Barry Tatum Virtual Learning Academy Export Export
Goals
G 1 Ready Graduate
The Ready Graduate goal will provide more students with access to advanced coursework, CTE pathways, industry certifications, and early postsecondary opportunities, all while improving ACT performance. These initiatives aim to raise the percentage of graduates from Barry Tatum Virtual Learning Academy who meet the Ready Graduate criteria.
Performance Measure
By the end of the 2025-26 school year, Barry Tatum Virtual Learning Academy will:
- Increase the percentage of students achieving Ready Graduate status by at least 2%.
- Raise the district's average ACT composite score by at least 0.3 points to reach an average of 21.0.
Sections
- College & Career Readiness
S 1.1 ACT College Readiness Benchmark
Barry Tatum Virtual Learning Academy will raise the average ACT composite score to 21 or higher by enhancing teacher professional development, implementing ACT preparation coursework, aligning curriculum with ACT standards, and providing district benchmark assessments.
Benchmark Indicator
By the end of the 2025-26 school year, Barry Tatum Virtual Learning Academy will:
- Raise the district's average ACT composite score by at least 0.3 points to reach an average of 21.0.
A 1.1.1 ACT Prep During Focus
Starting with the 2025-2026 school year, high school students at Barry Tatum Virtual Learning Academy will be enrolled in a daily 30-minute Focus class. This period is dedicated to ACT preparation, and students will begin by setting SMART goals for their ACT scores.
- ACT Prep in the Focus ClassGoal Setting: Students will set specific composite and subcategory score goals for the Reading, Mathematics, English, and Science sections of the ACT.
- Action Planning: Each student will create an action plan to achieve their goals. This plan will include identifying potential obstacles, needed support, strategies for self-advocacy, and a timeline for achieving specific milestones.
- Instruction: After students have set their individual goals, Barry Tatum Virtual Learning Academy teachers will provide targeted ACT preparation instruction during the Focus period.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Cory Freeland and VLA Teachers | 2026-05-21 |
A 1.1.2 Utilizing Effective Research Based ACT Prep Materials
High school teachers will use Analyze Ed and other district-provided resources for ACT prep materials.
Students will take an ACT practice assessment at the end of each grading period (every nine weeks) to track their progress. Additionally, there are specific test dates for each grade level:
- Seniors: Will take the official ACT in October.
- Juniors: Will take the official ACT in March.
- Sophomores: Will take an online practice assessment in March.
After each practice or official assessment, students will review their scores—both the composite and individual subcategory scores. This reflection process will help them determine if they are on track to achieve their personal ACT SMART goals, with an aim to score a 21 or higher. Based on this reflection, students will be able to adjust their goals as needed.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Cory Freeland and VLA Teacher | 2026-05-21 |
S 1.2 Industry Credentials
Barry Tatum Virtual Learning Academy will increase the percentage of students earning industry credentials by expanding enrollment in CTE courses that offer certifications, enhancing student test preparation opportunities, and implementing specialized programs that provide additional learning experiences beyond the school day.
Benchmark Indicator
By the end of the 2025-26 school year, Barry Tatum Virtual Learning Academy will:
- Increase the percentage of students earning an industry certification by 3%.
A 1.2.1 Expand Access and Opportunities
Barry Tatum Virtual Learning Academy (BT VLA) is working with its CTE supervisor to review the current program of studies. The goal is to add more CTE courses and increase enrollment. This expansion will give students more chances to earn industry certifications.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler & Cory Freeland | 2026-05-21 |
S 1.3 Early Post-Secondary Opportunities (EPSOs)
Barry Tatum Virtual Learning Academy will expand access to Early Postsecondary Opportunities (EPSOs) for all student subgroups by introducing new opportunities during the 2025-26 school year. These efforts will increase enrollment and participation in EPSOs, which include Advanced Placement (AP) courses, dual enrollment, and local dual credit programs.
Benchmark Indicator
By the end of the 2025-26 school year, Barry Tatum Virtual Learning Academy will:
- Increase the percentage of students participating in an EPSO by 2%.
A 1.3.1 Defined Learning, Student Elective Focus and Student Placements
At Barry Tatum Virtual Learning Academy, school counselors and teachers work together to ensure all students from 6th to 12th grade complete the Defined Learning program. In August, students complete two key assessments to help them with future academic and career choices. The results from both assessments help high students choose their elective focus.
Student Planning and Placement
When students meet with a school counselor to select their elective focus, their Defined Learning results are used as a guide. Counselors review the courses available at the Virtual Learning Academy and work to place students in courses that align with their interests. This includes placing students in Advanced Placement, Statewide Dual Credit, Local Dual Credit, Dual Enrollment, and Tennessee College of Applied Technology courses.
Our goal is to increase enrollment in these courses by 10% and increase the number of students earning industry certifications by 2%. Offering these courses gives students more opportunities to earn college credit or industry certifications before they graduate.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Laura Cromer | 2026-05-21 |
G 2 Mathematics Growth and Achievement
Barry Tatum Virtual Learning Academy will improve math achievement and growth by implementing the district-adopted HQIM and evidence-based teaching strategies. Teachers will utilize the HQIM to provide rigorous, standards-based instruction that promotes conceptual understanding and problem-solving skills. Additionally, the district will implement data-driven interventions, targeted professional development, and enhanced student support systems to ensure all learners make measurable progress in mathematics, which will be monitored through district benchmarks.
Performance Measure
By the end of the 2025-26 school year, Barry Tatum Virtual Learning Academy will:
- Increase the percentage of students scoring at or above the "Met" and "Exceeding Expectations" levels on state math assessments to meet or exceed the AMO achievement targets based on the 2024-25 state assessment data.
- Achieve a TVAAS score of 5 in numeracy.
Sections
- Academic Achievement & Growth
S 2.1 Alignment of District Curriculum to Instructional Tools
Barry Tatum Virtual Learning Academy will use benchmark assessments, instructional walkthroughs, and targeted professional development to ensure that the district's curriculum and instructional tools align with Tennessee state standards and district student achievement goals.
Benchmark Indicator
Student achievement and growth will be monitored through Mastery Predictive assessments standards analysis reports, ALEKS knowledge check reports, and data collected through instructional walkthroughs to determine the alignment of tools.
A 2.1.1 Instructional Guides and Instructional Tools
Academic Instruction and Progress Monitoring
At Barry Tatum Virtual Learning Academy, teachers will use district-approved curricula, such as Ready Math, and follow the provided instructional guides. All teachers will create a pacing guide for each nine-week grading period to ensure all standards are covered in a timely manner. They will also use district-approved technology, apps, and resources that align with Tennessee State Standards.
Middle School Math Instruction
Middle school math classes will consistently use Aleks, a math instructional technology program. Students will begin the school year with an initial diagnostic to determine their proficiency. Throughout the year, they will take knowledge checks each grading period to track their progress and mastery of standards.
Assessments and Data Analysis
Teachers will use district benchmarks, such as the CASE TE21 benchmarks, with students completing one to three per year depending on the course. The data from these benchmarks will be analyzed to pinpoint specific standards that students have or have not mastered. This information will be used to provide targeted remediation and reteaching.
These benchmarks will also be used to monitor student growth and progress toward mastering standards. Before each benchmark, teachers and students will meet to set goals and reflect on their progress after the assessment.
Collaboration and Professional Development
Math teachers will participate in regular Professional Learning Communities to discuss curriculum, instructional tools, and data. Administrators will also conduct frequent walkthroughs to provide informal feedback to teachers, ensuring that curriculum and instructional tools are aligned and that students are progressing toward mastering standards.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Cory Freeland and VLA Math Teachers | 2026-05-21 |
S 2.2 Intervention Supports
Barry Tatum Virtual Learning Academy will implement in-school and after-school support programs to help targeted students master grade-level standards through individualized and personalized learning approaches. These programs will include adaptive learning technology, small group instruction, and high-dosage tutoring, all designed to meet students' diverse needs.
Benchmark Indicator
The district will track and monitor identified students through iReady, aimsweb, EasyCBM, Predictive Mastery benchmarks, and TNReady to determine the effectiveness of each intervention method.
A 2.2.1 Focus Class & Tutoring
Academic Support and Enrichment at Barry Tatum Virtual Learning Academy
At Barry Tatum Virtual Learning Academy, our master schedule includes a Focus class period for every grade level. This time is dedicated to providing students with personalized academic support and enrichment.
- Intervention: For students who need extra help, Focus time offers opportunities for reteaching and remediation. These supports are provided through whole-group, small-group, and one-on-one instruction to address specific skill gaps.
- Enrichment: For students who have already mastered content, this time offers enrichment opportunities to deepen their understanding and explore new topics.
Data-Driven Placement and Progress Monitoring
We use a data-driven approach to ensure students receive the right support.
- iReady Diagnostic: At the start of the school year, all students take an iReady diagnostic assessment. If a student scores below the 35th percentile, they are placed in an RTI (Response to Intervention) program during Focus time for additional support.
- easyCBM Screener: For students in RTI, we use the easyCBM screener to pinpoint their specific areas of need.
Student progress is continuously monitored using assessments like iReady, CASE TE21 benchmarks (completed once or twice per semester), and TNReady. We adjust our instructional and intervention strategies based on the data from these assessments to better meet student needs.
After-School Tutoring
In addition to our Focus period, we offer after-school tutoring. Enrollment in this program is prioritized based on a student's academic data and individual needs.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Cory Freeland and VLA Teachers | 2026-05-21 |
S 2.3 Targeted Math Professional Development to Support Student Achievement and Growth
Barry Tatum Virtual Learning Academy will offer professional development tailored to equip teachers with strategies to effectively address the needs of various student subgroups and achievement levels. This data-driven training aims to ensure that instruction is customized to support all learners, including those performing below, at, and above grade level. Key components of this professional development include:
- Differentiated Instructional Strategies: Training on scaffolding techniques, small-group instruction, and personalized learning approaches to accommodate diverse learning needs.
- Equity-Focused Support for Subgroups: Specialized sessions aimed at meeting the needs of students with disabilities (SWD), English learners (ELs), economically disadvantaged students, and other identified subgroups to help close achievement gaps.
- Data-Driven Instruction: Instruction on analyzing benchmark assessments, formative assessments, and diagnostic data to inform instructional planning and targeted interventions.
- High-Quality Instructional Materials (HQIM) Implementation: Ensuring teachers effectively utilize HQIM-aligned resources that enhance conceptual understanding and skill mastery.
- Mathematical Discourse and Problem-Solving Approaches: Professional development focused on inquiry-based learning, student-led discussions, and real-world math applications to enhance comprehension and critical thinking skills.
Benchmark Indicator
By the end of the 2025-26 school year, Barry Tatum Virtual Learning Academy will:
- Increase the percentage of students scoring at or above the "Met" and "Exceeding Expectations" levels on state math assessments to meet or exceed the AMO achievement targets based on the 2024-25 state assessment data.
- Achieve a TVAAS score of 5 in numeracy.
A 2.3.1 Professional Development
Barry Tatum Virtual Learning Academy's math teachers will receive professional development from the district's math coordinator. This training will focus specifically on grade-level standards, the approved curriculum, and how to use additional resources. The professional development will also cover how to analyze benchmark data and adjust instruction to meet student needs.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler and Cory Freeland | 2026-05-21 |
G 3 ELA Growth and Achievement
Barry Tatum Virtual Learning Academy will improve student achievement and growth in literacy by the end of the 2025-26 school year. This will be accomplished through standards-aligned core instruction, high-quality instructional materials (HQIM), and comprehensive support systems for educators. Instructional supports will be tailored to meet the specific needs of each grade band: PreK-2, 3-5, 6-8, and 9-12, ensuring that interventions and enrichment opportunities are developmentally appropriate. The district will implement evidence-based literacy strategies within core instruction. In the early grades, the focus will be on foundational skills. In upper elementary and middle school, the emphasis will be on text complexity and comprehension. At the high school level, the focus will shift to college and career readiness literacy skills.
Performance Measure
By the end of the 2025-26 school year, Barry Tatum Virtual Learning Academy will:
- Increase the percentage of students scoring at or above the "Met" and "Exceeding Expectations" levels on state ELA assessments to meet or exceed the AMO achievement targets based on the 2024-25 state assessment data.
- Achieve a TVAAS score of 5 in literacy.
Sections
- Academic Achievement & Growth
S 3.1 Effective Tier 1 Instruction
Barry Tatum Virtual Learning Academy will improve PK-12 ELA instruction by implementing high-quality instructional materials (HQIM) and evidence-based literacy practices during Tier I instructional time. Educators will receive ongoing training and coaching to promote rigorous, text-based instruction that develops critical thinking and analytical writing skills.
Benchmark Indicator
Barry Tatum Virtual Learning Academy will use the Tennessee Department of Education’s Instructional Practice Guide (IPG) for monitoring to ensure consistent, standards-aligned lessons. Benchmark assessments aligned with Tennessee standards will track student progress and inform instructional adjustments.
A 3.1.1 Tier 1 Instruction
ELA teachers will concentrate on delivering rigorous Tier 1 instruction and minimizing instructional variability. They will achieve this by working together to develop instructional plans, align pacing, and share teaching resources. When creating these plans, teachers will be required to show how their content is aligned with the standards and how they will provide enrichment opportunities for students who need more challenging work.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Cory Freeland and ELA Teachers | 2026-05-21 |
A 3.1.2 Instructional Walkthroughs and Observations
Reducing Instructional Variability
To reduce instructional variability, Barry Tatum Virtual Learning Academy's administration will conduct frequent informal and formal walkthroughs. The data from informal walkthroughs will be tracked in a Google Form to identify instructional trends. Teachers will receive feedback after each walkthrough.
In addition to administrative walkthroughs, the district's ELA coordinator will also conduct walkthroughs. The coordinator will share data and trends with administration, who will then discuss the findings with the ELA teachers.
Implementing Powerful Core Instruction
Barry Tatum Virtual Learning Academy will also implement strategies from the Powerful Core Instruction book. Administration will conduct frequent informal walkthroughs to provide teachers with feedback on how they are implementing these strategies in the classroom.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Cory Freeland and Erin Hutton | 2026-05-21 |
A 3.1.3 Common Formative Assessments
ELA teachers will create and use Common Formative Assessments (CFAs) for each grading period. They will then meet in Professional Learning Communities (PLCs) to discuss the data from these assessments. Teachers will use the CFA data to determine which standards students have mastered and which ones need to be retaught. They will also track both individual student and class data using a data tracker. These CFAs will be administered at least twice per grading period, in addition to the CASE TE21 benchmarks.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| VLA ELA Teachers | 2026-05-21 |
S 3.2 Powerful Core Instruction - Cognitive Writing
Barry Tatum Virtual Learning Academy will create a comprehensive literacy plan to promote and support writing skills across all subject areas. The goal is to ensure students develop strong writing and critical thinking skills essential for academic success. This plan will incorporate high-quality instructional materials, cross-disciplinary literacy strategies, and targeted professional development, embedding literacy instruction into ELA, mathematics, science, social studies, and CTE courses. A key element of this initiative will be using Strategy 14: Cognitive Writing from "The New Classroom Instruction That Works." This approach highlights writing as an educational tool, encouraging students to process, analyze, and reflect on content through structured writing tasks. Educators will receive training on implementing cognitive writing strategies, such as summarizing, argument-driven writing, and evidence-based responses, to enhance students' understanding across different disciplines. To support the implementation of this plan, the district will conduct instructional walkthroughs, benchmark assessments, and ongoing data analysis to track student progress and ensure consistent literacy instruction.
Benchmark Indicator
Barry Tatum Virtual Learning Academy will monitor student growth and progress through instructional walkthrough data and ELA writing scores. These assessments and observational data will provide comprehensive insights into student performance, instructional effectiveness, and areas that require targeted intervention. After each assessment cycle, district and school administrators, content coordinators, and educators will analyze student performance data, feedback from instructional walkthroughs, and writing assessment scores. This analysis will inform adjustments to instruction, intervention strategies, and professional development needs. Writing scores on ELA assessments will be reviewed to ensure that students effectively develop cognitive writing skills, critical thinking abilities, and skills for text-based analysis.
A 3.2.1 Informal Walkthroughs
Administration will conduct frequent, informal walkthroughs, in all content areas, to ensure that teachers are consistently integrating cognitive writing into their lessons.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler and Cory Freeland | 2026-05-21 |
A 3.2.2 PLC Collaboration
During Professional Learning Community (PLC) meetings, teachers will be required to share examples of how they are using cognitive writing in their classrooms and provide student work samples
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| VLA Teachers | 2026-05-21 |
A 3.2.3 Formal Observations
During formal observations, we will look for evidence of cognitive writing in both the planning and instruction components of the lesson.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler and Cory Freeland | 2026-05-21 |
A 3.2.4 Analyze Student Writing Samples from TE21 Assessments
TE21 Assessment Review: After each TE21 assessment, ELA teachers will analyze student writing samples from the writing point to identify specific areas for improvement.
Identify Trends: The administration and teachers will review this feedback to identify trends within specific grade levels and across multiple grades.
Cross-Curricular Strategies: ELA teachers and administration will then work with all content area teachers to share specific strategies to address these areas for improvement.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Cory Freeland and VLA Teachers | 2026-05-21 |
S 3.3 Intervention Supports
Barry Tatum Virtual Learning Academy will implement in-school and after-school support programs to help targeted students master grade-level standards through individualized and personalized learning approaches. These programs will include adaptive learning technology, small group instruction, and high-dosage tutoring, all designed to meet students' diverse needs.
Benchmark Indicator
The district will track and monitor identified students through iReady, aimsweb, EasyCBM, Predicitive Mastery benchmarks, and TNReady to determine the effectiveness of each intervention method.
A 3.3.1 Focus Class & Tutoring
At Barry Tatum Virtual Learning Academy, our schedule includes a Focus class period for every grade level, which provides students with personalized academic support and enrichment.
- Academic Support
- Intervention: During Focus time, students who need extra help receive reteaching and remediation to address specific skill gaps. This support is offered through whole-group, small-group, and one-on-one instruction.
- Enrichment: For students who have already mastered the content, this time offers opportunities to explore new topics and deepen their understanding.
Data-Driven Placement and Monitoring
We use a data-driven approach to make sure each student gets the right support.
- iReady Diagnostic: At the start of the school year, all students take an iReady diagnostic assessment. If a student scores below the 35th percentile, they are placed in our RTI (Response to Intervention) program for additional support during Focus time.
- easyCBM Screener: For students in RTI, we use the easyCBM screener to pinpoint their specific areas of need.
We continuously monitor student progress with assessments like iReady, CASE TE21 benchmarks (completed one to two times per semester), and TNReady. Our instruction and intervention strategies are adjusted based on the data from these assessments to better meet student needs.
Tutoring
After-school tutoring is also available, and enrollment is prioritized based on a student's academic data and individual needs.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Cory Freeland and VLA ELA Teachers | 2026-05-21 |
G 4 Educator Support
Barry Tatum Virtual Learning Academy is committed to recruiting, developing, and retaining highly effective teachers who drive student achievement and growth. The district will achieve this through mentoring programs, strategic recruiting practices, and personalized support for educators, ensuring that teachers are well-equipped to deliver high-quality instruction aligned with Tennessee state standards and district goals. To support new and early-career teachers, the district will implement mentoring and induction programs that pair them with experienced educators who provide guidance, coaching, and classroom support. Targeted professional development opportunities will be available to all teachers, focusing on high-impact instructional strategies, data-driven decision-making, and content mastery. Furthermore, Wilson County Schools will enhance its recruitment and hiring practices to attract top talent through outreach initiatives, university partnerships, and competitive retention incentives.
Performance Measure
By the end of the 2025-26 school year, Barry Tatum Virtual Learning Academy will:
- Improve teacher retention by 10%.
- Increase the percentage of teachers with individual TVAAS growth scores of Level 3 or higher by 5%.
Sections
- Educators
S 4.1 Mentoring and Induction
Barry Tatum Virtual Learning Academy supports first-year teachers, novice educators, and those seeking additional support through a structured mentoring and induction program. The district will provide multiple layers of support tailored to each educator’s experience level, ensuring they have access to the necessary resources and professional development to succeed in the classroom. The mentoring program will pair new and novice teachers with experienced educators, offering ongoing coaching, classroom management strategies, instructional guidance, and opportunities for professional collaboration. Additionally, teachers who need extra support will receive personalized coaching, targeted professional development, and instructional feedback to enhance their effectiveness. Induction services will include district-wide training sessions, instructional walkthroughs, and data-driven feedback cycles to ensure that all teachers, regardless of experience level, are equipped with high-quality instructional strategies, curriculum resources, and best practices aligned with Tennessee state standards.
District Supports for New Hires
Benchmark Indicator
By the end of the 2025-26 school year, 100% of first-year teachers, novice teachers, and educators needing additional support will be assigned a mentor and participate in the district's mentoring and induction program. Additionally, at least 90% of participating educators will complete professional development sessions, with 85% demonstrating growth in instructional effectiveness based on classroom observations and TEAM observation data.
A 4.1.1 Mentor Teacher
Mentorship Program for New and Developing TeachersEvery first-year, novice, or developing teacher will be paired with a mentor, Mr. Scott Pope, at Barry Tatum Virtual Learning Academy. Mr. Pope will support teachers with specific tasks each month, which are outlined as follows:
- August: The focus will be on foundational tasks, including ensuring teachers can access all necessary curriculum and instructional materials. Mr. Pope will also review the TEAM evaluation rubric, discuss effective communication with parents, and provide guidance on lesson planning.
- September: Mentorship will shift to supporting teachers with after-school activities and documenting these for the Professionalism evaluation. Mr. Pope will also assist with analyzing assessment data and reflecting on instructional technology resources used during the first month of school.
Mr. Pope will continue to meet with teachers monthly, with each session covering new topics and tasks.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler and Cory Freeland | 2026-05-21 |
S 4.2 Expanding Recruitment Strategies
Barry Tatum Virtual Learning Academy will enhance and expand its recruitment efforts beyond current strategies—such as career fairs, social media outreach, and partnerships with universities—by implementing initiatives focusing on long-term educator development and promotion throughout the district. To build a sustainable teacher pipeline, the district will create "Grow Your Own" programs in Wilson County high schools, encouraging students to consider teaching as a career. These programs will offer education-focused coursework, mentoring opportunities with current educators, and dual-enrollment pathways that provide early exposure to the field of education. By investing in future educators at the high school level, the district aims to strengthen local talent and increase the number of highly qualified teachers entering the workforce. Wilson County Schools will also launch a promotional campaign to attract new and experienced educators to the district. This campaign will emphasize Wilson County’s strong academic reputation, educator support programs, professional growth opportunities, and community impact. The district plans to utilize digital marketing, share success stories, and provide testimonials from current teachers to showcase the benefits of teaching in Wilson County.
Benchmark Indicator
During the 2025-26 school year, Barry Tatum Virtual Learning Academy will:
- Reduce the number of unfilled positions to 3% before the New Teachers Orientation in July 2025.
A 4.2.1 Recruit High School Students to Pursue Career in Education
Barry Tatum Virtual Learning Academy is partnering with the district to encourage high school students to pursue careers in education. They will use student data from the Major Clarity Personality and Learning Style assessments to identify students whose top career choices include fields like education, educational support, and counseling.
Career Guidance and Support
Once these students are identified, school counselors will meet with them to discuss the high school and college courses they can take to prepare for a career in education.
In addition, the school will offer job shadowing opportunities to students interested in teaching. These students will get to shadow teachers at the academy, which will help them gain a better understanding of a teacher's daily routines, procedures, and responsibilities.
This initiative is designed to provide hands-on experience and valuable insights, helping students make informed decisions about their future careers.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Cory Freeland and Laura Cromer | 2026-05-21 |
A 4.2.2 Recruitment
Barry Tatum Virtual Learning Academy will work with the Human Resources department to recruit highly qualified applicants.
Recruiting and Hiring
Barry Tatum Virtual Learning Academy will collaborate with the Director of Schools, Deputy Directors, and other supervisors to identify specific staffing needs. They will then communicate these needs to Human Resources so that job opportunities can be posted in a timely manner. This process ensures they have enough time to attract, interview, and hire highly qualified candidates.
Barry Tatum Virtual Learning Academy administration will also participate in the recruitment fairs held by the district's Human Resources department in the fall, spring, and summer.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler and Cory Freeland | 2026-05-21 |
S 4.3 Targeted Professional Development
Barry Tatum Virtual Learning Academy will provide relevant and impactful professional development that equips educators with the strategies, resources, and instructional techniques needed to enhance student achievement and growth. Our professional learning opportunities are data-driven, research-based, and aligned with district goals to implement best practices in all classrooms effectively. Key areas of focus for professional development include:
- High-Quality Instructional Materials (HQIM) Implementation – Training educators on integrating HQIM-aligned resources effectively, enhancing rigor and consistency in instruction.
- Differentiated Instruction and Intervention Strategies – Providing tools to meet the diverse needs of all student subgroups, including students with disabilities, English learners, and gifted students.
- Literacy and Math Achievement – Offering evidence-based reading and numeracy strategies training, including the Science of Reading, cognitive writing strategies, and conceptual math instruction.
- Classroom Management and Student Engagement – Equipping teachers with behavioral management strategies, trauma-informed practices, and student-centered engagement techniques.
- Technology Integration for Personalized Learning – Supporting educators using adaptive learning platforms and innovative digital tools to enhance student learning experiences. Educators will have access to various professional development formats, including in-person workshops, virtual learning modules, professional learning communities (PLCs), and coaching support.
Benchmark Indicator
By the end of the 2025-26 school year:
- 100% of full-time teachers will attend at least 30 hours of professional development related to environments for learning, classroom management, instructional planning and pedagogy, and assessment practices
- 100% of Administrators will fulfill TASL requirements in support of district and school-level goals.
A 4.3.1 Professional Development
Teachers will participate in a minimum of thirty hours of professional development that is aligned to their content areas. In addition, teachers will also attend specific professional development that has been identified by administration as an area the teacher is needing additional support in. These areas of support are determined by utilizing data from informal walkthroughs, TEAM evaluations, as well as administration and supervisor recommendations. Our administrative team will complete fourteen hours of TASL credit, including but not limited to the required TEAM teacher and administration evaluation course and assessment, as well as TASL credit courses offered by the district.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler and Cory Freeland | 2026-05-21 |
G 5 Whole Student Supports
During the 2025-26 school year, Barry Tatum Virtual Learning Academy will establish structures that include school-level behavior support structures, support for diverse families and students, and attendance support.
Performance Measure
During the 2025-26 school year, Barry Tatum Virtual Learning Academy will assess the impact of support initiatives promoting student well-being by monitoring the following;
- Reduction in disciplinary referrals by 2%
- Decrease in chronic absenteeism to meet the state's AMO target based on 2024-25 data
- Improve English Language proficiency scores to 55% based on ELPA assessment results
Sections
- Climate and Access
S 5.1 Behavior Inventions and Supports
Barry Tatum Virtual Learning Academy will continue to support the implementation of school-level behavior teams, supportive accountability practices, and crisis prevention training.
Benchmark Indicator
Barry Tatum Virtual Learning Academy will measure the impact of the applied behavior supports through monthly monitoring of disciplinary reports and crisis reports. Disciplinary incidents will decrease by 2%.
A 5.1.1 Interventions and Supports
At Barry Tatum Virtual Learning Academy, teachers will continue to implement a school-wide Social-Emotional Learning program for all students during the Focus class period.
To monitor the effectiveness of behavior policies, administration will review monthly disciplinary reports from Skyward. This review will confirm that policies are being applied consistently and that de-escalation techniques are being used prior to submitting a disciplinary referral.
Furthermore, administration will meet monthly with school counselors to review and analyze the number of crisis reports submitted, allowing for a data-driven approach to student support.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler and Cory Freeland | 2026-05-21 |
S 5.2 Support for Diverse Families and Students
Diverse families and students will be engaged through family nights, staff training on cultural awareness, increased communication and awareness of the ELL Welcome Center, and prioritized scheduling for ESL students.
Benchmark Indicator
- Improve English Language proficiency scores to 55% based on ELPA assessment results.
A 5.2.1 Utilizing the ELL Welcome Center
When a new student enrolls at Barry Tatum Virtual Learning Academy and their family selects a language other than English as the home language in Skyward, the registrar will connect them with the district's ELL Welcome Center.
Services for ELL FamiliesThe ELL Welcome Center has two translators on staff who will help the students and their families with the registration process and any other needs they may have. They will then communicate with the academy's registrar and administration.
From there, the administration will contact the ELL teacher to determine if assessments and specific placements are necessary to ensure the student's academic success.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler and Cory Freeland | 2026-05-21 |
A 5.2.2 Family Engagement Nights
To increase attendance and diversity at family engagement nights, Barry Tatum Virtual Learning Academy will continue to provide translated informational flyers. Additionally, the academy will work with the ELL Welcome Center to translate event emails and automated phone calls.
This strategy ensures that administration can reach diverse families through various communication channels, including flyers, emails, phone calls, and social media.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler and Cory Freeland | 2026-05-21 |
A 5.2.3 Integrating ELPA Standards
Barry Tatum Virtual Learning Academy teachers can work with the ELL teacher to integrate ELPA standards into their core content. By exposing ELL students to these standards in both their core classes and their dedicated ELL class, the school can help increase their proficiency on the ACCESS assessment. This approach provides consistent exposure to the language demands and academic expectations measured by the assessment.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| VLA Teachers | 2026-05-21 |
S 5.3 Student Attendance Supports
Through data reports, the family resource center supports and family and student engagement activities Barry Tatum Virtual Learning Academy will encourage good attendance practices.
Benchmark Indicator
Reduction in Chronic Absenteeism meeting the AMO target based on the 2024-25 school year data.
A 5.3.1 Tracking Student Attendance and Chronic Absenteeism
An attendance team consisting of the SIS/Registrar, school counselor, and administration will be established to address attendance concerns. This team will meet weekly to review and discuss student attendance.
Attendance data, exported from Skyward by the SIS/Registrar, will be recorded on a shared spreadsheet accessible to all team members. Each member of the attendance team will be responsible for a specific student, and will take the following steps:
- Contact the student and family.
- Meet with the student and family to identify any barriers to attendance.
- Create an action plan to resolve attendance issues.
- Send a follow-up email to the attendance team and the student's teachers, outlining the student's attendance expectations.
The team will identify students with attendance concerns at three absences, at which point a phone call will be made to the student and their parent or guardian. At five and seven absences, a formal meeting will be scheduled with the student and family to create an attendance plan and agreement.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler, Cory Freeland, Charlie Lowery, Dana Ables and Laura Cromer | 2026-05-21 |
A 5.3.2 Attendance Incentives
Promoting a Positive School Culture and Attendance
Barry Tatum Virtual Learning Academy is committed to fostering a positive and engaging school culture to encourage student attendance. The school-wide leadership team and administration will plan and implement various events throughout the year.
School-Wide Attendance Initiatives
The school will designate specific weeks to focus on attendance, with daily themes for student participation. For example, a theme may be "Superheroes Save the Day," which encourages students to "save the school day" and instructional time by attending daily and scheduling appointments outside of school hours. Another theme, "Wear a Cape," will highlight that students are "capable" of daily school attendance.
Incentives and Recognition
Students with perfect attendance will be formally recognized at the school-wide awards ceremony each nine-week grading period. As an additional incentive, these students will receive items such as free Kona Ice.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Shaun Caven, Kristie Buhler and Cory Freeland and VLA School Leadership Team | 2026-05-21 |