Tennessee Virtual Middle School 2025 - 2026 2024 - 2025 2023 - 2024 2022 - 2023 Export Export

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A 1.1.1 Instruction Supported by Curriculum

• State Aligned Curriculum- Teachers will utilize i-Ready with K12 standards-based curriculum, which will be followed 100% within our online platform. 
• Teachers will use the teacher manual to guide live instruction as well as student work in class connect sessions. Lessons will be added to our platforms. Follow-through with instructional moves will be captured in evaluations and walkthroughs. 
• Common Formative Assessments: CFAs will be scheduled weekly. Master Teachers and Academic Administrators have scheduled the creation of all assessments. Data from these assessments will be reviewed in math planning collaboration meetings.
• Targeted Instruction: Students are placed in groups based on instructional levels. Instructional levels are determined by students' TCAP and i-Ready Benchmark scores. Teachers will use benchmarks, CFAs, as well as curriculum-embedded assessments to determine what standard remediation will be taught during targeted instructional time. 
• i-Ready is an online program for reading and mathematics. i-Ready assists teachers in determining students' needs, personalizing learning experiences, and monitoring progress throughout the school year.

A 1.1.2 Personalized Instructional Supports for Students with Disabilities

Based on the time specified in each Individualized Education Plan (IEP), students with disabilities will receive weekly personalized instructional support as follows:

Students will receive additional individualized support during Tier 1 instruction through targeted resource support tailored to their needs. This support will be provided through inclusion and direct instruction based on the following criteria: significantly below-average academic and cognitive performance, adaptive scores, and speech and language needs.

Special education teachers will be assigned to specific grade levels to work directly with students to ensure effective support.

A 1.1.3 RTI2 Tier 2 and 3 Supports

RTI2 Tier 2 and Tier 3 supports will undergo monthly fidelity checks to ensure effectiveness. Our action steps include:

1. Targeted Math Support: Provide Tier 2 and 3 instruction to all students performing below the 15th percentile in math, even if they also require reading RTI support.
2. Data Analysis Focus: Analyze student data with a particular emphasis on subgroups BAA, SWD, ED, and emphasizing the TSI-identified subgroups of BHN and Hispanic
3. Fidelity and Instructional Support: Conduct regular fidelity checks, address instructional gaps, and offer ongoing support to teachers to ensure high-quality instruction that effectively addresses student skill gaps.

A 1.1.4 i-Ready to Support Math Instruction

i-Ready, an online program for reading and mathematics. i-Ready assists teachers in determining students' needs, personalizing learning experiences, and monitoring progress throughout the school year.

i-Ready is an online learning tool that combines diagnostic assessments with personalized instruction to help students improve their reading and mathematics skills. It provides teachers with valuable data to tailor instruction to each student’s needs. The i-Ready Diagnostic is an adaptive assessment that adjusts questions based on student responses. For example, a series of correct answers will result in slightly harder questions, while a series of incorrect answers will yield slightly easier questions.

i-Ready Personalized Instruction delivers lessons tailored to each student's skill level and needs, allowing them to learn at a pace that suits them. These lessons are designed to be fun and interactive, keeping students engaged as they learn.

TNVMS will utilize i-Ready as a benchmark assessment to ensure all students, with a focus on the TSI-identified subgroups of BHN and Hispanic, are prepared to meet grade-level standards.

A 1.2.1 New Teacher Support

During their first month of employment, TNVMS will provide new teachers with essential support and training to ensure their success. Our tiered training program is designed to gradually guide new hires into the classroom through the following steps:

Introduction to Key Contacts: New hires will be introduced to Brandy Robinson, TNVMS’s K12 training point of contact (POC), who will oversee their onboarding process, provide necessary credentials, access to programs, and all relevant information needed for success.

Mentor Assignment: Each new teacher will be assigned a mentor, preferably within the same grade level or content area, to provide guidance and support throughout their transition.

Mandatory Training: New teachers must complete K12 training, Union County Safe School training, and TNVMS-specific training to familiarize themselves with our systems, policies, and safety protocols.

Classroom Integration:

• Shadowing: New teachers will shadow their mentor teacher for two weeks before assuming responsibility for their classroom, allowing them to observe classroom management and instructional strategies.
• Co-Teaching: After shadowing, new teachers will co-teach alongside their mentors to gain hands-on experience and gradually take on teaching responsibilities.

Opportunities for Feedback and Learning: Throughout the first two weeks, new teachers will have regular opportunities to ask questions, seek feedback, and observe other experienced teachers’ best practices to further their professional development.

This comprehensive approach ensures TNVMS's new teachers are fully supported and prepared to excel. Our staffing is based on

As student enrollment at TNVMS increases, staffing will be adjusted accordingly to meet the growing needs. This tiered support and training process will remain ongoing for any new hires who join our school throughout the year, ensuring all teachers, regardless of their start date, receive the same comprehensive onboarding and support.

A 1.2.2 Lower Performing Teacher Support

Additional Support for Teachers in the Bottom 10% of TCAP Growth and Achievement (2024–2025)

Teachers identified in the lowest 10% for TCAP growth and achievement will receive the following targeted supports throughout the year:

Bi-Weekly Data Reviews

• Meet with the Academic Administrator, the Master Teacher, and the Math Lead every two weeks to analyze student data, identify challenges, and set actionable strategies for growth.

Mentorship

• Partner with a high-performing teacher mentor for ongoing instructional guidance, collaboration, and opportunities to observe effective practices.

Standards-Based Coaching

• Receive monthly coaching from the Math Lead focused on aligning instruction to standards and improving student outcomes.

Increased Walkthroughs & Feedback

• Academic Administrator, Master Teacher, the Math Acceleration Coach, and Math Leads will conduct bi-weekly walkthroughs with timely feedback to support instructional refinement.

Professional Development

• Participate in targeted sessions on data disaggregation and effective strategies for supporting lower-performing students.

Collaborative PLCs

• Engage in PLCs designed to strengthen professional practice, share best strategies, and foster continuous improvement.

A 1.2.3 Professional Development Support

Professional development for our staff takes place every Friday afternoon from 2:00 to 4:00 PM and during designated in-service days. The following action steps outline our commitment to fostering professional growth:

1. Partnership for Data-Driven Development: We collaborate with a corporate partner to provide data-driven professional development, ensuring our teachers receive ongoing, evidence-based training.
2. RTI Collaboration: Teachers will follow state-provided guidance to effectively implement and collaborate on RTI (Response to Intervention) processes.
3. Special Education Focus: Professional development will include data-driven instruction specifically tailored for special education (SPED) teachers, helping them meet the unique needs of their students.
4. Compliance Training: Teachers will engage in compliance-focused professional development to stay current on legal requirements and best practices for educational standards.
5. Classroom Best Practices: Staff will receive ongoing training and support to implement proven strategies that engage students and promote academic growth in their classrooms.
6. Instructional Rounds: Teachers will participate in instructional rounds to collaboratively address academic challenges and refine best practices across the school.
7. Training on Accommodations: TNVMS staff will be trained to understand and implement accommodations for students with disabilities, ensuring that all students receive appropriate support.
8. Community Mapping: Teachers will engage in a community mapping exercise to better understand the diverse economic statuses, communities, and challenges their students face.
9. Benchmark and Assessment Training: Regular and special education teachers will receive training on interpreting and utilizing i-Ready Benchmark data and Aimsweb to support student success.
10. Diversity, Equity, and Inclusion: Professional development will focus on diversity, equity, and inclusion, with a particular emphasis on supporting BAA, SWD, ED, and the TSI-identified subgroups of BHN and Hispanic students.

Through these comprehensive professional development initiatives, TNVMS is committed to supporting its staff in delivering high-quality instruction and meeting the diverse needs of all students.

A 1.2.4 Instructional Support

Teachers will receive weekly instructional support to enhance teaching effectiveness and student outcomes. The following action steps demonstrate our commitment to providing ongoing instructional guidance:

1. Collaborative Planning: Teachers will engage in collaborative planning sessions that provide consistent feedback on grade-level instruction and analyze student work to improve instructional practices.
2. Curriculum Alignment: All grade levels will implement a curriculum aligned with the TN state standards. Teachers will use materials from UCPS and K12 to support and enrich students' academic opportunities.
3. Data-Driven Instruction: The TEAM model’s structured Data Insight Action Outcome process will offer a more comprehensive approach than traditional data conferences. This will include collaboration across RTI, general education, and special education departments.
4. Targeted Screeners: Additional screeners will be conducted for students identified with skill gaps and target interventions. The TNVMS leadership team will handle scoring and data analysis for these screeners.
5. Early RTI2 Instruction: Intervention for Tiers 2 and 3 students will begin in the first month of school, ensuring timely support rather than delaying until later in the semester.
6. Walkthroughs with Feedback: Scheduled walkthroughs will be conducted, and teachers will receive feedback to support continuous improvement in instructional practices.
7. Instructional Rounds: Teachers will participate in instructional rounds as the administration schedules, fostering collaboration and sharing best practices.
8. TEAM Evaluation: Teachers will be evaluated using the TEAM evaluation rubric to assess and support their instructional effectiveness.
9. Special Education Data Conferences: Special education teachers will hold data conferences to review and analyze student performance data, ensuring targeted support for students with special needs.

These measures ensure TNVMS teachers receive ongoing, structured support to improve their instructional methods and drive student success.

A 1.3.1 Master Teacher Growth

Academic Administrators, the Executive Director, and the Director of Academics will meet weekly in leadership team meetings and one-on-one sessions to address the following:

1. Professional Development for Master Teachers: Master teachers will receive targeted professional development to enhance their ability to support their grade bands and develop essential teacher management skills.
2. Leadership Growth Support: Master teachers will be partnered with the Executive Director, Director of Academics, and school principals to foster leadership development and growth.
3. Accountability and Leadership Skills: Master teachers will be equipped to lead difficult conversations and held to the same standards as other leadership members regarding goals and growth measures.
4. Administrator Evaluations: Administrators who are administratively certified will be evaluated using the TEAM administrator rubric annually. Those who are not will be assessed using the school services personnel rubric twice per year.

A 1.3.2 Teacher Leaders

Content Area POCs will collaborate weekly with Academic Administrators and Master Teachers to make decisions and provide targeted support for their respective grade levels.

TNVMS Lead Teachers specializing in ELA or Math will be integral in decision-making for their specific content areas. They will also assist other leaders in identifying and implementing relevant professional development.

The Math Acceleration Coach will offer expertise, guidance, and resources to enhance math instruction and student outcomes. By supporting RTI instructional practices, the coach will conduct monthly fidelity checks and provide ongoing coaching support to teachers.

A 1.3.3 Academic Administrator (Principal) Support

• Academic Administrators will meet weekly with the Executive Director and the Director of Academics to support the needs of students, teachers, and the leadership team. Emphasis will be on all students, but specifically, the current data and growth of Hispanic, BAA, BHN, SWD, and ED subgroups will be outlined.
• Academic Administrators will be supported by the regional K12 team and the district partner (Union County).
• The director of Academics and Executive Director will support academic administrators in their professional development, fostering the growth of effective teachers and teacher leaders.
• Academic Administrators will be held accountable for all TCAP Achievement and Growth Measures. 
• The Executive Director, Dr. Tonya Childress, will evaluate academic administrators on the TEAM Rubric and provide feedback on performance annually, as conducted by UCPS.

A 2.1.1 Instruction Supported by Curriculum

• State Aligned Curriculum- Teachers will utilize i-Ready with K12 standards-based curriculum, which will be followed 100% within our online platform. 
• Teachers will use the teacher manual to guide live instruction as well as student work in class connect sessions. Lessons will be added to our platforms. Follow-through with instructional moves will be captured in evaluations and walkthroughs. 
• Common Formative Assessments: CFAs will be scheduled weekly. Master Teachers and Academic Administrators have scheduled the creation of all assessments. Data from these assessments will be reviewed in ELA planning collaboration meetings.
• Targeted Instruction: Students are placed in groups based on instructional levels. Instructional levels are determined by students' TCAP and i-Ready Benchmark scores. Teachers will use benchmarks, CFAs, as well as curriculum-embedded assessments to determine what standard remediation will be taught during targeted instructional time. 
• i-Ready is an online program for reading and mathematics. i-Ready assists teachers in determining students' needs, personalizing learning experiences, and monitoring progress throughout the school year.

A 2.1.2 Personalized Instructional Supports for Students with Disabilities

Based on the time specified in each Individualized Education Plan (IEP), students with disabilities will receive weekly personalized instructional support as follows:

Students will receive additional individualized support during Tier 1 instruction through targeted resource support tailored to their needs. This support will be provided through inclusion and direct instruction based on the following criteria: significantly below-average academic and cognitive performance, adaptive scores, and speech and language needs.

Special education teachers will be assigned to specific grade levels to work directly with students to ensure effective support.

A 2.1.3 i-Ready to Support ELA Instruction

i-Ready, an online program for reading and mathematics. i-Ready assists teachers in determining students' needs, personalizing learning experiences, and monitoring progress throughout the school year.

i-Ready is an online learning tool that combines diagnostic assessments with personalized instruction to help students improve their reading and mathematics skills. It provides teachers with valuable data to tailor instruction to each student’s needs. The i-Ready Diagnostic is an adaptive assessment that adjusts questions based on student responses. For example, a series of correct answers will result in slightly harder questions, while a series of incorrect answers will yield slightly easier questions.

i-Ready Personalized Instruction delivers lessons tailored to each student's skill level and needs, allowing them to learn at a pace that suits them. These lessons are designed to be fun and interactive, keeping students engaged as they learn.

TNVMS will utilize i-Ready as a benchmark assessment to ensure all students, with a focus on the TSI-identified subgroups of BHN and Hispanic, are prepared to meet grade-level standards.

A 2.2.1 New Teacher Support

During their first month of employment, TNVMS will provide new teachers with essential support and training to ensure their success. Our tiered training program is designed to gradually guide new hires into the classroom through the following steps:

Introduction to Key Contacts: New hires will be introduced to Brandy Robinson, TNVMS’s K12 training point of contact (POC), who will oversee their onboarding process, provide necessary credentials, access to programs, and all relevant information needed for success.

Mentor Assignment: Each new teacher will be assigned a mentor, preferably within the same grade level or content area, to provide guidance and support throughout their transition.

Mandatory Training: New teachers must complete K12 training, Union County Safe School training, and TNVMS-specific training to familiarize themselves with our systems, policies, and safety protocols.

Classroom Integration:

• Shadowing: New teachers will shadow their mentor teacher for two weeks before assuming responsibility for their classroom, allowing them to observe classroom management and instructional strategies.
• Co-Teaching: After shadowing, new teachers will co-teach alongside their mentors to gain hands-on experience and gradually take on teaching responsibilities.

Opportunities for Feedback and Learning: Throughout the first two weeks, new teachers will have regular opportunities to ask questions, seek feedback, and observe other experienced teachers’ best practices to further their professional development.

This comprehensive approach ensures TNVMS's new teachers are fully supported and prepared to excel. Our staffing is based on

As student enrollment at TNVMS increases, staffing will be adjusted accordingly to meet the growing needs. This tiered support and training process will remain ongoing for any new hires who join our school throughout the year, ensuring all teachers, regardless of their start date, receive the same comprehensive onboarding and support.

A 2.2.2 Lower Performing Teacher Support

Additional Support for Teachers in the Bottom 10% of TCAP Growth and Achievement (2024–2025)

Teachers identified in the lowest 10% for TCAP growth and achievement will receive the following targeted supports throughout the year:

Bi-Weekly Data Reviews

• Meet with the Principal, Assistant Principal, and the ELA Lead every two weeks to analyze student data, identify challenges, and set actionable strategies for growth.

Mentorship

• Partner with a high-performing teacher mentor for ongoing instructional guidance, collaboration, and opportunities to observe effective practices.

Standards-Based Coaching

• Receive monthly coaching from the ELA Lead focused on aligning instruction to standards and improving student outcomes.

Increased Walkthroughs & Feedback

• Principal, Assistant Principal, the Reading Acceleration Coach, and ELA Leads will conduct bi-weekly walkthroughs with timely feedback to support instructional refinement.

Professional Development

• Participate in targeted sessions on data disaggregation and effective strategies for supporting lower-performing students.

Collaborative PLCs

• Engage in PLCs designed to strengthen professional practice, share best strategies, and foster continuous improvement.

A 2.2.3 Professional Development Support

Professional development for our staff takes place every Friday afternoon from 2:00 to 4:00 PM and during designated in-service days. The following action steps outline our commitment to fostering professional growth:

1. Partnership for Data-Driven Development: We collaborate with a corporate partner to provide data-driven professional development, ensuring our teachers receive ongoing, evidence-based training.
2. RTI Collaboration: Teachers will follow state-provided guidance to effectively implement and collaborate on RTI (Response to Intervention) processes.
3. Special Education Focus: Professional development will include data-driven instruction specifically tailored for special education (SPED) teachers, helping them meet the unique needs of their students.
4. Compliance Training: Teachers will engage in compliance-focused professional development to stay current on legal requirements and best practices for educational standards.
5. Classroom Best Practices: Staff will receive ongoing training and support to implement proven strategies that engage students and promote academic growth in their classrooms.
6. Instructional Rounds: Teachers will participate in instructional rounds to collaboratively address academic challenges and refine best practices across the school.
7. Training on Accommodations: TNVMS staff will be trained to understand and implement accommodations for students with disabilities, ensuring that all students receive appropriate support.
8. Community Mapping: Teachers will engage in a community mapping exercise to better understand the diverse economic statuses, communities, and challenges their students face.
9. Benchmark and Assessment Training: Regular and special education teachers will receive training on interpreting and utilizing i-Ready Benchmark data and Aimsweb to support student success.
10. Diversity, Equity, and Inclusion: Professional development will focus on diversity, equity, and inclusion, with a particular emphasis on supporting BAA, SWD, ED, and the TSI-identified subgroups of BHN and Hispanic students.

Through these comprehensive professional development initiatives, TNVMS is committed to supporting its staff in delivering high-quality instruction and meeting the diverse needs of all students.

A 2.2.4 Instructional Support

Teachers will receive weekly instructional support to enhance teaching effectiveness and student outcomes. The following action steps demonstrate our commitment to providing ongoing instructional guidance:

1. Collaborative Planning: Teachers will engage in collaborative planning sessions that provide consistent feedback on grade-level instruction and analyze student work to improve instructional practices.
2. Curriculum Alignment: All grade levels will implement a curriculum aligned with the TN state standards. Teachers will use materials from UCPS and K12 to support and enrich students' academic opportunities.
3. Data-Driven Instruction: The TEAM model’s structured Data Insight Action Outcome process will offer a more comprehensive approach than traditional data conferences. This will include collaboration across RTI, general education, and special education departments.
4. Targeted Screeners: Additional screeners will be conducted for students identified with skill gaps and target interventions. The TNVMS leadership team will handle scoring and data analysis for these screeners.
5. Early RTI2 Instruction: Intervention for Tiers 2 and 3 students will begin in the first month of school, ensuring timely support rather than delaying until later in the semester.
6. Walkthroughs with Feedback: Scheduled walkthroughs will be conducted, and teachers will receive feedback to support continuous improvement in instructional practices.
7. Instructional Rounds: Teachers will participate in instructional rounds as the administration schedules, fostering collaboration and sharing best practices.
8. TEAM Evaluation: Teachers will be evaluated using the TEAM evaluation rubric to assess and support their instructional effectiveness.
9. Special Education Data and IEP Conferences: Special education teachers will hold data conferences to review and analyze student performance data, ensuring targeted support for students with special needs.

These measures ensure TNVMS teachers receive ongoing, structured support to improve their instructional methods and drive student success.

A 2.3.1 Master Teacher Growth

Academic Administrators, the Executive Director, and the Director of Academics will meet weekly in leadership team meetings and one-on-one sessions to address the following:

1. Professional Development for Master Teachers: Master teachers will receive targeted professional development to enhance their ability to support their grade bands and develop essential teacher management skills.
2. Leadership Growth Support: Master teachers will be partnered with the Executive Director, Director of Academics, and school principals to foster leadership development and growth.
3. Accountability and Leadership Skills: Master teachers will be equipped to lead difficult conversations and held to the same standards as other leadership members regarding goals and growth measures.
4. Administrator Evaluations: Administrators who are administratively certified will be evaluated using the TEAM administrator rubric. Those who are not will be assessed using the school services personnel rubric.

A 2.3.2 Teacher Leaders

Content Area POCs will collaborate weekly with Academic Administrators and Master Teachers to make decisions and provide targeted support for their respective grade levels.

TNVMS Lead Teachers specializing in ELA or Math will be integral in decision-making for their specific content areas. They will also assist other leaders in identifying and implementing relevant professional development.

The Reading Acceleration Coach will offer expertise, guidance, and resources to enhance ELA instruction and student outcomes. By supporting RTI instructional practices, the coach will conduct monthly fidelity checks and provide ongoing coaching support to teachers.

A 2.3.3 Academic Administrator Support

• Academic Administrators will meet weekly with the Executive Director and the Director of Academics to support the needs of students, teachers, and the leadership team. Emphasis will be on all students, but specifically, the current data and growth of the subgroups BAA, BHN, SWD, and ED will be outlined.
• Academic Administrators will be provided with support from the regional K12 team and the district partner (Union County).
• The director of Academics and Executive Director will help academic administrators in their professional development and in building effective teachers and teacher leaders.
• Academic Administrators will be held accountable for all EOC Achievement and Growth Measures. 
• The Executive Director, Dr. Tonya Childress, will evaluate academic administrators on the TEAM Rubric and provide feedback on performance annually, as conducted by UCPS.