Maryville Virtual School Export Export
Goals
G 1 Reading/Language Arts Academic Achievement and Growth
For the 2024-2025 school year, the district will maintain an overall achievement score of 5 and 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 tanking in tested content. Additionally, we aim to reduce the number of 3rd and 4th grade students targeted for retention through the Tennessee Literacy Success Act and the Tennessee Learning Loss Remediation and Student Acceleration Act. During the 2024-2025 school year, we will increase the pedagogical content knowledge of teachers in grades 2-6 to assist in diagnosing and dissecting nuances in students with suspected reading disabilities. 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 indicates our progress more than state scores.
Performance Measure
For state assessment data reports 2025:
· 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, effective writing, 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 2024 Pre and Post Assessment
- RTI caseload data, grades K-12
- Common formative assessments
A 1.1.1 Strengthen Tier 1 instruction, differentiation, & intervention to reduce the number of students scoring below the 25%
Resources, materials, personalized instruction, and vertical/horizontal alignment will be explored to increase the number of students whose needs are being met through 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. Educators will evaluate literacy strategies, text, materials, and resources to ensure high quality content is occurring in literacy classrooms. Explicit learning intentions, along with effective feedback will provide opportunities for students to demonstrate understanding. Administrators will evaluate student work samples and overall instruction content through the Tiger Evaluation Process. Our district will continue to investigate the use of pilot programs which may serve as supplemental or alternate curricular resources as well as the addition of target foundational literacy small groups. High quality professional development training for teaching assessments will be implemented and special education interventionists will complete an updated resource analysis.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop, Principal | 2025-05-16 |
A 1.1.2 Teacher Mentoring
Teacher mentoring will include a deep dive into student performance and growth data applicable for the grade level and content level. 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, Principal | 2025-05-16 |
S 1.2 Assessment Analysis
Administrators and ELA teachers will evaluate multi-metrics of ELA data, including TCAP, TVAAS, TE21, AIMSWeb, 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 alternative assessments 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
- AIMSWeb 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 Literacy Benchmark Data
Administrators 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, Principal | 2025-05-16 |
A 1.2.2 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 |
|---|---|---|
| Dr. Melanie Davidson, SPED Director and Deana Bishop, Principal | 2025-05-16 |
S 1.3 ELA Materials, Resources, and Professional Development, Grade 4-12
District ELA teachers will evaluate current resources and identify 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 ELA Materials, Resources, and Professional Development, Grades 4-12
Grades 4-12 educators will procure materials and resources from their needs assessments to support the ELA standards. Time will be provided during the school year for ELA teachers to collaborate with a focus on vertical alignment to ensure students gain mastery of a range of skills and applications as they advance through grade levels.
Continued assessment of Edgentuity curriculum will determine if the curriculum is meeting the needs of students and providing necessary rigor to grow students.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop, Principal | 2025-05-16 |
A 1.3.2 Procure Professional Development, Grades 4-12
ELA teachers in grades 4-12 will determine professional development needs based on the Needs Assessment and the selection of materials and resources. The district and school administration will support state and national conference attendance to engage in collaborative discussions and support actionable, relevant, purposeful, and engaging learning in the classroom.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop, Principal | 2025-05-16 |
A 1.3.3 AIMSWeb Training
Provide general education, RTI, and SPED teachers access to AIMSWeb training. Maryville Virtual School teachers were invited to participate in an iReachU training in July.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop, Principal and Kevin Myers, District Software Coordinator | 2024-08-05 |
S 1.4 Special Education Teacher Training
By April 2025, the subgroup of students with disabilities for grades 9-12 ELA will increase by at least 2% points (rise from 19.5% to 21.5%) of students on-track or mastered on state assessments. This is a 12% increase from 2023 and 1.2% increase from 2022. By April 2025, the subgroup of students with disabilities in 8th grade will increase by at least 4.7% (rise from 14.8% to 19.5%) of students on-track or mastered on state assessments. A benchmark for measurement will be an increase in 8th grade Case21-ELA/Reading performance for SWD from 19.2% proficient to 21.2% proficient by May 2024 and 24% proficient by December 2024 and Case21-Math from 8.3% to 10.3% in May 2024 and 12.3% in December 2024. This will be accomplished with the district providing high-quality training to new special education certified staff in grades 8-12 on high-quality standards based instruction and intervention, co-teaching, IEP development, and use of data to drive decision making. Students demonstrating proficiency in 8th grade in Reading/Math standards are significantly more likely to demonstrate proficiency on ECO ENG and EOC Math performance measures in 9th-12th grades.
Benchmark Indicator
Benchmark Indicators Include:
- Assessment data
- Benchmark data
- Training feedback/surveys
A 1.4.1 Development of Professional Development Schedule
In February-June 2024, the Special Education Director along with school administrations and special education teachers for Maryville High School and Maryville Junior High School will identify, develop, and/or procure training in the following in the areas of high-quality standards-based instruction and intervention, co-teaching, IEP development, and use of data to drive decision making. A variety of trainings will be made available so teachers may select professional development that most meets their educational needs. Trainings may include book studies, professional learning communities, virtual trainings, and live trainings by district personnel and/or for-profit companies. School administrators along with support by the Special Education Director will monitor implementation of this action step and completion will be determined upon each certified special education teacher engaging in at least two professional development opportunities.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Melanie Davidson, SPED Director | 2024-08-05 |
A 1.4.2 Follow-up Training with Monitoring of Implementation
In March- May 2025, the Special Education Director will follow-up with all certified special education teachers in grades 8-12 related to changes made following professional development and a needs assessment for future professional development. Completion of this action step will be determined through determination of the % of special education teachers completing one or more identified PD sessions (goal is 100% participation) as well as an end of year needs analysis for future PD.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Melanie Davidson, SPED Director | 2025-05-16 |
G 2 Math Academic Achievement and Growth
The district will maintain an overall achievement score of 5 and 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 for overall success for the district by setting achievement and growth goals paired with relative comparison goals as that determine our progress more than state scores. Our goal is broad to provide the focus to maintain and target multiple areas, not the just 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 needs/areas of improvement.
Performance Measure
For state assessment data reports 2025:
- 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 Exploration and Deconstruction of Math Standards
In year two of implementing the new math standards, further exploration and deconstruction of standards will provide a strong horizontal and vertical standards alignment plan to provide seamless rigorous math instruction across all grade levels. Teachers will conduct a deeper drive into the materials and resources purchased during the adoption to fully utilize the components of the new curriculum, fulfilling the standards and providing rigorous student practice and learning. Introduce new resources for Pre-Calculus, Calculus, and Statistics.
Maryville Virtual School is continuing the use of Edgenuity curriculum, and adjunct teachers will ensure that rigor and mastery of standards are in alignment with both the junior high and high school.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop, Principal | 2025-05-16 |
A 2.1.2 Design high-quality professional development to expand instructional capacity in the math toolkit of teachers and to supplement and support the components of the math curriculum.
Math departments and 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, Principal | 2025-05-16 |
A 2.1.3 Targeted Professional Development
In grades 8-12, provide professional development opportunities to dive deeper into the newly adopted curriculum and Edgenuity curriculum.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop, Principal | 2025-05-16 |
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 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
Administrators 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 administrators 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 of 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, Principal | 2025-05-16 |
A 2.2.2 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 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 |
|---|---|---|
| Dr. Melanie Davidson, SPED Director | 2025-05-16 |
A 2.2.3 Special Education Training in Data Driven Instruction/Intervention
Special education staff in grades 4th through 8th will participate in school-designed and/or district-designed professional development on the use of data driven instruction to identify skill-gaps which need targeted with intervention to increase the achievement and growth of students with disabilities in English/Language Arts. Training will occur throughout the calendar year and utilize a variety of models including large-group, self-directed professional development, professional learning communities, and private training.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop, Principal, Melissa Vagnier, SPED Teacher, and Dr. Melanie Davidson, SPED Director | 2025-05-16 |
G 3 Science and Social Studies Academic Achievement and Growth
For the 2024-2025 school year, the district will maintain an overall achievement score of 5 and achieve a level 4 TVAAS score of 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 the 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 2025:
- 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. 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, approaching, and below. Evaluate classroom rigor and student assignments during Tiger visits.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop, Principal | 2025-05-16 |
A 3.1.2 Strengthen teacher mentoring to include components addressing student performance data both in academic achievement and growth mentoring
Teacher mentoring will include a deep dive into student performance and growth data applicable for the grade level and content level. Teacher induction and support will also include exploration and analysis of rubrics with mentors, creating the opportunity to engage through facilitated, intentional conversations. Mentors will assist ne teachers in deconstruction standards and evaluating assessment tools to capture the mastery level of the standard. Data tools will explored to assist new teachers in understanding 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, rather than compacted test prep prior to the end-of-year assessments. Book studies, like Let's Stop teaching and Start Designing Learning by Jason Kennedy, will serve as resources for new teachers to explore components of planning and instruction.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop, Principal | 2025-05-16 |
S 3.2 Assessment Analysis
Administrators and teachers will evaluate multimetrics of Science and Social Studies 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
Particularly with Maryville Virtual School implementing all online instruction, administrators will analyze science and social studies benchmark data across the district to identify 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 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 Teach Effect options for Accountability.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop, Principal | 2025-05-16 |
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 Assessments 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 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 |
|---|---|---|
| Dr. Melanie Davidson, SPED Director | 2025-05-16 |
G 4 College and Career Readiness
During the 2024-2025 school year, Maryville City Schools will continue to prioritize the expansion of programming and opportunities for students in our district to close skill 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 plan for the implementation of offering 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 on 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
- Increased 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 as students transition through middle school to high school and 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 Build a comprehensive Ready Graduate program utilizing newly hired District College and Career Coordinator and Ready Graduate Advisors in grades 6-12
-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 Ready Graduate 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 |
|---|---|---|
| Deana Bishop, Principal and Melissa Stowers, College and Career Director | 2025-05-16 |
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 Maryville City School's Ready Graduate programming
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 |
|---|---|---|
| Deana Bishop, Principal and Melissa Stowers, College and Career Coordinator | 2025-05-16 |
S 4.2 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 4.2.1 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
-Student participation in the Maryville High School Early College Experience
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop, Principal and Melissa Stowers, College and Career Coordinator | 2025-05-16 |
S 4.3 Increase % of SWD participating in Gen Ed For Core Instruction as LRE
The district will increase opportunities for students with disabilities to participate in Tier 1 instruction led by general education teachers by looking at data with principals to determine what their school’s percent is, what students are not spending 80% or more of the day in Tier 1, identifying grade and student level concerns, and meeting with special education case managers to review decisions made in the last IEP meeting related to LRE determination.
Benchmark Indicator
Benchmarks for this strategy include an increase in SWD participating in Tier I instruction for at least 80% of the school day from 64% to 68% by May 2024 and to >74% by May 2025 as evidenced by monthly review of district IDEA child count data related to participation rates and school specific data.
A 4.3.1 Review and Analyze Data with Principals
The Special Education Director will analyze data for each school at the beginning of May 2024 related to the % of students with disabilities participating in Tier 1 instruction at least 80% of their school day. By mid-June, the Special Education Director and each school's administrative team (at least representative) will meet collaboratively to review the data.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Melanie Davidson, SPED Director | 2024-08-05 |
A 4.3.2 Grade and Student Level Analysis for Schools with <70% of SWD participating in Tier 1 Instruction
For each school will less than 70% of SW participating in Tier I instruction for at least 80% of their school day, the Special Education Director and school administrative team will conduct a grade level review of Tier I instruction participation and student level analysis for those students with less than 80% participation. Students of concern will be identified for action step #3.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Melanie Davidson, SPED Director and Deana Bishop, Principal | 2025-05-16 |
A 4.3.3 Meet with Special Education Case Managers
For students identified as needing a review of Tier I participation from action step #2, school administrators and/or the Special Education Director will meet with special education case managers to discuss IEP determination of LRE. The group will review determinations from the last IEP meeting including: 1. What accommodations/supports are needed to achieve the goal? 2. What services are being considered? 3. Are the services aligned to the student's areas of deficit? 4. Do the services related to the measurable annual goal? Should the collaborative group determine that an IEP meeting is required to review/discuss/revise special education services and service locations, an IEP meeting will be scheduled with the parent. Predetermination of location of services outside of an IEP meeting will not occur.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Melanie Davidson, SPED Director | 2025-05-16 |
S 4.4 Increase % of Measurable Annual IEP Goals for Secondary Transition
Special education case managers across the school district will guide IEP teams in writing compliant, measurable, annual IEP goals for postsecondary transition with increased an increase in SWD enrolling in higher education following graduation. This will be accomplished through district training and continued 1:1 training for case managers with continued struggles as well as parental training in IEP meetings on higher education opportunities. A
Benchmark Indicator
Benchmarks for this strategy will include an increase from 33.3% accuracy in compliant IEP goal writing to 60% by May 2024 as evidenced by random IEP checks and 80% by May 2025 as evidenced by random IEP checks. An additional benchmark will be that by May 2024, at least 3 students with Intellectual Disabilities will indicate an interest in pursuing higher education (last school year was 1 student) and by May 2025, at least 3 graduating students from MHS with the AAD diploma will apply to one or more higher education post-secondary programs.
A 4.4.1 Provide Large Group and 1:1 Training Opportunities on Transition Goal Writing
Special education teachers will be provided large-group training in February 2024 and again in July 2024 on writing compliant and individualized IEP goals that are based on age-appropriate transition assessments, are updated annually, and are reasonably calculated to support the student in meeting postsecondary goals. Following these two large-group trainings, the Special Education Director will randomly review transition IEP goals in grades 8-12 each quarter to determine the need for 1:1 staff training on this topic. Special education teachers who continue to struggle with transition planning will undergo personalized training upon identification.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Melanie Davidson, SPED Director | 2025-03-14 |
A 4.4.2 Develop a Sample Goal Bank for Transition Goals
Special education teachers working with a variety of student needs will collaborate with the Special Education Director to develop a sample transition goal bank which may be used as a guide for IEP teams in determining examples of compliant and reasonably calculated goals to support students in meeting postsecondary goals.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Melanie Davidson, SPED Director | 2025-03-07 |
A 4.4.3 Compilation of Higher Education Opportunities Database for Students with Complex Needs
The district will continue to design a database of information including collegiate programs in the state as well as nationally (focus on the East). The database will include minimum qualifications for college application, application directions, anticipated costs for enrollment and other fees, and opportunities for scholarships. The focus for 2024-2025 will be on college programs designed for students with an Intellectual and/or Developmental Disability.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Melanie Davidson, SPED Director | 2025-05-16 |
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 supports 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, 2025, 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)
- Evaluation of current 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 group 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. Investigate reallocation of resources or the inclusion of new resources. Consider the need for professional development or the need for additional staffing support. Celebrate what is working. Itemize areas of concern, and brainstorm potential solutions.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop, Principal | 2025-05-16 |
A 5.1.2 Horizontal and vertical alignment of progressive discipline plans
School administrators will collaborate and revise school progressive discipline plans to provide consistency and continuity across the district and especially aligned in grade level bands. The progressive discipline plans will be shared with all staff members to clearly communicate the discipline pathways, including the additional considerations that must be provided to Special Education students. A hierarchy of applicable discipline measures will be brainstormed and selected as progressive discipline. In schools serving grades 7-12, all staff will understand the process for alternative school placement for both general education students and special education students.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop, Principal | 2024-09-05 |
A 5.1.3 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, Principal | 2025-05-16 |
A 5.1.4 Reflect, Evaluate, and Modify Processes and Plans for School Safety Professional Development Needs
Utilize data from the School Safety Professional Development Needs survey to identify needed areas of training for crisis management including drafting EOP's safety drills, stages and processes for the Standard Response Protocol, completing Threat Assessments, and effective partnerships with law enforcement.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Melissa Stowers, School Safety Coordinator and Deana Bishop, Principal | 2024-09-06 |
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 Refine the Implementation of Maryville Virtual School through Strategic Reflection and Planning
As Maryville Virtual School approaches year 3 of providing a digital school for students, our district will continue to evaluate data sources to identify areas of success and areas to strengthen, revising the service model and staff appropriately. During the 2024-2025 school year, Maryville Virtual School will expand course offerings to provide a rigorous alternative education option for families. Accelerated learning paths through Advanced Placement, Honors, Dual Enrollment, and Local Dual Credit coursework will also be expanded. The process of tracking Early Post Secondary Opportunities (EPSOs), will be improved to increase transparency for students and families. The increase in transparency will be achieved through support from the district's ready Graduate Advisors and implementation of software to support the process.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop, Principal | 2025-05-16 |
A 5.2.2 Pilot a structured Twilight School for referral access by Maryville Virtual School, Maryville Academy, and Maryville High School
Developed a more robust and scheduled Twilight School to address credit recovery. Integrate MCS developed and Edgenuity courses into the Twilight School Model.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop, Principal and Deb Skyler, Family Resource Director | 2024-12-13 |
A 5.2.3 Increase Diverse Family Engagement
All schools will plan, design, and draft parent engagement plans to increase participation and voice of diverse family members. Schools will evaluate current options, opportunities, and offerings to remove barriers 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. A district-wide family engagement night will be held early in the fall semester to introduce families to school and community resources to assist in eliminating barriers.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Deana Bishop, Principal | 2025-05-16 |