OHIO VIRTUAL

ACADEMY

Annual Report 2015-2016

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HEAD OF SCHOOL ARTICLE

Dear OHVA Parents and Community Stakeholders,

Once again we are excited to share our insight into the many dimensions of Ohio Virtual Academy. Through our Annual Report we hope that you will find that OHVA is a school that cares about its students. Helping our students become successful learners is our key mission. Ohio Virtual Academy served approximately 10,000 students during the 2015-2016 school year. As we have since the beginning, our staff championed with parents to bring academic success to our students. Our theme for 2015-16 was to be “the one”. We worked tirelessly to be the school of choice that met the needs of our students. This meant working to understand the needs first and then working in tandem with parents to provide the support necessary to advance our students.

Included in this report are the different initiatives that were provided to

accomplish our goals, as well as student success stories from around the state. We are honored by the trust parents have placed in our school and count it an honor to be a partner in the education process. We are reminded daily of the fact that we can to provide an outstanding educational experience for everyone who attends Ohio Virtual Academy. We understand that the reasons students enroll in OHVA vary, but we are proud that so many families join with us to accomplish the academic goals they set for their students.

This edition of the Ohio Virtual Academy Annual Report seeks to provide an

understanding of our academic achievements, student activities, finances and demographics for the 2015-2016 school year.

The 2015-16 school year saw many changes in Ohio’s educational

structure. New State Standards continued to be refined by the Ohio Department of Education while schools continued to keep up with the new information. A new state assessment unfolded giving students a new testing experience for the third straight year. While the state scores have been provided in this report, we at OHVA feel that the state scores are only one point of data to reference when developing a differentiated plan for our students. We developed a program of using data throughout the year to guide instruction. However, OHVA strived toward accomplishing all expectations. In this report, we chose to focus on the most important asset at OHVA, our students. We hope the stories included in our report will help you understand the many facets of our students and the success they are finding.

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While striving to meet all benchmarks set by the Ohio Department of Education, Ohio Virtual endeavors to provide a high level of education for our students. While acknowledging the challenge we face to meet the expectations of the ODE, we continued to improve on our academic plan. Our desire for continuous improvement in our student’s proficiency will continue in years to come, even as the expectations from the Ohio Department of Education are changing. There are still challenges to be met, but the students, parents and staff worked together to grow academically.

We continued to use Title 1 and state funding to serve our students with an

academic plan that provided a differentiated approach. This included continuing to provide top notch curriculum and support to help students grow academically. Funds from these grant programs were used to provide supplemental programs such as our iSupport team who worked with our most struggling students. This program has demonstrated much success. It is one way we demonstrate being Champions for our learners. Again, professional development for our teachers was provided to help staff understand and demonstrate quality instructional practices, data collection, and how to use this data to drive student achievement. Our yearly professional development also provided insight on how to provide encouragement and support for all students, as well as holding high expectations for them. Understanding the need to support our families was a key focus during 2015-16.

We continue to work fervently for our students and used many tools and

interventions to help meet student’s individual needs. Student needs were met through the continuous use of high level instruction through ClassConnect sessions. Staff goals were set to meet with students in large, small and individual sessions to help remediate and provide academic instruction in reading, writing, math, history and science.

During the 2015/2016 school year OHVA continued to use well received

programs developed throughout the past years. Our Credit Recovery program helped to provide specific guidance and support for students who entered high school behind in credits to graduate. Many of our High School students took advantage of the College and Career Pathways and earned college credits while earning high school credits. Several OHVA students graduated high school with an Associate’s Degree from their local colleges. Our program also gave Middle School Students the opportunity to participate in High School Courses. Fourth through Eighth grades provided a synchronous teaching model which allowed students to work from the K12 curriculum content with OHVA teachers providing instruction to the students. Satellite teachers helped provide interventions to our students in 3rd grade to provide the necessary instruction to seek promotion. Our youngest students in kindergarten through 2nd grades focused on reading interventions and growth.

As always it has been a great privilege serving the Ohio Virtual Academy families.

The OHVA team looks forward to continuing navigating the changes Ohio is

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experiencing in education, and we are excited to continue our partnership with the students and parents who are enrolled with us. I hope you find the remainder of this report provides you with an overview of Ohio Virtual Academy and you will witness the pride that we have in our institution.

Dr. Kristin Stewart, Ph.D.

Ohio Virtual Academy Senior Head of School

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EMPOWERING SUCCESS IN K-2

The 2015-16 school year was an empowering year for K-2 students, parents, and teachers. Empower was our theme word and we were able to put it into daily practice as we worked together to empower students and learning coaches toward academic success. At the K-2 student level, we are building strong readers. Our students are learning to read, so that when they reach the upper elementary grades they can read to learn.

The foundation of our K-2 instructional program is building relationships with students and learning coaches. That is why we begin the school year with our 45 Meet Your Teacher events where students and parents have the opportunity to meet their OHVA

teacher face to face at a park, library, or community center. K-2 teachers know that our Learning Coaches are an integral part of the students’ daily instruction. We continue building these relationships throughout the school year through 1:1 student, teacher, and learning coach conferences.

We used state required assessments to track our students’ academic growth. At the kindergarten level, students took the Kindergarten Readiness Assessment. This is a face to face assessment that measures Ohio’s Early Learning and Development Standards that are the basis for Kindergarten Readiness. It has six components: social skills, mathematics, science, social studies, language and literacy, and physical well-being and motor development. We completed these assessments by hosting regionally based Meet Your Teacher events so that the Kindergarten teachers were able to test their own students.

AIMSweb, an online assessment tool, provides us with a good baseline of where a student is at in the areas of reading and math. This is also used as our alternate state diagnostic assessment tool. Every K-2 student is assessed three times throughout the school year; fall, winter, and spring. If a student scores below or well below target they are provided synchronous instruction to support the student at their academic level and their K12 curriculum is adjusted in the areas of math, phonics and language arts to meet the student’s specific needs. Teachers provide daily classroom instruction in the areas of phonics and language arts in order to develop strong readers who can read fluently, comprehend what they read, and ultimately become strong writers.

Our OHVA K-2 teachers enjoy team teaching in order to provide students with differentiated instruction and small group sessions in the area of phonics and fluency. Our teachers meet together once a week in teacher-based teams to review progress monitoring

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results and to discuss individual interventions for students who may need extra support. During the 2015-16 school year, our Instructional Support teachers were able to add additional daily reading classes for those students scoring well below target. This allowed us to provide students an additional layer of academic support as needed. To meet the requirements of the Ohio Department of Education’s Third Grade Reading Guarantee the Instructional Support teachers focused on phonics, reading fluency and comprehension. In a combined effort, all K-2 teachers completed progress monitoring of 538 students first semester and 725 students second semester allowing us to see if the students were making consistent growth in their areas of weakness. Overall, we had a 10% increase in the total number of students who met their reading target from 1st semester to 2nd semester during the 2015-16 school year. Comparing our 2nd semester student reading scores from the 2014-15 school year to the 2015-16 school year, we had an overall 16% increase in the number of students who met their reading target.

Comparing our 2nd semester student reading scores from the 2014-15 school year to the 2015-16 school year, we had an overall 16% increase in the number of students who met their reading target.

At the K-2 level, we also had the privilege of offering an advanced learner program. During the 2015-16 school year, ALP students had the opportunity to meet twice a month with their grade level peers and work on project based instruction, reading comprehension, the writing process, brainstorming, discussion, research, peer editing, and oral presentation. This format allowed students to use higher level thinking skills and strategies with other students who were also working above grade level.

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3-5 FOCUSES ON INSTRUCTION

The 3-5 team focused on strong academic instruction from the curriculum in Math, Language Arts and Writing aligned to Ohio’s New Learning Standards. Fourth grade students engaged in weekly social studies instruction and fifth grade attended weekly science instruction. The teachers worked with students to strengthen their composition writing skills as well as their ability to respond to a written response question across the curriculum. Students completed monthly math and reading written response essay type questions to which they received direct teacher feedback. Learning Coaches were also given the scoring rubric and writing resources to more effectively work with the students during daily instruction at home. Units from the Composition Curriculum were taught in live class connect sessions to guide students through the writing process. Teachers focused on instruction in the grade level standards, correlating these with lessons in the OLS curriculum during their weekly class connect sessions.

Third through fifth grade students were given the MAP diagnostic assessment in math and reading to measure their academic growth through the school year. The results of the fall assessment determined each student’s specific academic goals that helped form each student’s individualized learning plan. Students knew their specific math and reading goals for the year. Our students demonstrated growth from their fall to spring assessments with an average of a 12 RIT point increase in math and a 10 point RIT increase in reading scores which met the school norm projected growth measure. Our third grade students that scored “on-track” for the MAP reading assessment were able to be promoted based on the guidelines of the Third Grade Reading Guarantee. The Ohio Department of Education recognizes the MAP assessment as an alternative assessment to demonstrate reading proficiency and we were proud to be able to offer our 3rd grade students this option.

Students in grades 3-5 completed four interim assessments in math and reading. These were given during Class Connect after a cycle of state standards were taught and they took place approximately every 5 weeks. These assessments covered the concepts/ lessons taught during the previous weeks and were very similar to a unit test. By assessing our students at different intervals throughout the year, teachers and learning coaches gained critical information about what standards students are mastering and which they are struggling with. With the data from the assessments, teachers were able to determine what skills to concentrate their focus on during class instruction.

Our STAR program served grades 4-7 with daily direct instruction from the math and ELA components of the curriculum, allowing students to complete their daily lessons while in class with their teachers. This program was offered as an option to our students in 4th through 7th grade. Students that participate in the STAR program are able to mark OLS lessons complete after they participate in class daily.

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SIG Skills Academy was offered daily for one hour in the late afternoon to give students’ academic support in reading and math. Academic content standards were the focus of these grade level class connect sessions. The hour long session provided opportunities for students to work on Study Island lessons with live guidance from a teacher.

The Satellite Reading teachers were able to work with our 3rd grade emergent readers who have been determined to be “not on track” with their reading level by the MAP Diagnostic Assessment. These highly qualified reading teachers worked with small groups of students daily on reading fluency, comprehension and writing. Under the guidance of these teachers, students were able to demonstrate growth. We were able to increase our K-3 Literacy report card score from a D to a C by using the MAP assessment to identify students that were off track in the fall and provide appropriate intervention strategies for them to facilitate their growth. 64% of our 3rd grade students were able to meet the TGRG cut score requirement of 42 on the fall AIR assessment which was a substantial increase over the previous school year. On the spring AIR assessment, an additional 80 students reached the cut score requirement. When combining both the fall and spring assessments, 79% of 3rd grade students met the TGRG cut score requirement in the 2015-2016 school year.

64% of our 3rd grade students were able to meet the Third Grade Reading Guarantee cut score requirement of 42 on the fall AIR assessment which was a substantial increase over the previous school year.

Instructional Support teachers provided individual and small group instruction to students in the areas of math and reading. They were able to meet weekly with students referred by their homeroom teachers to provide academic support. These highly qualified teachers provided students with specific interventions to strengthen areas of academic weakness in order to move the student forward towards mastery of grade level content standards.

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MIDDLE SCHOOL STRIVES FOR STUDENT SUCCESS

The 2015 – 2016 academic year was a time of continued academic growth for middle school students at the Ohio Virtual Academy. Middle school is bridge between the elementary and high school for students and it provides a smooth transition between the two. Continued progress was made towards a complete letter grade system, much as we have in the High School, and what families experience in a traditional brick and mortar school setting. Student grades were based on individual students’ progress in the OLS, Study Island assignment completion, and monthly writing samples. The monthly writing samples included instruction in our live sessions, student work samples, and constructive, growth-producing teacher feedback.

Highly Qualified General Education Teachers provided quality Class Connect sessions each week that included Math, English, Science, and History. As part of our extended day program students were offered additional support through Math Zones, Grammar Zones, History Zones, and Science Zones. These extra support sessions provided students the opportunity to work one-on-one with highly qualified teachers. Additionally, teachers held data driven small group class connects weekly. The small group classes gave teachers a chance to work closely with students who needed additional support or to provide enrichment classes. In addition to these sessions, student with special needs are supported by our Intervention Specialists in small group and/or 1:1 instructional settings.

Instruction was provided to students with an increasing focus on aligning to state standards and preparing students for college and career choices. Study Island was continued to be used as a supplemental resource. Additional academic in-house instructional support was provided by our iSupport Math and ELA team.

Our middle school families were also supported by one of our counseling team members during the 15-16 academic year. Services were provided for College Credit Plus (CCP), High School Credit students, High School transition, as well as in college and career planning.

During the 15-16 school year the middle school continued to implement Strong Start Goals to support students’ success. Strong Start goals are comprised of the following: student completion of the Welcome to Online Learning course, the Individualized Learning Plan – Getting to Know Scantron course, Scantron Math and Reading Performance Assessments, and the creation of the ILP. The STAR (Synchronous Teaching Achieves Results) program for 6th and 7th grades continued to serve students in the 15-16 school year. Instructors in this program teach the daily lessons for the ELA and Math courses while incorporating Study Island as a resource.

“Services were provided for College Credit Plus (CCP), High School Credit

students, High School transition, as well as in college and career

planning.”

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National Junior Honor Society is also a part of OHVA middle school. Students are selected based the national requirements which incorporate the five pillars of scholarship, service, leadership, citizenship, and character.

As a result of the continued outstanding effort of our middle school students and teachers, an intense focus on data driven instruction, and the comprehensive set of programs and supports offered to our students, the middle school continued to grow academically. We are enormously proud of our success at the middle school and remain focused on our students and providing them with the best possible middle school education.

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HIGH SCHOOL: “BE THE ONE: ALL IN”

The 2015-2016 was a year of continued growth for high school. The slogan for the school year, “Be the One: All In” embodied the culture of putting students first at the high school. The team developed a class connect schedule that was structured in a way in which teachers could meet students where they are academically. General daily instruction continued in the morning hours of each school day. The afternoons were dedicated to meeting with small groups and individual students, and the instruction was targeted to address specific skills and standards with students who struggled in these specific areas. This allowed teachers and staff to support students in a more individualized manner, and students were supported in a meaningful way that propelled growth as well as excitement and confidence in regards to the material they were learning.

The high school continued to adjust in order to balance the transition to new state testing over the past two school years. The classes of 2016 and 2017 are still required to pass the Ohio Graduation Tests, while the future graduating classes took End of Course exams in Algebra I, Geometry, English 9, English 10, American History, Government, and Biology. Many supports were put in place for our students. Our iSupport team continued to work with individual and small groups of students who had not yet passed one or all of the Ohio Graduation Tests in a subject specific manner. Teachers continued to become experts in the End of Course testing blueprints and provided instruction that addressed the tested skills and content in a manner that invoked excitement for the curriculum as well as a love of life-long learning.

As a result of this targeted instruction, the high school saw continued student success during the 2016 school year. Our student success rate was the highest it has ever been; 81% of high school students earned credit for the courses in which they were enrolled. This

showed the dedication of our staff and students to our students first and in turn will positively affect the graduation rate and in turn future success of our students for years to come.

“Our student success rate was the highest

it has ever been; 81% of high school

students earned credit for the courses

in which they were enrolled.”

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GRADUATION 2016

On May 28th at World Harvest Church in Canal Winchester, over 4500 people gathered to celebrate the OHVA Graduating Class of 2016. OHVA’s class of 2016 kicked off the ceremony by introducing and leading the seniors in singing of the newly adopted OHVA Alma Mater. Once again, the OHVA Class of 2016 paved the way for future classes through their accomplishments and leadership.

We were honored to have Dr. John Hodge, President and Co-Founder of the Urban Learning and Leadership Center, as our keynote speaker at the ceremony. Dr. Hodge addressed the graduating class regarding their educational and life successes. Specifically, he focused on reminding the graduating class that their success is not directly impacted by where they come from but it is determined by what they put into it and who they choose to help them along the path.

Other highlights of graduation included the 53 students graduating with Honors diplomas, 21 students that qualified for early graduation and the 35 students who were able to graduate in August

utilizing the free summer school program. Finally, OHVA is proud of the 91 seniors that used the College Credit Plus program to earn dual high school and college credit last year. 2 of these students graduated not only with their high school diploma but also with an associate’s degree using the CCP program.

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FINANCIAL DEMOGRAPHICS

Sources of School Revenue State Funding $64,934,631 87.5%Federal Grants $8,852,136 11.9%Local Grants / Program Initiatives $225,000 0.3%Other Miscellaneous $168,776 0.2% Total Revenue $74,180,543 100.0% Expenses Salaries $15,304,646 20.6%Fringe Benefits $4,891,250 6.6%Purchased Services $45,000,013 60.7%Materials and Supplies $8,213,789 11.1%Depreciation $9,222 0.0%Other Expenses $760,541 1.0% Total Expenses $74,179,460 100.0%

Surplus $1,083 * Amounts included in this report are unaudited and subject to change.

Expenditures Related to Classroom Instruction Teacher Salaries, Benefits & Education-Related Expenses $20,947,327 34.4% Student On-Line Curriculum $16,515,399 27.1% Student Instructional Materials $7,856,023 12.9% Student Computers, Internet and Technology $7,801,031 12.8% Pupil Support Salaries, Benefits & Education-Related Expenses $3,757,543 6.2% Special Education Services $4,048,960 6.6%Total Expenditures for Classroom Instruction $60,926,284 100.0%

% Classroom Instruction Expenditures to Total Expenses 82.1%

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STUDENT DEMOGRAPHICS

0.35%1.43%

12.02%3.89%

0.97%

0.11%

81.22%

Ethnicity American Indian orAlaskan NativeAsian

Black, non-Hispanic

Hispanic

Multi-racial

Native Hawaiian orPacific IslanderWhite, non-Hispanic

26.37%

45.38%

11.19%

17.06%

Economics

Free Lunch Eligible

Not Lunch Eligible

Reduced Lunch Eligible

Unknown

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STUDENT ENROLLMENT IN OHIO

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FACULTY & STAFF

47%

51.86%

1.13%

Faculty Degrees

165 Faculty: Bachelors

182 Faculty: Masters

4 Faculty: Doctorate

100.00%

0.00%

Highly Qualified

351 Faculty: HighlyQualified in SubjectsTaught

0 Faculty: Not HighlyQualified in SubjectsTaught

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FAMILY SPOTLIGHT

Special Solutions

OHVA parent Jill Hiles began schooling her youngest in OHVA in the fall of 2014 when he began kindergarten. He needed the support that the smaller group home atmosphere could provide, and Jill felt confident to begin her role as a Learning Coach. Jill’s student has an IEP, or an Individualized Education Plan. That first year with OHVA Jill worked with a general education homeroom teacher, and an intervention specialist. Plenty of hard work later, her son had a successful year. Jill’s 4th grade daughter was now asking to school at home with Ohio Virtual Academy. Things at the brick and mortar school had grown tense with bullying, and her daughter had lost the love for learning. So in the 2015-2016 school year, Jill embarked into her second year with OHVA, committed to do what she felt was best for her children. Jill’s daughter also has some learning needs served through an IEP.

Jill is grateful that her students can still participate in their OHVA classes without the need to be pulled out of class, which is done in many traditional schools. Instead of students losing class time, students are able to take full advantage of the live classes and still meet with intervention specialist and achieve IEP goals. The students are able to attend their therapy sessions, such as speech therapy online. “They don’t miss anything this way. We don’t lose time traveling, and one child doesn’t suffer time lost traveling along with the other. It’s a great system.”

Partnership between parents and school staff is paramount, and the same applies when dealing with parents who have children with IEP’s. Jill feels included in the partnership she has with teachers, and feels her concerns, ideas, and her voice, is valued as a part of the team. She appreciates that the teachers care about her students and really want to see them succeed. Teachers have been helpful to provide Jill with some additional strategies and resources to meet her students’ needs. Sometimes assessments require extra time or accommodations, all in line with what is needed in an IEP. How does Jill manage? She encourages other Learning Coaches to understand that assessments are part of school, and our state requirements, and done so that children are fully supported.

Being a Learning Coach isn’t easy. What keeps Jill going? She enjoys seeing when her son makes a learning “connection,” when he really grasps a concept. She is thrilled that OHVA has rekindled the love of learning in her daughter, who loves to write now.

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Keep up the great work, Jill and students!

>>>>>>>

Ohio Virtual Academy would like to extend a heart-felt thank you to the many, many hours our Learning Coaches give to see their student succeed. Their success is our success, and we are very proud of the hard work of our students, and the dedication of our Learning Coaches.

SCHOOL EVENTS

OHVA Goes to Washington

OHVA students, teachers, and parents participated in a fall Washington, D.C. trip to explore our nation’s incredible history. Attendees enjoyed all the memorable sites of D.C., George Washington’s Mount Vernon, and had a great time connecting as a group.

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Math Mania: Are You a Math Person?

Have you ever thought, “I just can’t do math. I’m not a math person?” The idea is that some people are wired for math while others are born to struggle with it. OHVA tackled that myth at Math Mania events in February and March of 2016. The school partnered with math expert and enthusiast Dr. Raj Shah of Math Plus Academy to empower students and parents with a “can-do” attitude to approach math, or one we refer to as a “growth mindset.” Parents should let students work through problems,

according to Dr. Shah, who states, “The one who does the work, does the learning.” Productive struggle is a valuable and needed component in math and in life, according to Dr. Shah. Fostering a growth mindset and positive attitudes towards learning math empowers students to work hard, and develops a path for success in many areas of life.

One of the challenges with math specifically is that the approach, and how it was taught and how it is used in today’s world are different from when parents were in school themselves. Math standards delve rigorously into problem solving and finding varied ways to solve problems. Parents may ask, “Why do we need to change?” In order to prepare students for the high standards needed for tomorrow’s jobs, we need to equip them now for rigor and critical thinking skills, especially in the area of math. Embracing a growth mindset about math can empower students in other subject areas as well.

We asked parents about their Math Mania experience, and 100% of attendees who responded to our survey would recommend Math Mania to other OHVA families. Students gained new insights about math, including the idea that math is fun! Even parents participated in the learning activities. Thanks to Title I Parent Involvement funds at work, families were sent home with math games and varied prizes.

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Celebrating Our Younger Graduates

The end of the school year always brings graduation excitement across many grade levels!

K-2 hosted 18 Kindergarten Recognitions across the state the last week of school May 23-28 where students were invited to bring memory boards to share. 1018 students and families attended!

Our eighth grade students also had a recognition ceremony. There were 73 students and about 400 family members in attendance.

Kindergarten Recognition in

Maumee

Eighth Grade Recognition in

Maumee

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OHVA: Out and About

Making Furry Friends at Camp

Denison Train Depot

Back to School Picnics

Meeting Alpacas Bowling

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BOARD OF TRUSTEES

Matt Norton: President David Kalman: Vice President Sarah Zimmerman: Secretary Kelly Arndt: Board Treasurer Tim Dirrim: Board Member Ron Simon: Board Member Gina Lopez: Board Member Stephen Vasquez: Board Member Adam Davenport: Board Member Jacob Moeller: Board Member

OHVA ADMINISTRATION

Kristin Stewart, Senior Head of School Kate Diu, Treasurer Regina Krotzer, Finance Director Heidi Ragar, Special Programs Administrator Johna McClure, Manager, Special Education Susie Ebie, School/Community Relations Coordinator Robert Matthews, Curriculum & Assessment Coordinator Daniel Zawisza, Operations Manager Debbie Wotring, K-2 Principal Amy Helm-Borchers, 3-5 Principal Laura Houser, Middle School Principal Kristi Molter, 3-8 Assistant Principal Marie Mueller, 9th Grade Principal Andrea Brostek, 10th Grade Principal Kyle Wilkinson, 11th/12th Grade & Credit Recovery Principal Courtney Rahe, School Data and Accountability Manager Lauren Scott, Professional Development Coordinator

CHARTER SPONSER

Lenny Shaffer - Executive Director, Ohio Council of Community Schools

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Our Approach: Student-Centric, Innovative,

Our People: Passionate, Engaged,

Our Students: Inspired, Empowered, Educated

OHIO VIRTUAL ACADEMY

1690 Woodlands Dr. Suite 200, Maumee, OH 43537-1622

Phone: 877-648-2512 Fax: 866-339-9071

http://OHVA.K12.com http://OHVA.K12start.com