Tennessee Virtual Learning Academy Export Export
Goals
G 1 Improve Academic Achievement and Growth/Numeracy
For the 2025-2026 school year, Tennessee Virtual Learning Academy will improve the percentile rank in math for number of students scoring on-track/mastered relative to the previous year's data per all students category and all subgroups. The performance measures below provide the specific, measurable, attainable and time-bound descriptors.
Performance Measure
- Minimum TVAAS Level 2 across ALL grades for math in comparison to 23-24 where TVLA was Level 2 Algebra I, and Level 2 for Alg II and Geometry.
- Growth will increase for ALL students in:
- Algebra I from 6.25% to 15%
- Algebra II from -2.2% to 5%
- Geometry from -1.03% to 6%
Sections
- Academic Achievement & Growth
S 1.1 Increase Math Proficiency and growth for ALL students through Professional Learning
Professional learning plans will be developed to improve both achievement and TVAAS growth in math for ALL students. The action steps addressed in this strategy will target research-based information regarding the specific needs of students living in poverty and students with disabilities and provide teachers with strategies to address these needs.
Benchmark Indicator
Common Formative Assessment: Reviewed per school at academic PLCs , Planning Meetings, Data Meetings, and Grade Level Meetings (principal or his/her designee and teachers)
Professional Learning Communities/Planning Meetings/Data Meetings/Grade Level Meetings: observed information/data collected per school administrators - instructional coach, principal; formal meetings will occur at least twice a month, department planning meetings occur weekly; teachers are responsible for bringing student work/data to each meeting; principals will bring school data
Professional development evaluations - data collected after each professional development session; data will be analyzed by the school/district leadership team in order to plan future professional development sessions
A 1.1.1 Job Embedded Professional Learning
The team will provide job-embedded professional learning to teachers, including co-planning, data analysis, and use, providing standards-aligned resources, facilitating collaboration, academic coaching, and grading practices. Teachers will receive district support with the IPG from curriculum specialists. The focus of learning for the teachers will be within core action 3, student engagement and ownership.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Teachers and Jamie Gray | 2026-05-21 |
A 1.1.2 Increase Academic Rigor
Throughout the year, teachers will begin developing Canvas courses for core academic subjects in order to implement more rigorous instruction and curriculum. Teachers will make certain to be using High Quality Instructional Materials (HQIM) at the center of their instruction to maximize the depth and rigor of the standards. Admin and leadership team will have discussions with teachers about the fidelity and integrity of the curriculum and resources.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Teachers and Jamie Gray | 2026-05-21 |
A 1.1.3 Foundational Math Skills
All teachers, regardless of content area or endorsement, will participate in training in foundational math skills. This training will occur during PLCs.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Teachers | 2026-05-21 |
S 1.2 Provide High Quality Intervention Services
Interventions and special education services are provided to students to focus on learning gaps among subgroups. These services are provided through one full-time special education teachers and a special education instructional assistant.
Benchmark Indicator
Progress Monitoring (Increase the percentage of students who score in the low-risk category in each grade level)
Formative Assessments and Summative Assessments
Qualitative measures: notes from data meetings, notes from grade level PLC, notes from common planning sessions with general education and special education co-teachers.
A 1.2.1 Professional Learning Communities
Teachers will meet regularly to review student progress and provide necessary intervention.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Teachers and Jamie Gray | 2026-05-21 |
A 1.2.2 Evaluate Coursework and Standards
The teachers will evaluate the alignment of Edgenuity to state and district standards and find ways to address gaps and add supplemental materials and interventions where necessary. Coursework will allow for students to have time in small group settings for focused support in student learning. Teacher to student ratio will remain small to increase the opportunities for students to be successful.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Teachers and Jamie Gray | 2026-05-21 |
A 1.2.3 Data Team Creation
TVLA will develop a data team to evaluate and analyze trends in EOC, benchmark, and formative assessments to determine student needs, collaborate with teachers, and provide consultation for high-quality, data-driven intervention practices.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Jamie Gray | 2026-05-21 |
A 1.2.4 Special Education and Intervention Services
TVLA special education teacher will collaborate with other faculty in building to provide services to students in the virtual school. These services include individualized interventions via Google Meet. Students needing additional services will adjust their virtual schedule to attend in person for more intensive services.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Alyssa Brown | 2026-05-21 |
S 1.3 Provide High Quality Feedback
Quality feedback is one of the effective ways to improve. School administrators will provide quality feedback to educators. This year we will also focus on building capacity of all educators as being instructional leaders. We are uniquely positioned to build upon each educators strengths with their knowledge of curriculum and instruction. We will become better, together by capitalizing on the success of each teacher and sharing best practices.
Benchmark Indicator
Professional development evaluations - data collected/analyzed by district leadership team each semester by reviewing administrative refinement and reinforcement feedback and support to teachers in TNCompass; data will be used to plan feedback sessions of continuous improvement for administrative teams; professional development sessions will be offered at least once each semester
Professional development evaluations and teacher surveys - District-level leadership will collect and analyze data from classroom teachers regarding classroom support and quality feedback provided to educators by administrators to facilitate continued professional growth (twice a year).
Teacher Perception Survey- Results will be analyzed from the teacher perception survey sent to all educators in the building in late winter. The feedback will be analyzed pertaining to the instructional leadership in the building.
A 1.3.1 School Support Rubric Evaluation Procedures
Administrator will attend professional development on improving evaluation practices and finding evidence for expectations of teachers on an alternative rubric. This professional development will provide information on evidence, improving practice, and how to provide high-quality feedback.
Administrator will be involved in the district level book study for 25-26. Administrators will be involved in the district level PLC process. It is anticipated the new executive principal will be involved in leading the upcoming book study. Should this not occur, principals will continue to network across the district.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Jamie Gray, District Academic Team | 2026-05-21 |
G 2 Improve Academic Achievement and Growth/ELA
For the 2025-2026 school year, TVLA will achieve a Level 3 TVAAS/Growth score or higher in literacy; improve the percentile rank in literacy for number of students scoring on-track/mastered relative to the previous year's data per all students category and all subgroups. The performance measures below provide the specific, measurable, attainable and time-bound descriptors.
Performance Measure
TVAAS Composite
All Students- Grades 9-12: -0.04 increase to 5.0
Subgroups:
Black, Hispanic, Native American- Grades 9-12: 10%
Students with Disabilities- Grades 9-12: 15.3%
TCAP ELA Proficiency Rates
Sections
- Academic Achievement & Growth
S 2.1 Rigorous Standards-Based ELA Instruction
Implement high-quality Tier 1 instruction in ELA grades 9-12 for all. In an effort to align with district goals, TVLA will work to replace current curriculum with high-quality instructional materials, as well as obtain the appropriate resources from the district. ELA teachers will work to incorporate these materials and resources into the virtual setting. Teachers will analyze student work to ensure mastery of standards in each grade and content area for ELA. This will provide more on time feedback for additional teaching and new formats for learning.
Benchmark Indicator
CASE Assessment: Reviewed per school at academic PLCs , Planning Meetings, Data Meetings. CASE assessment results will be analyzed to see that student projections are increasing with each assessment to move proficiency groups.
A 2.1.1 Using High Quality Instructional Materials
Teachers will attend ELA professional development provided by the district and begin to switch to use of district-provided materials. Professional development will take place summer prior to the school year with some professional development throughout the school year focused will be on deepening their understanding of how to use district-provided materials and creating student tasks that require students to demonstrate standard mastery.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Jamie Gray | 2026-05-21 |
A 2.1.2 Planning and Align Student Tasks
Teachers will work with district level staff to ensure that effective planning is taking place resulting in improved instructional presentations to students. Teachers will work on how to design and plan for student work that meets the expectation of the standard.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Jamie Gray | 2026-05-21 |
S 2.2 Provide High Quality Feedback to Teachers
Quality feedback is one of the effective ways to improve. School administrators will provide quality feedback to educators through the use of the Instructional Practice Guide
Benchmark Indicator
Professional development evaluations - data collected/analyzed by leadership by reviewing administrative refinement and reinforcement feedback and support to teachers in TNCompass; data will be used to plan feedback sessions of continuous improvement for teachers
Data Team Notes teachers will meet monthly to take note of progress, as well as areas of need. They will report progress on professional development goals
PLP Administrator will require every educator to complete a professional learning plan to be reviewed, in addition to evaluation feedback.
A 2.2.1 Educator Surveys
Educators will be surveyed on previous feedback, as well as how administrator can improve. These surveys will be analyzed in order to improve feedback and focus professional development offerings, as well as focus PLCs.
Educators will be provided the yearly teacher feedback survey from the superintendent. The results will be analyzed for personal growth and shifts needed to improve culture and instructional leadership support.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Jamie Gray | 2026-05-21 |
G 3 College and Career Readiness
By the end of 2025-26 school year, we will increase the percentage of students becoming Ready Graduates over the 2024-2025 school year. We will focus our efforts by increasing the percentage of students scoring at or above 21 on the ACT and completing early post-secondary opportunities through advanced placement courses, dual enrollment courses, industry certifications in career and technical courses, and local/state dual credit in academic and career and technical courses. In focusing our efforts on college and career readiness (CCR), this should also increase ACT composite scores for all students and subgroups, and increase EPSOs for all students while increasing our overall graduation rate.
Performance Measure
- Increase the number of students reaching college readiness benchmarks on ACT from 11.1% (2022-23 ACT file) to 16.7% by the end of the 2025-2026 school year.
- Maintain 100% graduation rate for the 2025-2026 cohort.
Sections
- College & Career Readiness
S 3.1 Implementation of High Quality ACT Instruction
Provide high quality professional development and resources for educators in order to improve instruction that will directly impact student growth and achievement on the ACT assessment.
This professional development will include
- In-depth data workshops with ACT representatives on creating smart goals for each cohort group of students (9th - 12th grade) with benchmarking through the ACT suite of assessments for a designated ACT data team 9-12 including teachers, counselors, administrators, and instructional coaches.
- ACT instructional strategy sessions for academic teachers at each of the high schools taught by ACT Certified Educators.
Benchmark Indicator
Practice ACT assessments: Students in ACT Prep course will take two full ACT practice assessments prior to the state standardized assessment. These results will be disaggregated by the trained ACT data team and used to monitor student progress toward their individual goals. These results will be given to ACT Prep teachers, and this data will be explained in a PLC session led by the ACT data team. All ACT data will be used to differentiate instruction to ensure that students are getting the instruction that they need to meet or exceed the college and career readiness benchmarks for each subtest on the ACT.
ACT assessment: The standardized Junior ACT assessment will be the final benchmark used to measure implementation effectiveness. This benchmark will be used to reflect on the year's progress and adjust for the next school year.
Pre-ACT assessment: The Pre-ACT assessment for 10th grade will be used to gauge progress as well as make changes to instructional supports prior the the students' junior year and ACT assessment.
Pre-ACT 8/9 assessment: This 9th grade assessment will serve as the baseline for instructional supports and allow educators to make SMART goals for this cohort to measure progress moving forward.
A 3.1.1 ACT Training
Math teachers will attend ACT training provided by ACT. All teachers will attend a minimum of 3 ACT webinars. Edgenuity has online ACT prep classes. Students will have access to participate at home and in the building. All students receive a practice test and a study guide.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Abby Morris | 2026-05-21 |
S 3.2 Increase College and Career Learning Opportunities for Students
In addition to quantitative data, Major Clarity will be used for student recruitment to career clusters/programs of study based on a student's aligned aptitude/interest. Teachers will receive yearly professional development on Major Clarity as well as standards-aligned instruction.
School counselor will also ensure that students are taking all coursework in the correct progression to maximize student success.
School counselor will meet with each student in our program to counsel and advice for college and career readiness.
The school counselor will work with students with their TN Promise, FAFSA, and college/career applications.
Benchmark Indicator
PLCs - Educators will meet once monthly to discuss student data/progress. .
Student Data - Major Clarity data will be used to ensure proper enrollment. Necessary changes to scheduling/enrollment will be made to best meet the needs of students.
A 3.2.1 Work Based Learning Opportunities
Teachers will complete training in work-based learning and work closely with the district career coaches to help find placement for students.
Teachers are working with our district college and career counselors for students to get placements. Shannon Drinnon will help the teachers with 2nd year of implementation.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Stacy Bledsoe and Carlie Wiedmeier | 2026-05-21 |
A 3.2.2 Career Interest Opportunities
Students will have several opportunities to explore careers and earn micro-credentials through Naviance, ASVAB, and WorkKeys.
Northeast State and ETSU as well as TCAT come to campus to meet with students. We will be taking our students to visit their campus locations. The purpose is to explore education programs aligned to career opportunities. Focus will be on high skill, high wage, and in demand opportunities within our region and beyond.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Abby Morris | 2026-05-21 |