students need to be successful with that content, or to give students extended practice with grade-level content. Small group content is planned to ensure instructional coherence to allow students to demonstrate the same set of grade-level experiences across core instruction. 

Benchmark Indicator

Benchmark Indicator – Teachers will utilize a data folder where they examine the data, create small instructional groups, set goals with students and monitor students' progress. Teachers will discuss progress, teaching strategies and adjustments that are needed during collaborative planning and 1:1 session with the school administrator.

Benchmark Indicator – School administrator and teachers will review data monthly to make decisions on the rate of improvement aligned to grade-level standards for all tutoring students. 

S 2.1 New Teacher Support

VSVA will support new teachers and provide the trainings and professional development needed so they can do their jobs effectively.

New teachers at VSVA will receive a tiered training which is designed to give teachers a gradual release into the classroom. Training is conducted by our lead teacher, Jane Grindstaff, who ensures that new hires are supported with onboarding issues, providing credentials, programs, and all other relevant information needed for success during the 24-25 school year.

New teachers are assigned a mentor teacher preferably within the same grade level and/or content area. They will complete the Assigned K12 training, Lewis County School District training, and VSVA-specific training. New teachers will also shadow mentor teacher at least twice before launching their classroom. New teachers will be provided with opportunities to ask questions and observe other teachers' best practices.

Benchmark Indicator

• Successful completion of trainings
• Required check in with mentor teacher
• Completion of required shadowing of mentor teacher

S 2.2 New Teacher Training

Consistency in a virtual teaching environment is important. Therefore, adequate training and support will be given to new teachers to ensure that they can successfully adapt to the virtual world. New teachers will attend a series of training, so they can successfully utilize the different platforms. Mentors will be assigned to new teachers for one year. This will allow them to access 1:1 support and receive prompt response or support with any issues that arise. Continuous support will be provided by the middle school lead teacher and the administrative team to help alleviate frustrations and allow teachers to receive the support they need.

Benchmark Indicator

• Increased number
• Increased successful completion of teaching degrees
• Increased partnerships between EPP's and our school district

S 2.3 Lower Performing Teacher Support

Teachers performing at the bottom 10% on TCAP growth and achievement during the 23-24 SY are identified. They will receive the following extra support for the school year:

• Meet with Academic Administrators to review student data to develop strategies and action steps to grow students.
• Assigned high-performing teacher mentor to assist with refinements and to observe instructional practices
• Receive standards-based coaching from high performing teachers
• Additional walkthroughs and feedback will be conducted monthly by Academic Administrators

Benchmark Indicator

• Project Coach Feedback
• Meetings with high performing teachers

S 3.1 Implementation of aligned high quaility curriculum

Reviewing curriculum and resources for rigor, alignment, and effectiveness is essential in providing high quality instructional materials that students need to be proficient, and teachers need to be effective. Teachers will need to collaboratively plan to ensure materials are high quality and meet the rigor and focus of the standards as well as have curriculum pacing alignment. Training in implementation and use of state approved high quality materials will be provided. Teachers will utilize a state aligned curriculum that include i-Ready with the K12 standards-based curriculum within our online platform. Teachers will use the teacher manual to guide live instruction as well as student work in class connect sessions. Follow-through with instructional moves will be captured in evaluations and walkthroughs. 

Benchmark Indicator

• Teachers will collaboratively plan weekly and plan units quarterly. Academic Administrator and Master Teacher will monitor the implementation of these plans for quality and consistent planning. Academic Administrator will conduct walk through and formal observations.
• Academic Administrator and Master Teacher will review recordings and notes from collaborative planning in order to monitor the effectiveness of the planning.
• Feedback to teachers during learning walks to determine the implementation rate of plans and materials that meet the instructional shifts of the standards. Results of walk throughs will be discussed at 1:1 meeting allowing teachers to reflect upon practice and share input to adjust instruction as needed.

S 3.2 Professional development and Support

High quality professional development reinforcing rigor, instructional focus, alignment with standards, and best practices using research-based PD will increase the effectiveness of educators and school leaders. These will provide supplemental resources for educators, allow educators to network and collaborate best practices, and continue to build the content knowledge of educators. Types of acceptable professional development include State Department sponsored professional development, and Professional Development conferences and training courses through K12 Stride. Teachers will participate in compliance-focused professional development. Teachers will be provided with training and support for implementing best practices in the classroom to engage students and promote student growth. Teachers will participate in Data-driven instruction professional development where they will learn how to analyze data and implement targeted instruction based on the findings.

Benchmark Indicator

The use of benchmark indicators through diagnostic testing will be used three times throughout the year to compare with standardized testing in order to determine the effectiveness of sustained professional development.

S 3.3 Collaborative Planning

Teachers need common collaborative planning time in order to discuss strategies, data from Tier I, Tier II, Tier III, and instructional shifts and how to approach them. Teachers will break down standards to check for rigor and locate the verb of the standard in order to identify high quality student work. This time will also be used to align standards and instructional shifts to current curriculum and discuss strategies to review and select new high-quality materials. The length of planning sessions will be one hour, and it will be held weekly.

Benchmark Indicator

• IReady benchmark assessment data three times a year.
• Progress Learning Interim Assessment data once per quarter.
• Student daily class work and exit tickets.
• Completion of deconstruction of standards checking for rigor and the verb.

S 3.4 Personalized Instructional Support for Students

Targeted small group instructional strategy will be implemented to help support students with learning gaps. Students are placed in small groups based on instructional levels. Instructional levels are determined by quarterly interim data. Standard remediation will be conducted which will include scaffolding and the use curriculum-embedded assessments to help students gain mastery.

Students with disabilities will receive additional personalized support in Tier 1 instruction through the development of direct resource support for students based upon specific criteria, inclusion, and direct instruction. Special education teachers will be assigned to a specific grade-level and content to support student in Math and ELA.

Benchmark Indicator

• IReady benchmark assessment results given to parents and reviewed at parent-teacher conferences
• Progress reports will be sent quarterly
• Quarterly parent-teacher conferences
• Proactive for a student that is at risk of failing a course, providing data for entire semester or year for parent to review