Perry County Virtual School 2024 - 2025 2023 - 2024 2022 - 2023 2021 - 2022 2020 - 2021 Export Export

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S 1.1 ACT Preparation

Provide opportunities for students to develop the skills and knowledge necessary to score a composite score of 21 or higher on the ACT.

Benchmark Indicator

• Check rosters to ensure all 10th and 11th grade students are scheduled for an ACT Prep course at Perry County High School (August, 2021 & January, 2022). Interim assessment data will be analyzed every 4 1/2 weeks to determine students' non-mastery, partial mastery, or mastery of the course objectives.
• Check participation rosters to ensure all 8th grade students at Linden Middle School & Linden Elementary are given the opportunity to take the ACT Explore (April, 2022). Data will be analyzed and used during the completion of the student's program of study for high school.
• Check participation rosters to ensure all 9th graders at Perry County High School are given the opportunity to take the ACT 8/9 PreACT and 10th graders the PreACT (March, 2022). Data is used to dictate curriculum in the ACT prep course.

S 1.2 Postsecondary Opportunities

Maintain and expand opportunities for all students to access early postsecondary coursework while still enrolled in high school and make informed decisions regarding postsecondary and career options.

Benchmark Indicator

Check master schedule at Perry County High School to ensure that College Dual Enrollment, Statewide Dual Credit, & Technical Dual Enrollment courses are available as well as the courses embedded with Industry Certification opportunities (August,2021).

Check with principals and counselors of the 7th and 8th grade students to ensure career counseling is being provided and the aptitude test is given to all 8th grade students (September, 2021 & April, 2022).

S 1.3 Industry Partnerships for Work Based Learning & Clinicals.

Maintain and expand partnerships in order to give students exposure to Work Based Learning and Clinical Opportunities

Benchmark Indicator

• Develop a list of Industry Partners willing to participate in the high school Work Based Learning Program (WBL) and Transitional Work Based Learning. The relationship will be maintain with the Industry Partners with monthly check ins with the WBL coordinators. Also, the partners will be invited to the annual advisory meeting and ask to complete a feedback form at that meeting.
• Develop a list of Medical Industry Partners will except students for CCMA & EKG Internships. The relationship will be maintain with the Industry Partners with monthly check ins with the clinical instructor. Also, the partners will be invited to the annual advisory meeting and ask to complete a feedback form at that meeting.
• Qualitative data will be gathered through mid-term surveys each semester (twice a year) of students and industry partners regarding feedback on experiences, what's working and what needs refining. Exit surveys will also be completed at the end of each WBL placement. Thus, receiving feedback twice each semester.

S 2.1 Effective teachers

Support all math teachers through job embedded professional development activities, mentoring programs, induction programs, etc.

Benchmark Indicator

• Evidence of building level sign-in sheets/agendas from PLC's and data meetings as well as documentation of any web-based or site-based professional development a teacher may attend.
• Evidence collected two times yearly through TEAM evaluations or walk throughs that best practices are observed through improved teaching strategies.
• Formative assessments and classroom tracker data analyzed every 4 1/2 week grading period indicating an increase in students displaying evidence of mastery on grade level standards.

S 2.2 Targeted Interventions

Provide mathematics academic interventions and other focused supplemental supports to improve math achievement and close identified gaps.

Benchmark Indicator

An increase in students who benchmark out of Tier II and Tier III math interventions by mid-year and end-of-year screening and by monthly progress monitoring.

An increase in student scores/achievement on mathematics formative assessments, mid-year and end-of-year benchmarks, and state math testing.

Students demonstrate the ability to successfully complete math tasks that align to the standards through the increased acquisition of skills as evidenced by SchoolNet formative assessments. These assessments are completed 3 times yearly.

S 2.3 Standards-aligned core instruction

Align evidence-based curriculum, instruction and assessment with the State's challenging academic content standards as defined by daily lesson plans, formative assessments, and test preparation.

Benchmark Indicator

An increase in student scores/achievement on mathematics formative assessments, mid-year and end-of-year benchmarks.

Students demonstrate the ability to successfully complete math tasks that aligned to the standards through the increased acquisition of skills as evidenced by SchoolNet formative assessments. These assessments are administered 3 times yearly.

S 3.1 Effective Teachers

Support all ELA & reading intervention teachers through both job-embedded and on-site professional development activities, mentoring programs, PLCs, etc.

Benchmark Indicator

• Evidence of building level sign-in sheets/agendas from PLC's and data meetings as well as documentation of any web-based or site-based professional development a teacher may attend.
• Evidence collected through TEAM evaluations that best practices are observed through improved teaching strategies.
• Formative assessments and classroom trackers indicating more students displaying evidence of mastery on grade level standards.
• Participation in Reading 360 training and full implementation of strategies in grades K-3

S 3.2 Targeted Interventions

Provide academic intervention and other focused supplemental supports to improve reading benchmark performance and ELA achievement and close identified gaps among all students and subgroups.

Benchmark Indicator

• An increase in students who benchmark out of Tier II and Tier III interventions as indicated by mid-year and end-of-year benchmarks and monthly progress monitoring data.
• A decrease in the number of special education referrals among Tier III students as determined by benchmark data at mid-year and end-of-year and by monthly progress monitoring data.
• An increase in student scores/achievement on formative assessments, mid-year and end-of-year benchmarks, and state testing.
• Students demonstrate the ability to successfully complete tasks that aligned to the standards through the increased acquisition of skills determined by data collected weekly on classroom trackers.

S 3.3 Standards-aligned core instruction

Ensure meaningful instruction is provided using high quality ELA instructional materials and assessment that align with ELA academic content standards.

Benchmark Indicator

• Formative assessments administered to students and tracked biweekly to indicate an increase in student performance on mastery of the state standards.
• School leaders will use classroom walk throughs and fidelity checks (monthly) to monitor implementation of state adopted curriculum to ensure rigorous, high quality instructional materials are used daily in 100% of ELA classes.
• 95% of ELA students in 3rd-10th that will be assessed using TCAP ELA will participate in practice assessments using SchoolNet prior to April testing (November for HS students on block).

S 3.4 Family Engagement

School-level parent and family engagement coordinators will be placed in all Title I schools to coordinate family engagement activities related to Reading/Language Arts and to ensure compliance with ESSA family engagement guidelines. Parent information related to the Reading 360 initiative will be posted on district social media by school coordinators. They will report to the district Parent and Family Engagement Coordinator.

Benchmark Indicator

1. Increased participation among parent and families at school events such as parent-teacher conferences and open house documented by sign-in sheets. Number of downloads and views of district app & social media pages monitored quarterly through Apptegy by district technology.
2. School level parent engagement policy and parent/teacher compacts will be updated annually.
3. Schools will have parent committees who will meet regularly for input into school activities and all school plans.