Tennessee Virtual Academy Export Export
Goals
G 1 Increase TVAAS and Academic Achievement in Math
Increase TVAAS and Academic Achievement in Math
(1) For 2020-2021, TNVA will achieve a Level 3 TVAAS score or higher in mathematics. (2) For 2020-2021, TNVA will increase the percentage of students scoring On-Track and/or Mastered. (3) For 2020-2021,TNVA will maintain or improve the percentage of students scoring On-Track and/or Mastered in the historically low performing economically disadvantaged subgroup.
Performance Measure
(1) Achieve Level 3 TVAAS Score(2)The students' percentage for grade level students who score On Track or Mastered for the 2020-2021 TNReady Math assessment will increase as follows: Grade 3 will increase to 22% or better, Grade 4 will increase to 19% or better, Grade 5 will increase to 25% or better, Grade 6 will increase to 17% or better, Grade 7 will increase to 14% or better, and Grade 8 will increase to 15% or better.(3) Grades 3-8: Students in the ED subgroup will increase to 10% or better for students scoring on-track or mastered for the 20-21 TNReady assessment.
Sections
- Academic Achievement & Growth
S 1.1 Effective Teachers
Support all teachers through job-embedded professional development activities, coaching, teacher ambassador mentoring and collaborative partnerships to promote teacher and student success. These activities will improve teachers' instructional skills and proficiency through provision of an increased number of effective instructional strategies.
Benchmark Indicator
- Teacher Retention
- Teacher Surveys
- Teacher Training
- Results Weekly Data
- Conferences Consistently
- Updating PD opportunities monthly
- Providing consistent feedback for teachers utilizing Team Rubric at a minimum of state required number of observations(formal) and additionally informal observations.
- They also will have their Data Accountability Metrics Folder that they will be able to record and see their growth in throughout the year.
A 1.1.1 New Teacher Support
During the 20-21 School year TNVA will have hired more than #71 new teachers. It is imperative that TNVA supports these new teachers and gives them the training and professional development to do their jobs effectively.
TNVA training for new teachers is a tiered program designed to give teachers gradual release into the classroom by the following steps:
New teachers are onboarded.
Introduced to TNVA teacher trainers, Brandy Robinson and Ria Kirby.
Introduced to K12 training POC, Sarah Shuler, who will ensure that new hires are supported with onboarding issues, providing credentials, programs, and all other relevant information needed for success during the 20-21 SY.
Assigned a mentor teacher preferably within same grade level and/or content area.
Assignment of K12 training, Union County Safe School training, and TNVA specific training.
Shadow mentor teacher for 2 weeks prior to launching their own classroom.
Co-teach with their mentor teacher.
New teachers will be provided with opportunities to ask questions and observe other teachers best practices.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Erica Anderson; Stephanie Jeffrey; Stephanie Nelson; Sarah Shuler; Brooke Byrd; Heather Cordle; Amanda Winn | 2021-05-24 |
A 1.1.2 Professional Development Support
Collaboration with corporate partner to continue to provide data driven professional development.
Collaboration in the RTI processes and implementation from the state given guidance.
Data driven instruction professional development for SPED teachers.
Compliance Focused professional development.
Teachers will be provided with training and support for the implementation of best practices in the classroom with the purpose of engaging students and promoting student growth.
Teachers will participate in instructional rounds to address academic problems of practice and develop best practices.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Erica Anderson; Stephanie Jeffrey; Stephanie Nelson; Sarah Shuler; Brooke Byrd; Heather Cordle; Amanda Winn | 2021-05-24 |
A 1.1.3 Instructional Support
1:1 Teacher Data Conferences will be scheduled regularly and will utilize Data Accountability Metrics Folders and data reports supplied by K12/TNVA, to facilitate a data driven culture at TNVA.
Teachers will be trained to analyze and utilize data from universal screener and benchmark tests to best support data driven instruction and differentiation for classroom instruction.
Teachers will participate in instructional rounds as scheduled by administration.
Teachers will be evaluated with the TEAM evaluation rubric.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Erica Anderson; Stephanie Jeffrey; Stephanie Nelson; Sarah Shuler; Brooke Byrd; Heather Cordle; Amanda Winn; Data Master Teacher; Tonya Childress; Amber Calvert | 2021-05-24 |
A 1.1.4 Instruction Supported by Curriculum
All grade levels have a curriculum that supports TN state standards. Teachers will implement the curriculum provided by k12 in order to support and enrich scholastic opportunities for students.
For grades 3-5 Math, teachers will refer to the TN state provided instructional focus document. By utilizing the document, and by referring to year over year data, teachers will provide differentiation to increase student growth and achievement through a deeper understanding of mathematical standards.
For grades 6-8 Math, teachers will collaborate with Eureka math product development to implement synchronous Eureka lessons.
Math teachers will also use and implement the TNCOACH books provided by K12/TNVA.
K-8 Math will utilize crosswalks, state blueprints, and pacing guides aligned with the district partner to guide classroom instruction.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Erica Anderson; Stephanie Jeffrey; Stephanie Nelson; Sarah Shuler; Brooke Byrd; Heather Cordle; Amanda Winn | 2021-05-24 |
S 1.2 High Quality Tier I Instruction
Implement an aligned curriculum, instruction, strategies and assessment with the State's academic content standards to analyze data for building a strong tier I math program.
Benchmark Indicator
- Alignment between curriculum and pacing in math Collaborative
- Data talk around common formative assessments.Using
- Providing consistent feedback for teachers utilizing Team Rubric at a minimum of state required number of observations(formal) and additionally informal observations.
- Utilizing math coaches to provide best practices monthly to teachers.
- Monthly Content meetings to share what’s working and what not, along with CFA data across subject areas and grade bands.
A 1.2.1 Instruction Supported by Curriculum
All grade levels have a curriculum that supports TN state standards. Teachers will implement the curriculum provided by k12 in order to support and enrich scholastic opportunities for students.
For grades 3-5 Math, teachers will refer to the TN state provided instructional focus document. By utilizing the document, and by referring to year over year data, teachers will provide differentiation to increase student growth and achievement through a deeper understanding of mathematical standards.
For grades 6-8 Math, teachers will collaborate with Eureka math product development to implement synchronous Eureka lessons.
Math teachers will also use and implement the TNCOACH books provided by K12/TNVA.
K-8 Math will utilize crosswalks, state blueprints, and pacing guides aligned with the district partner to guide classroom instruction.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Erica Anderson; Stephanie Jeffrey; Stephanie Nelson; Amanda Winn; Tonya Childress | 2021-05-24 |
S 1.3 Empowering Administrators as Instructional Leaders
Empower all administrators to be instructional leaders through job-embedded professional development activities and continued academic support. This will allow administrators to provide more effective feedback to teachers regarding instructional strategies during TEAM observation conferences.
Benchmark Indicator
Documentation of administrator meetings, professional development documentation once per nine week grading period, TEAM observation data once per semester, principal evaluation data once per semester
Idp plans
Teacher effectiveness
Self reflection
Teacher Pulse Check Feedback
A 1.3.1 Master Teacher Growth
Master teachers will be provided with professional development in order to enable them to support their grade bands and to provide them with necessary teacher management skills.
Master teachers will be partnered with the HOS, Director of Academics, and school principals to support leadership growth.
Master teachers will be provided support in order for them to lead tough conversations and will be held accountable to the same standards as other leadership members when referencing goals and growth measures.
All Administrators will be evaluated with the TEAM administrator rubric if they are administratively certified. All others will be evaluated on the school services personnel rubric.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Erica Anderson ; Stephanie Jeffrey; Stephanie Nelson; Amanda Winn; Tonya Childress; Amber Calvert | 2021-05-24 |
A 1.3.2 Teacher Leaders
Grade Level Points of Contact will collaborate with principals and master teachers in order to make decisions and support specific grade levels.
TNVA Lead teachers will be ELA or Math content specific, and will be highly involved in decision making about their specific content areas, as well as, helping other leaders in finding and implementing professional development .
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Erica Anderson; Stephanie Jeffrey; Stephanie Nelson; Amanda Winn | 2021-05-24 |
A 1.3.3 Academic Administrator Support
Academic Administrators will meet weekly with their Director of Academics and Head of School in order to support needs of students, teachers, and the leadership team.
Academic Administrators will be provided with support from the regional K12 team, as well as, the district partner (Union County).
The Deputy Regional Vice President will help support Academic Administrators in professional development in building effective teachers and teacher leaders.
Academic Administrators will be held accountable for all AMO goals and NWEA goals.
Academic Administrators will be evaluated on the TEAM Rubric and provided feedback on performance.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Tonya Childress, Amber Calvert | 2021-05-24 |
G 2 Increase TVAAS and Academic Achievement in ELA
For 2020-2021, TNVA will achieve a Level 3 TVAAS score or higher in literacy. (2) For 2020-2021, TNVA will increase the percentage of students scoring On-Track and/or Mastered. (3) For 2020-2021,TNVA will maintain or improve the percentage of students scoring On-Track and/or Mastered in the historically low performing economically disadvantaged and students with disabilities subgroups .
Performance Measure
(1) Achieve Level 3 TVAAS Score
(2) The students' percentage for grade level students who score On Track or Mastered for the 2019-2020 TNReady ELA assessment will increase as follows: Grade 3 will increase to 20% or better , Grade 4 will increase to 20% or better, Grade 5 will increase to 25% or better, Grade 6 will increase to 29% or better, Grade 7 will increase to 29% or better, and Grade 8 will increase to 22% or better.
(3) In Grades K-8 Students in the ED and SWD subgroups will increase to 18% or better for students scoring on-track or mastered for the 20-21 TNReady assessment.
Sections
- Academic Achievement & Growth
S 2.1 Effective Teachers
Support all teachers through job-embedded professional development activities, coaching, teacher ambassador mentoring and collaborative partnerships to promote teacher and student success. These activities will improve teachers' instructional skills and proficiency through provision of an increased number of effective instructional strategies.
Benchmark Indicator
- Teacher Retention
- Teacher Surveys
- Teacher Training
- Results Weekly Data
- Conferences Consistently
- Updating PD opportunities monthly
- Providing consistent feedback for teachers utilizing Team Rubric at a minimum of state required number of observations(formal) and additionally informal observations.
They also will have their Data Accountability Metrics Folder that they will be able to record and see their growth in throughout the year.
A 2.1.1 New Teacher Support
During the 20-21 School year TNVA will have hired more than #71 new teachers. It is imperative that TNVA supports these new teachers and gives them the training and professional development to do their jobs effectively.
TNVA training for new teachers is a tiered program designed to give teachers gradual release into the classroom by the following steps:
New teachers are onboarded.
Introduced to TNVA teacher trainers, Brandy Robinson and Ria Kirby.
Introduced to K12 training POC, Sarah Shuler, who will ensure that new hires are supported with onboarding issues, providing credentials, programs, and all other relevant information needed for success during the 20-21 SY.
Assigned a mentor teacher preferably within same grade level and/or content area.
Assignment of K12 training, Union County Safe School training, and TNVA specific training.
Shadow mentor teacher for 2 weeks prior to launching their own classroom.
Co-teach with their mentor teacher.
New teachers will be provided with opportunities to ask questions and observe other teachers best practices.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Erica Anderson; Stephanie Jeffrey; Stephanie Nelson; Sarah Shuler; Brooke Byrd; Heather Cordle ;Amanda Winn; Tonya Childress; Amber Calvert | 2021-05-24 |
A 2.1.2 Professional Development Support
Collaboration with district partner will provide teachers with meaningful, ongoing professional development in the following ways:
Collaboration with corporate partner to continue to provide data driven professional development.
Collaboration in the RTI processes and implementation from the state given guidance.
Data driven instruction professional development for SPED teachers.
Compliance Focused professional development.
Teachers will be provided with training and support for the implementation of best practices in the classroom with the purpose of engaging students and promoting student growth.
Teachers will participate in instructional rounds to address academic problems of practice and develop best practices.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Erica Anderson; Stephanie Jeffrey; Stephanie Nelson; Sarah Shuler; Brooke Byrd; Heather Cordle; Amanda Winn; Tonya Childress; Amber Calvert | 2021-05-24 |
S 2.2 Implementing New, High Quality Tier I Instruction
Align evidence-based curriculum, instruction, strategies and assessment with the State's academic content standards to analyze data for building a strong tier I ELA program.
Benchmark Indicator
- Alignment between curriculum and pacing in ELA
- Data talk around common formative assessments.
- Providing consistent feedback for teachers utilizing Team Rubric at a minimum of state required number of observations(formal) and additionally informal observations.
- Utilizing ELA coaches to provide best practices monthly to teachers.
- Monthly Content meetings to share what’s working and what not, along with CFA data across subject areas and grade bands.
A 2.2.1 High Quality Instruction supported by High Quality Curriculum and Instruction
K-2 will provide phonics based curriculum to support synchronous instruction in ELA during Phonics time.
K-8 will follow the state-aligned K12 provided curriculum.
ELA benchmark assessments will be aligned with Union County Pacing Guides.
To be prepared for TNReady testing, teachers will
utilize Mastery Connect and implement vetted questions into instruction.
K-5 Teachers will assign books from Big Universe that are consistently on each student's grade level.
K-1 teachers will utilize data entry from ESGI to guide Tier 1 instruction based on student needs.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Erica Anderson; Stephanie Jeffrey ;Stephanie Nelson | 2021-05-24 |
S 2.3 Empowering Administrators as Instructional Leaders
Empower all administrators to be instructional leaders through job-embedded professional development activities and continued academic support. This will allow administrators to provide more effective feedback to teachers regarding instructional strategies during TEAM observation conferences.
Benchmark Indicator
Idp plans
Teacher effectiveness
Self reflection
Teacher Pulse Check
Feedback from manager
A 2.3.1 Masters Growth
Master teachers will be provided with professional
development in order to enable them to support their grade bands and to provide them with necessary teacher management skills.
Master teachers will be partnered with the HOS, Director of Academics, and school principals to support leadership growth.
Master teachers will be provided support inorder for them to lead tough conversations and will be held accountable to the same standards as other leadership members when referencing goals and growth measures.
All Administrators will be evaluated with the TEAM administrator rubric.
Masters will be provided with professional
development to support their grade bands and management skills. They will be partnered with the HOS, Director of Academics and Principals in order to best support their growth.. Masters will be enabled to lead tough conversations and will be held accountable to the same standards as other leadership members when referencing goals and growth measures.
All Administrators will be evaluated on the Team Rubric.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Erica Anderson, Stephanie Jeffrey, Stephanie Nelson, Tonya Childress, Amber Calvert | 2021-05-24 |
A 2.3.2 Teacher Leaders
Grade Level Points of Contact will collaborate with principals and Master teachers in order to make decisions and support specific grade levels.
TNVA Lead teachers will be ELA or Math content specific, and will be highly involved in decision making about their specific content areas, as well as, helping other leaders in finding and implementing professional development .
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Erica Anderson, Stephanie Jeffrey, Stephanie Nelson, Tonya Childress, Amanda Winn, Amber Calvert | 2021-05-24 |
A 2.3.3 Academic Administrator Support
Academic Administrators will meet weekly with their Director of Academics in order to support needs of students, teachers, and the leadership team.
Academic Administrators will be provided with support from the regional K12 team, as well as, the district partner (Union County).
The Deputy Regional Vice President will help support Academic Administrators in professional development in building effective teachers and teacher leaders.
Academic Administrators will be held accountable for all AMO goals and NWEA goals.
Academic Administrators will be evaluated on the TEAM Rubric and provided feedback on performance.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Tonya Childress,K12 executives, Union County, Amber Calvert, Julie Overholt | 2021-05-24 |
G 3 Safe and Healthy Students
TNVA will meet or exceed State AMO for CA student
- Lower Chronic Rate- by engaging students
- Increase Student Engagement
- Increase successful number of students off of back on track plans by launching plans to get back on track sooner before the students get too far behind to be able to successfully get them back on track.
K-8 AMO chronic absent goals
18-19=7.9%
2020-2021 Single AMO reduction target is -.4875%/ AMO single target rate is 7.31%
- 2020-2021 Double AMO reduction target is -.975%/ AMO Double target rate is 6.825%
Performance Measure
Absenteeism: Overall, TNVA went from a level 1 to a level 4 for the 2018-2019 school year. We want to maintain this 4 or even achieve a 5 on chronically absent. To do so- we want to impact our free and reduced students as they are showing as our most chronically absent subgroup. The free and reduced lunch population at TNVA has increased over the last 3 years.
Sections
- Academic Achievement & Growth
- College & Career Readiness
- Climate and Access
S 3.1 Implement and Expand Behavioral Interventions and Supports
Implement and expand a school-wide comprehensive Social and Emotional Learning plan using the 7 Mindsets curriculum. Counselors will also follow the TN state standards for College and Career Readiness. Provide additional student supports for mental health, behavior intervention, and academic success throughout the school.
Create of Diversity, Inclusion, and Equity committee for the school. Committee will meet one time per month to develop professional development training for staff that is held during bi-weekly staff meetings.
Benchmark Indicator
Lowercase loads on Counselors Student pulse check results Monthly SEL Classes Pre & Post assessment for 7 mindsets Increased Counselor time in general education classrooms If COVID-19 restrictions are lifted increased student support staff will allow for increases in home visits for students that need a higher level of support than can be provided in the virtual environment.
A 3.1.1 Student Support Department
The Counseling department will be broken down by the following:
K-2-One Counselor
3-4: One Counselor
5-8: One Counselor
Advising Department:
K-2: One Advisor
3-5: One Advisor
6-8: One Advisor
Truancy Officers:
K-2: One Officer
3-5: One Officer
6-8: One Officer
Counselors are using 7 mindsets to support the mental health and behavior of all students.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Heidi Sullivan, Tonya Childress | 2021-05-24 |
A 3.1.2 Student Support Orientation and Pod level orientation
Student Support team holds orientation sessions with new students and returning students who need the sesions
Much evidence points to the need for a strong orientation sessions for students both new onboarding. TNVA's Student Support team holds orientation for students additional support. These students are put through an introductory program to have the skills needed to be successful in the virtual environment. Also, Pod groups will hold welcome/orientations with their students in order to acclimate them to our environment. New students will receive welcome calls from teachers within 5 days of enrollment New students will have NWEA testing done during on boarding process of their first week.
Advisors are holding daily live help sessions for new and returning students who need additional support.
Teacher pulse check(1 per quarter)Student pulse check(1 per quarter)Student success in virtual platforms.(Through grades, attendance and success)Student retention and lower withdrawal rates based on student success in the environment. (we look at weekly withdrawal metrics)Overall student success in our environment.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Heidi Sullivan, Tonya Childress | 2021-02-12 |