Accountability Review of the
TEC Connections Academy
Commonwealth Virtual School
May 2015
Virtual school accountability reviews are conducted in accordance with CMR
52.08(2): “(2) Accountability Reviews. The Department may send evaluation teams
to visit each Commonwealth of Massachusetts virtual school on an annual or asneeded basis to corroborate and augment the information provided in the annual
report. The Department may conduct other accountability reviews as necessary.
Accountability review teams will gather any other evidence relevant to the virtual
school's performance. The written reports from these reviews shall become part of
the Commonwealth of Massachusetts virtual school's record, along with any written
comments that the school wishes to submit.”
Date of visit: May 20, 2015
Date of this report: July 30, 2015
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906
Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
www.doe.mass.edu
This document was prepared by the
Massachusetts Department of Elementary and Secondary Education
Mitchell D. Chester, Ed.D.
Commissioner
The Massachusetts Department of Elementary and Secondary Education, an affirmative action employer, is committed to
ensuring that all of its programs and facilities are accessible to all members of the public.
We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex, gender identity, or sexual
orientation.
Inquiries regarding the Department’s compliance with Title IX and other civil rights laws may be directed to the
Human Resources Director, 75 Pleasant St., Malden, MA 02148-4906. Phone: 781-338-6105.
© 2015 Massachusetts Department of Elementary and Secondary Education
Permission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please credit
the “Massachusetts Department of Elementary and Secondary Education.”
This document printed on recycled paper
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906
Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
www.doe.mass.edu
Table of Contents
School profile..................................................................................................................................... 1
Description of the accountability review ............................................................................................. 1
Findings ............................................................................................................................................. 3
Faithfulness to certificate ................................................................................................................... 4
1.
2.
3.
Mission and key design elements....................................................................................................................... 4
Access and equity ............................................................................................................................................... 4
Compliance ......................................................................................................................................................... 6
Academic and program success .......................................................................................................... 6
4.
5.
5.
5.
5.
6.
Student performance ......................................................................................................................................... 6
Program delivery - Curriculum ........................................................................................................................... 6
Program delivery - Instruction............................................................................................................................ 7
Program delivery - Assessment and program evaluation ................................................................................ 10
Program delivery - Diverse learners ................................................................................................................. 10
School culture and family engagement ............................................................................................................ 11
Organizational viability .................................................................................................................... 13
7.
7.
7.
8.
9.
Capacity – School leadership ............................................................................................................................ 13
Capacity – Professional climate ........................................................................................................................ 13
Capacity – Contractual relationships ................................................................................................................ 15
Governance ...................................................................................................................................................... 16
Finance ............................................................................................................................................................. 16
Appendix A: Expected practices ........................................................................................................ 18
Appendix B: TECCA annual goals, 2014-15......................................................................................... 20
TECCA Accountability Review
Date of Review: May 20, 2015
School profile
TEC Connections Academy Commonwealth Virtual School (TECCA) opened as a virtual public school serving
students in grades K-12 in 2014. The Education Cooperative (TEC), as “founder entity” submitted an application for
a virtual certificate to the Department of Elementary and Secondary Education (ESE) in the spring of 2013; on
February 25, 2014, the Board of Elementary and Secondary Education approved a 3-year operating certificate for
TECCA under the state's virtual school legislation (Chapter 379 of the Acts of 2012). TECCA may enroll a maximum
of 1,000 students in 2014-15.
Educational courses and teaching services, including management software, learning materials, and technical
support services are provided by Connections Education (CE), based in Baltimore, Maryland.
On December 3, 2014 ESE conducted its first accountability review of TECCA in accordance with CMR 52.08.1 As of
the second visit in May 2015 TECCA served 570 students: 119 in grades K-5 (elementary), 158 in grades 6-8 (middle
school), and 293 in grades 9-12 (high school).
Description of the accountability review
On May 20, 2015 the following members of the accountability review team (“team”) visited TECCA at its
administrative offices, located at 141 Mansion Drive in East Walpole, Massachusetts:




Kenneth Klau, ESE
Jennifer Gwatkin, ESE
Moira Connolly, ESE
Sheika Edmond, ESE

Emily Taylor, ESE

Jeffrey A. Elliott, The Virtual High School and member of the
Digital Learning Advisory Council
In addition, the following individuals contributed to the review:




Chris Hieber, ESE
Jane Haltiwanger, ESE
Joanna Laghetto, ESE
Amy Michalowski, The Virtual High School and member of the Digital Learning Advisory Council
The team also reviewed the following information:








Application for certificate
Annual goals (2014-15)
Report from December 2014
accountability review
Personnel policies, including
the TECCA employee
handbook
Board minutes
Organizational chart and staff
assignments
Student demographic
information
School leadership team
meeting minutes










Special education program statement
English as a second language (ESL) program statement and
associated English language learner (ELL) documents
List of students by sending district
Curricular materials, including an alignment of the school’s
curriculum to the Massachusetts Curriculum Frameworks; power
standards and curriculum based assessments
TECCA testing plan (October 2014)
Teacher training documents
Sample teacher evaluation documents
Executive summary of parent satisfaction survey (2014-15)
Documentation of professional development activities
Miscellaneous communications regarding school-sponsored
events and outings
1
The purpose of this initial visit was to provide feedback to TECCA regarding its progress in implementing the
educational program described in its certificate and with respect to selected virtual school performance criteria.
Massachusetts Department of Elementary and Secondary Education
Page 1 of 21
TECCA Accountability Review
Date of Review: May 20, 2015
In May and June 2015 the review team collectively observed 25 LiveLessons2 (online lessons), either in real-time or
as recordings. On site, the team reviewed information provided by TECCA, as noted above and elsewhere in this
report, and conducted in-person focus groups with representatives from the following groups: school leaders (4;
the lead school administrator participated in the leadership focus group remotely via telephone), board of trustees
(5; the board chair participated remotely via telephone on May 27, 2015), special education (7, including 4 from
CE), and English language learner (ELL) staff (3, including 1 from CE who participated remotely via telephone). The
team conducted virtual focus groups of elementary and middle school teachers (6), high school teachers (7),
learning coaches3 of early elementary school students (2), learning coaches of elementary and middle school
students (7), high school learning coaches (4), elementary and middle school students (6), and high school students
(3).4
2
LiveLessons (“online lessons”) are synchronous lessons conducted in Connexus, the school’s learning management
system (“LMS”).
3 According to the TECCA web site, "Serving as Learning Coaches, parents (or their designees) are responsible for their
student’s day-to-day activities. In the elementary years, Learning Coaches are closely involved in helping students grasp
the material and develop necessary study skills. As students become more independent in the middle school and high
school years, the Learning Coach typically provides support, but far less daily supervision."
4 Membership in focus groups was not mutually exclusive. Participation in focus groups was solicited by school
leadership.
Massachusetts Department of Elementary and Secondary Education
Page 2 of 21
TECCA Accountability Review
Date of Review: May 20, 2015
Findings
Rating Scale:
 Exceeds
The school fully and consistently meets the criterion and is a potential exemplar in this area.
 Meets
The school generally meets the criterion; minor concerns are noted.
 Partially meets
The school meets some aspects of the criterion but not others and/or moderate concerns are
noted.
 Falls far below
The school falls far below the criterion; significant concern(s) are noted.
Organizational viability
Academic and program success
Faithfulness to
certificate
Guiding area
Criteria
Rating
 Meets
1.
Mission and key design elements: The school is faithful to its mission,
implements the key design elements outlined in its certificate, and
substantially meets its accountability plan goals.
2.
Access and equity: The school ensures program access and equity for all
students eligible to attend the school.
 Partially meets
3.
Compliance: The school compiles a record of compliance with the terms of
its certificate and applicable state and federal laws and regulations.
 Partially meets
4.
Student performance: The school consistently meets state student
performance standards for academic growth, proficiency, and college and
career readiness.
To be determined
5.
Program delivery: The school delivers an
academic program that delivers improved
academic outcomes and educational success
for all students.
6.
7.
Curriculum
 Meets
Instruction
 Partially meets
Assessment and program
evaluation
 Meets
Diverse learners
 Meets
Culture and family engagement: The school
supports students’ social and emotional
health in a safe and respectful learning
environment that engages families.
Social, emotional, and
health needs
 Partially meets
Family and community
engagement
 Partially meets
Capacity: The school sustains a wellfunctioning organizational structure and
creates a professional working climate for all
staff.
School leadership
 Partially meets
Professional climate
Contractual relationships
 Meets
 Partially meets
8.
Governance: The Board of Trustees act as public agents authorized by the
state and provide competent governance to ensure the success and
sustainability of the school.
 Meets
9.
Finance: The school maintains a sound and stable financial condition that
operates in a fiscally responsible and publicly accountable manner.
 Partially meets
Massachusetts Department of Elementary and Secondary Education
Page 3 of 21
TECCA Accountability Review
Date of Review: May 20, 2015
Faithfulness to certificate
1.
Mission and key design elements
Rating: Meets
Key elements of the school’s mission were articulated across stakeholder groups. Examples included serving
all students, frequent communication and collaboration, and academic rigor.
As articulated in its certificate, the mission of TECCA is “to provide a rigorous, effective virtual K–12 public
school that provides students with multiple pathways to learn, communicate, collaborate and successfully
compete for advancement in our global society whether they pursue college or career.”
Members of the focus groups described the progress TECCA made to realize its mission. The leadership focus
group said the mission spoke to the belief that all students can achieve at high levels, while helping them feel
like they are part of the school community. They stressed creating a supportive environment for teachers as
well as students. The theme of supporting teachers was prevalent: the board of trustees and leadership focus
groups emphasized on developing staff and acclimating teachers to the virtual environment; teachers
emphasized collaboration.
Teachers articulated the mission as providing an educational alternative that offered students flexibility and
tailored learning activities. They cited personalized learning, collaborative effort, and creating an environment
in which all students can learn as essential facets of the mission. Teachers expressed belief in a triad model,
comprised of the student, teacher, and learning coach, working together toward the common goal of
supporting all students.
Students and parents/guardians called the curriculum “rigorous” and “challenging.” They said it enables
students to learn at their own pace with flexibility and support from teachers. Special education teachers said
that some parents/guardians told them this is the first time they’ve seen their child learn. Teachers said that a
high level of accountability is expected of students and learning coaches, and shows in the way that they have
built relationships with families.
All CE schools distribute an annual survey each spring (via a third party) to parents/guardians. According to CE,
the purpose of the survey is to gauge the effectiveness of the school’s operations, academic and emotional
support, socialization and interaction, the academic experience, and the availability and performance of
teachers. The results are compiled into a report that provides information about TECCA as well as aggregate
data for CE schools nationwide. According to the spring 2015 report, TECCA had an overall response rate of
48.3 percent (207 responses out of 429 surveys given). When asked about the overall satisfaction level of their
child with the program, 58 percent of parents/guardians were “very satisfied” and 33.3 percent were
“somewhat satisfied.” Consistent with TECCA’s mission, 65.2 percent “agree strongly” or “agree” that they are
able to personalize the curriculum to fit the learning demands and needs of their child; further, 87.4 percent
“agree strongly” or “agree” that the use of the computer and the school’s proprietary learning system,
Connexus, is improving their child’s learning experience. 5
2.
Access and equity
Rating: Partially meets
TECCA provides a wide range of supports, services, and assistive technologies to students who need them,
but is still developing methods to address issues related to maintaining frequent contact for students with
emotional disabilities. Some of the supplemental materials required for students to access the general
curriculum were viewed by parents/guardians as either expensive or difficult to find.
At the time of the visit, TECCA had been operating without a special education director for a period of one
month. The school’s 2 special education teachers and 2 guidance counselors, one of whom also served as the
5
Connections Education (2015). Parent satisfaction survey: Executive board summary, TECCA Connections Academy.
Baltimore, MD: Connections Education.
Massachusetts Department of Elementary and Secondary Education
Page 4 of 21
TECCA Accountability Review
Date of Review: May 20, 2015
504 coordinator, were assisted by Baltimore-based members of the CE team (the CE special education
director, 2 special education managers, and an extra special education teacher) to ensure continuity of service
delivery. Members of the special education focus group, comprised of these individuals, said that TECCA, with
the assistance of CE, was actively recruiting a new special education director.6
Teachers emphasized the accessibility of curricula to all learning coaches and their children. This included
ensuring that parents/guardians and students understood how the technology works as well as the
expectations for using technology. According to the K-8 teacher focus group, all students are evaluated upon
admission to ensure that proper services and supports, as appropriate, are in place to help them succeed in
the virtual environment. For those students identified as needing special education services or
accommodations, the special education staff ensured they received the appropriate supports.
The special education focus group reported that students with disabilities were provided appropriate assistive
technologies (AT), accommodations, supports, adaptations, and related services. Examples included
Snap&Read Universal, an optical character recognition (OCR) reader that takes screenshots and reads them to
children; Dragon Naturally Speaking for speech to text; audio books for hearing and visually impaired students;
larger monitors and zoom text for visually impaired and disabled students; Bookshare, an accessible digital
library for readers with print disabilities; and a tablet option. CE provided closed captioning and sign language
translation on demand for students. Related services were delivered by contracted providers: Therapy Source
(physical therapy, counseling, behavior support, and social work); Community Therapy Service (occupational
therapy); and Connections LiveSpeech (virtual speech/language services). In addition, TECCA utilized several
local therapists. According to the parent/guardian survey, 78.7 percent “agree strongly” or “agree” that they
are satisfied with the special education services offered by TECCA. 7
At the time of the visit, TECCA reported serving 120 students with individualized education plans (IEPs), 112
students with disabilities, and 61 students with 504 plans. The special education focus group said the majority
of 504 plans addressed emotional disabilities related to interpersonal interaction, including a reluctance to
speak on the telephone with educators. As telephone conversations were a primary communication
mechanism8, TECCA has had to develop strategies to mitigate avoidance behaviors. Examples of strategies
include giving advance notice of telephone conversations, asking learning coaches to facilitate the calls, and
interspersing telephone conversations with frequent “check-ins” via TECCA’s webmail system. Additionally,
TECCA hosted an online lesson for learning coaches in winter 2015. The session focused on coping strategies
for students, including strategies for addressing test anxiety. The special education focus group reported that
the session was well-attended and noted interaction among the learning coaches. While future sessions were
planned, teachers acknowledged that maintaining frequent, person-to-person contact with students via
telephone remained an ongoing concern.
TECCA conducted Massachusetts Comprehensive Assessment System (MCAS) test sessions in various locations
statewide (principally hotels). Proctors had access to profiles of every student’s testing accommodations; this
information was also accessible through Connexus. To ease students’ anxieties about testing, students were
contacted prior to the test, and students were provided with the same proctor for each administration of the
test to the extent possible. TECCA reported that 2 students took the MCAS-Alt and 88 took MCAS with
accommodations. The most common accommodations for students on IEPs were, in order of frequency: test
directions (70 percent of all accommodations); small group (70 percent); use of an organizer, checklist,
reference sheet, or abacus (66 percent); frequent breaks: (54 percent); and separate setting (50 percent).
TECCA reported that 76 percent of elementary students intended to return for the 2015-16 school year; for
middle and high school students, those figures were 68 and 72 percent, respectively. About 10 percent were
either undecided or parents/guardians not report this information to the school. TECCA leadership noted that
the school’s “intent to return” rates were higher than the average CE-managed school, although they intend
6
On July 22, 2015 TECCA leadership reported that a new special education director had been hired and would assume
the role on July 27, 2015.
7 Connections Education (2015). Parent satisfaction survey: Executive board summary, TECCA Connections Academy.
Baltimore, MD: Connections Education.
8 Teachers also reported that they teach time management skills to students over the telephone.
Massachusetts Department of Elementary and Secondary Education
Page 5 of 21
TECCA Accountability Review
Date of Review: May 20, 2015
to contact the parents/guardians of each student who will not return or is undecided about their future plans.
According to the CE parent/guardian survey, 47.8 percent of parents/guardians would “definitely” continue in
TECCA in the 2015-16 school year and 22.7 percent would “probably” continue. When asked how they would
rate enrollment support, 88.3 percent reported “excellent” or “good” as compared to the CE average of 61.9
percent.9
While the published enrollment policy states that TECCA does not discriminate on the basis of English
language proficiency, and TECCA administered a home language survey to identify potential ELLs as a part of
the enrollment process, there were no references to support for ELLs on the school’s website (more
information is provided in the compliance section below).
With the exception of tablets when appropriate to meet students’ AT needs, all students were provided with
desktop computers. Both the high school student and parent/guardian focus groups expressed desire for a
laptop option. In addition, the same focus groups noted that some supplemental materials required for
participation in science labs were expensive and/or difficult to find.
At the time of the review, information regarding the school’s special education and English language learner
program plans was not posted on the school’s website.10
3.
Compliance
Rating: Partially meets
TECCA does not have a Special Education Parent Advisory Council as required by 603 CMR 28.07.
While the special education focus group indicated that plans were underway to create one, at the time of the
visit there was not a Special Education Parent Advisory Council (603 CMR 28.07). Moreover, the school’s board
voted to use CE’s private school (iNaCA) services for low enrollment and hard to staff courses, and transfer
credits earned in those courses to TECCA. After conversations with TECCA and ESE leadership, enrollment in
such courses will be considered on a case-by-case basis by ESE and conditioned upon TECCA providing student
performance data to ESE upon course completion.
Academic and program success
4.
Student performance
Rating: To be determined
At the time of the visit, 2014-15 test results were not yet available.
TECCA administered MCAS tests for the first time in spring 2015. Results from these assessments will be
available in fall 2015.
5.
Program delivery - Curriculum
Rating: Meets
Evidence indicates that the school’s curriculum is aligned to the Massachusetts Curriculum Frameworks.
TECCA has a documented process for teachers to identify and communicate potential gaps in the curriculum
to leadership for remediation. In addition, teachers have electronic platforms for sharing curriculum
resources within the school and between TECCA and other schools across the country.
According to documentation provided to the review team, TECCA’s curriculum is aligned to the Massachusetts
Curriculum Frameworks and the Common Core State Standards. In addition, the curriculum is aligned to
selected national standards, including Next Generation Science Standards (NGSS), National Council for the
9
Connections Education (2015). Parent satisfaction survey: Executive board summary, TECCA Connections Academy.
Baltimore, MD: Connections Education.
10 At the time of this publication, TECCA had updated its website to include this information.
Massachusetts Department of Elementary and Secondary Education
Page 6 of 21
TECCA Accountability Review
Date of Review: May 20, 2015
Social Studies (NCSS), National Education Technology Standards, and International Association for K–12 Online
Learning (iNACOL) standards for quality online courses where applicable. In the majority of online lessons
observed, teachers posted the standards addressed as well as lesson expectations and objectives.
Per a document titled Connections Education’s Curriculum Development, Revision, and Evaluation Processes,
provided to the review team:
Decisions about improvements and updates to curriculum are also guided by feedback from a
variety of critical stakeholders: teachers and administrators, students and parents, school boards,
and outside evaluators such as accrediting organizations and sponsors. This feedback is collected
both daily and annually in a variety of ways, including the Connections StarTrack system and
Connexus feedback tools; annually through Parent, Student, and Staff Satisfaction surveys; and
throughout the year from professional development and leadership development activities and
seminars with teachers and school administrators. Comments and input from board members
and the results of third-party evaluations also often factor into changes to curriculum.
The existence of curriculum development and review processes was supported by members of the
focus groups.
According to leadership, teachers are relied upon as experts; when gaps in curriculum are identified, they use
notes and message boards to communicate to leadership and CE. Teachers reported using the school’s Issue
Aware (IA) electronic ticketing system to network with teachers of other subjects. Teachers can exchange
information and ideas and discuss teaching strategies across the network of CE schools (over 35 nationally). In
addition, teachers utilized SharePoint to share lesson recordings.
When asked about the school’s curriculum, 90.4 percent of parents/guardians surveyed expressed “agree
strongly” or “agree” that TECCA’s curriculum is of high quality, and 67.4 percent “agree strongly” or “agree”
that “the curriculum is more challenging than my child’s former school.”11
5.
Program delivery - Instruction
Rating: Partially meets
Although the majority of lessons observed were characterized by a positive classroom climate, exhibited
teacher-student engagement, and followed the school’s prescribed format for lesson presentation, online
lessons exhibited variability in the execution of the school’s expectations for teaching students higher order
thinking skills.
In May and June 2015, the review team observed 25 online lessons either live or as recordings. This comprised
over 710 minutes of instruction, and featured 205 students and 9 teachers. Team members recorded their
observations on a common observation form. The average lesson was 37 minutes long and the average class
size was 11 students (three of the 25 lessons observed were 1-to-1 lessons). Prior to conducting these
observations, ESE requested and received descriptions of expected practices aligned to ESE’s criteria for
classroom culture and management and quality instruction (Appendix A). The percentages of lessons observed
that, in the determination of the review team, exhibited these practices are provided in the graph below.
11
Connections Education (2015). Parent satisfaction survey: Executive board summary, TECCA Connections Academy.
Baltimore, MD: Connections Education.
Massachusetts Department of Elementary and Secondary Education
Page 7 of 21
TECCA Accountability Review
Date of Review: May 20, 2015
Figure 1: Observed practices - online lessons
No evidence
Climate
6%
Alignment
Differentiation
Complexity
22%
6%
67%
20%
41%
17%
41%
39%
18%
6%
Consistent evidence
72%
18%
Model
Understanding
Sufficient evidence
13%
Engagement
Time
Limited evidence
39%
24%
35%
31%
16%
24%
38%
25%
63%
41%
21%
53%
6%
Online lessons are intended to accompany self-paced and self-directed learning that occurs offline. The online
lessons are not mandatory for students, although students were invited to targeted online lessons based on
their performance as recorded in Connexus. These invitations are supposed to occur at least one week prior,
and learning coaches are also notified via webmail and a message board.
For early learners (K-8), there are individual lessons for Kindergarten, and in grade 1 there are individual, small
group, and whole group lessons. In reading, K-8 teachers reported using the Dynamic Indicators of Basic Early
Literacy Skills (DIBELS) procedures and measures. Transfer is emphasized; for example, a teacher may selects
periodicals for students to read, thereby providing an opportunity for them to practice skills, key words, and
learn vocabulary in context. Elementary students use microphones when teachers enable “mic rights” during
on line lessons and they hear each other take turns reading.
In 59 percent of online lessons observed, instructional practices exhibited “sufficient” or “consistent” evidence
of the school’s expected practices (“model” in Figure 1 above) as described in Appendix A; 41 percent
exhibited limited or no evidence. In general, the online lessons observed were conducted in a manner
consistent with the expectations and description provided by school leadership; high school teachers reported
using poll questions at various points in the online lessons and broadcasting results to promote discussion,
granting whiteboard rights to students to demonstrate their knowledge. However, in several instances
students’ responses were elicited or addressed, and/or students’ explanations were not full and clear. Further,
the team observed instances where instruction was disrupted by technical glitches. For example, the teacher
may not be able to hear the student because his/her microphone was not working, or students were
inadvertently “dropped” from online lessons. Members of the focus groups reported that CE provides timely
technical support when this occurs, and 91.9 percent of parents/guardians surveyed reported technical
support as either “excellent” or “good”.12 In terms of satisfaction with TECCA’s instructional model, 80.6
percent of parents/guardians either “agree strongly” or “agree” with the statement that their child is able to
learn at his or her own pace; 90.3 percent of respondents “agree strongly” or “agree” that they are satisfied
with the variety of learning experiences offered by the school; and 87.4 percent “agree strongly” or “agree”
that teachers improve the learning experience. 13
The review team noted that 59 percent of online lessons observed challenged all students to develop and use
higher level thinking skills such as analyzing, creating, and evaluating (seen in Figure 1 as “complexity”).
Teachers asked students to explain their answers (“What made you feel…?”, “How do you know..?” etc.) and
12
Connections Education (2015). Parent satisfaction survey: Executive board summary, TECCA Connections Academy.
Baltimore, MD: Connections Education.
13 Connections Education (2015). Parent satisfaction survey: Executive board summary, TECCA Connections Academy.
Baltimore, MD: Connections Education.
Massachusetts Department of Elementary and Secondary Education
Page 8 of 21
TECCA Accountability Review
Date of Review: May 20, 2015
prodded students to provide examples to support their thinking. In other sessions, students did not engage in
exercises that made them think beyond simple questions and answers, or teachers’ questions elicited literal
responses. In other instances it was not clear to observers whether all students provided the requisite amount
of evidence requested by teachers, or how teachers verified who provided evidence and who did not.
In 63 percent of lessons, activities, materials, and strategies were varied for students (“differentiation”). In
general, limited strategies (i.e., polling and chat pods) were employed and all students in each lesson
appeared to be engaging in the same activities. In the lessons where differentiation was observed, techniques
included using manipulatives (e.g., addition and subtraction in a mathematics class), video or graphics;
providing students with an opportunity to write their responses; and engaging small groups of students in chat
sessions. In some lessons, a second adult was present during the lesson to support students, or the teacher
referenced a second adult, not visible to observers, with whom students could interact. In general, teachers
were observed using the Gradual Release of Responsibility Instructional Framework 14, such as instruction that
followed the process, “I do, we do, you do.”
In 78 percent of lessons observed, there was sufficient or consistent evidence to demonstrate that learning
time is maximized for all students (“time”). Lessons generally began and ended on time, although in some
lessons students were observed to be off task or the lesson concluded before the “you do” portion of the
process could be completed.
In 82 percent of lessons observed, classroom practices fostered student engagement (“engagement”).
Teachers consistently encouraged student participation. In larger classes, observers had difficulty determining
the extent to which all students participated. Engagement was enhanced through breakout rooms; the
assignment of microphone, chat, and whiteboard privileges; and questioning techniques such as “cold calling.”
In one lesson, the teacher facilitated small group discussions; in another, one student in each room was a
designated note-taker who collected contributions from his/her peers. Although the chat pods were ostensibly
created to foster small-group collaboration, there was no evidence of student collaboration in some instances.
On the other hand, in one lesson, the reviewer observed the teacher divided the class into teams to play a
game; 100 percent of the class participated.
Across lessons, the majority (84 percent) demonstrated sufficient or consistent evidence of teachers using
various checks for understanding throughout lessons (“understanding”) consistent with the practices
described in Appendix A. Reviewers observed regular use of entry and exit polls within the “poll pod” function.
These polls were used to post either concrete or open-ended questions that varied by rigor. Students could
submit answers without seeing others’ responses. The poll pod was also used to assign students to groups
based on their responses. The “chat pod” was utilized to check for understanding for those students who
participated and utilized the tool. Students used symbols to show where they were in their understanding
(such as a green check mark or red “X”). In addition, students used drawing tools to show their work on
mathematics problems. It was not clear, however, whether teachers checked the understanding of all
students, or just the understanding of those who actively engaged in the lessons.
In 87 percent of lessons observed, instruction featured content and skills aligned to grade level standards
and/or students’ educational needs (“alignment”). Most teachers presented the state standard to be
addressed and provided clear and appropriate learning objectives for the lesson.
Across lessons, 94 percent exhibited sufficient and/or consistent evidence that the climate was characterized
by clear routines, respectful relationships, behaviors, tones, and discourse (“climate”). Teachers acknowledged
students as they logged in to Connexus and introduced lessons to focus students’ attention. Objectives, an
agenda, and rules/expectations for lessons remained visible and accessible. Teachers endeavored to provide
clear, accurate and relevant comments. In general, students understood the rules for using online tools to
interact with one another and with the teacher, such as communicating via chat, and audio, and taking
advantage of tools and techniques such as highlighting, underlining, note-taking, and responding to polls
within the system. In a few isolated cases, teachers disabled tools when they were misused by students. As a
14
Pearson, P. D., & Gallagher, G. (1983). The gradual release of responsibility model of instruction. Contemporary
Educational Psychology, 8(3), 112-123.
Massachusetts Department of Elementary and Secondary Education
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general observation, the screens seemed visually difficult to navigate due to the number of chat pods and
other interactive elements that often appeared simultaneously.
5.
Program delivery - Assessment and program evaluation
Rating: Meets
TECCA has systems to monitor student progress and personalize learning.
TECCA uses curriculum-based assessments (CBAs) to validate students’ understanding of concepts against
formative data housed in Connexus. CBAs consisted of conversations between a teacher and student which
take place via telephone or in online lessons. According to TECCA, CBAs are a crucial measure of students’
mastery of key concepts, either in diagnosing and addressing impediments to learning, or validating mastery.
TECCA has technological systems to monitor student progress and personalize learning. The Assessment
Objective Performance Report (AOPR) in Connexus shows teachers and learning coaches how students are
performing on essential skills and standards based upon individual assessment items in mathematics, language
arts, and science. This on-demand report tracks student progress in real time and can be used to identify
students who have or have not mastered specific objectives. Consequently, teachers may then use embedded
resources to diversify their instruction and/or determine groupings of students for more targeted instruction
or interventions. According to the leadership team, CE is working on an integrated dashboard that displays
student performance on interventions within a response to intervention (RTI) framework. At the time of the
visit, the dashboard did not currently collect data from interventions, but it did display the interventions
students were assigned, as well as the last time they were administered a CBA.
According to teachers and other staff, the most engaged students complete their daily lessons, attend
supplementary or intervention online lessons when invited, and communicate regularly with their teachers via
telephone. According to a CE document titled Core Standards for Facilitating Student Learning, teachers
monitor student progress by engaging with them at least weekly using a variety of contact types (e.g.,
WebMail, online lessons, grading feedback, Message Board postings, phone conversations, and/or face-toface interactions). Further, each student must interact synchronously with a teacher at least once every two
weeks. Teachers reported having “office hours” where they have conversations with students one-on-one,
and making other contact with students to help them stay on track.
TECCA administered Massachusetts Comprehensive Assessment System (MCAS) tests for the first time in
spring 2015. Leadership reported using a variety of data to predict student performance on the exam,
including prior MCAS scores and performance on pretests (i.e., CE’s proprietary Longitudinal Evaluation of
Academic Progress (LEAP) test for K-8 and Scantron Performance Series assessments for grades 9-10).
5.
Program delivery - Diverse learners
Rating: Meets
TECCA has a system of supports that utilizes human capital and digital tools to meet the needs of diverse
learners, including a large population of students with disabilities.
As of May 20, 2015, 120 out of 550 TECCA students (about 22 percent) were on IEPs. CE’s special education
director said TECCA serves a higher percentage of special education students than any other school in the CE
network. Disabilities addressed at TECCA include autism, executive functioning deficits, neurological disorders,
intellectual impairments, emotional disorders, communication disorders, and specific learning disabilities.15
Special education teachers reported offering specialized content and support to students within regular online
lessons and hosting break-out rooms in one-to-one or co-teaching scenarios, the intent of which is to address
specific academic goals outlined in their IEP. The team observed both features in the online lessons. Both
15
As stated previously, TECCA’s special education director resigned for personal reasons in April 2015. At the time of the
visit, CE provided virtual support and coordinated the school’s special education program until a replacement was hired.
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general and special education teachers used “Q&A pods” to communicate with individual students, groups,
and whole classes.16
When asked how they know students are experiencing success in the virtual environment, teachers cited the
Personalized Learning Plan (PLP) data view in Connexus. The PLP aggregates progress notes on a student
across his or her teachers. Visual “flags” were generated algorithmically by the system when students were
judged, based on internal metrics, to be off-track or having difficulty learning. Teachers reported creating IAs
to signal when they believed a student required supplemental instruction or intervention. These IAs were
subsequently visible to colleagues, administrators, and other educators, as appropriate, who worked with the
student based on their identified needs. Intervention strategies include targeted, small group lessons and
mandatory supplemental reading and mathematics programs. Teachers cited the following computer
programs for intervention or supplemental instruction: Study Island, Skills Tutor, SuccessMaker Math and
Reading, Reading Eggs, Reading Eggspress, Raz-Kids, and MathXL. In addition to the value added by
interventions, teachers cited increased student-teacher interactions as methods for addressing the needs of
diverse learners. Moreover, special education teachers and guidance counselors share access to teachercreated electronic progress monitoring reports for the students in their respective caseloads.
School leadership reported that CE was evaluating the fidelity of implementation as well as the efficacy and
impact of these interventions on student outcomes. According to the leadership team, ultimately the goals are
to match a student’s performance profile to specific interventions and decide which interventions to keep and
which to discard.
With regard to ELL services, a home language survey is conducted and students are assessed for language
proficiency in accordance with state guidelines. At the time of the site visit, TECCA reported serving five ELL
students (four tested in the “3” proficiency level and one in the “2” proficiency level). The ELL program is
overseen and implemented by two teachers with support from CE’s Baltimore-based ELL manager. Several
general education teachers also possess ELL credentials. The leadership team reported that all teachers are
working toward earning the Sheltered English Immersion (SEI) endorsement through the state’s Rethinking
Equity and Teaching for English Language Learners (RETELL) initiative.
Teachers reported that TECCA uses an ELL curriculum, Pearson English Learning System, in conjunction with
Massachusetts Model Curriculum Units, informed by the World-Class Instructional Design and Assessment
(WIDA) framework. A persistent IA exists for each ELL student that requires teachers to closely track their
progress. Teachers reported following the Sheltered Instruction Observation Protocol (SIOP) framework for
organizing instruction. Teachers reported that instructional strategies for ELL students are similar to those for
students with disabilities (such as small-group instruction). ELL students receive the same number of
telephone calls as other students, participate in interventions and online lesson check-ins, and use tools within
Connexus such as pictures, microphone privileges, and check marks to access the curriculum and collaborate
with peers. In addition, Connexus enables teachers to record and replay students’ speech.
TECCA administered the Assessing Comprehension and Communication in English State-to-State for English
Language Learners (ACCESS for ELLs) summative assessment in January 2015. All individuals tasked with
administering the exam were trained prior to test administration.
6.
School culture and family engagement
Social, emotional, and health needs; family and community engagement
Rating for both indicators: Partially meets
TECCA employs multiple strategies to involve students and families as members of the school community,
inclusive of virtual and in-person initiatives; however, engaging unresponsive students and families remains
a concern.
Students and learning coaches new to TECCA participate in a “getting started” class to orient them to the
expectations of the virtual school environment; returning students receive a refresher. In the 2014-15 school
16
As these communications are private, the review team did not directly observe these communications.
Massachusetts Department of Elementary and Secondary Education
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year TECCA conducted two virtual “open houses” (one in the fall and one in the spring), with plans to offer two
in fall 2015.
School leaders acknowledged that relationships with learning coaches can be highly associated with student
success, and that consequently, family engagement is a key priority. Indeed, when asked what makes a
teacher a good teacher, students in grades 4-8 said “The way that they interact with their students…they are
able to relate to them (students) in a way that they understand.” Teachers specifically referenced close
communication with students’ learning coaches as a primary focus of their work.17 Teachers contacted
learning coaches via telephone every two weeks to discuss topics such as effective time management,
maintaining strong communications, using Connexus, and encouraging the development of routines with their
child at home. According to the CE parent satisfaction survey, 91.3 percent were “very satisfied” or
“somewhat satisfied” with the helpfulness of their child’s teacher; 85.5 percent rated the response time of
their child’s teacher as “excellent” or “good”; 73.9 percent rated the amount of time their child has with their
teacher as “it’s about right”; and 76.3 percent rated the amount of contact they have with their child’s teacher
as “it’s about enough”.18
As stated previously, many students have emotional disabilities related to interpersonal interaction, including
a reluctance to speak on the telephone with educators. While TECCA developed strategies to mitigate
avoidance behaviors, teachers acknowledged that maintaining frequent, person-to-person contact with
students via telephone remained an ongoing concern. Teachers provided multiple anecdotal examples of
students who did not do work and/or were difficult to reach. They reported that some students who log in to
the online lessons do not participate, and they reported removing students from lessons if they were
unresponsive after multiple attempts.19 Likewise, teachers cited efforts to work with learning coaches who
were not engaged. All focus groups underscored the “triad of support” (student, teacher, learning coach) as
critical to student success. According to the CE parent satisfaction survey, 86 percent “agree strongly” or
“agree” that their child is making good progress; 74.4 percent either “agree strongly” or “agree” that their
child’s attitude toward learning has improved.20
Beginning in the 2014-15 school year, TECCA created a high school advisory teacher position to strengthen
home-school connections and student engagement in grades 9-12. Each teacher recommended one or more
students to this teacher with whom they reported having difficulty communicating. Subsequently, the advisory
teacher adopted a case management approach to establishing regular contact with students, identifying their
academic and non-academic needs, and working with students and the learning coaches to increase students’
likelihood of success with the virtual program. In addition to the support provided by the advisory teacher, the
school’s two guidance counselors reported providing students with a range of counseling services including
socio-emotional counseling, college and career counseling, and crisis counseling.
Learning coaches reported that TECCA sponsors monthly school-wide field trips and regular in-person “meetand-greets.” In May 2015, for example, students visited the University of Massachusetts, Amherst for a college
tour. The same month, a group of students visited a whaling museum in New Bedford. The high school
teachers developed a “snack-and-study” concept whereby they met with students identified as struggling
academically. These in-person meetings, which occurred at least once each semester, were convened in
locations across the state including Raynham, Amesbury, and the school’s administrative office in East
Walpole. Per the CE satisfaction survey, 34.3 percent of parents/guardians attended a TECCA-sponsored event
such as a field-trip or end-of-year party; 85.9 percent of parents/guardians who participated in these events
rated their overall quality as either “excellent” or “good”; 81.6 percent “agree strongly” or “agree” that they
17
In most cases, the learning coach is the student’s parent/guardian.
Connections Education (2015). Parent satisfaction survey: Executive board summary, TECCA Connections Academy.
Baltimore, MD: Connections Education.
19 Students are “locked out” of the system until the learning coach contacts TECCA. In these cases TECCA leadership
make repeated efforts to reach parents/guardians so as not to interrupt schooling.
20 Connections Education (2015). Parent satisfaction survey: Executive board summary, TECCA Connections Academy.
Baltimore, MD: Connections Education.
18
Massachusetts Department of Elementary and Secondary Education
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are satisfied with the opportunities for participation in extracurricular activities; and 67.1 percent “agree
strongly” or “agree” that TECCA provides opportunities for interaction with other families.21
More generally, 85 percent “agree strongly” or “agree” that they enjoy the program; 75.5 percent were “much
more satisfied” or “somewhat more satisfied” with their child’s TECCA experience as compared to their child’s
previous school; and 89.9 percent would recommend TECCA to other parents/guardians.
Organizational viability
7.
Capacity – School leadership
Rating: Partially meets
While teachers feel supported by leadership and the school’s education management organization provides
additional capacity, at the time of the visit the positions of lead school administrator and director of special
education were in a state of transition.
The leadership team is comprised of a lead school administrator (equivalent to the position of
superintendent/principal) and an assistant principal. In April 2015 the lead school administrator announced
that he would be retiring at the end of the school year. The TECCA board appointed the assistant principal as
acting lead school administrator. The board chair expressed the goal of performing an initial round of
interviews in June and bringing a candidate before the board for a vote at its June 24, 2015 meeting. 22 (See the
governance section of this report for more information). As stated previously, TECCA’s special education
director resigned in April 2015; virtual support and coordination of the school’s special education program was
provided by CE in the interim until a replacement could be hired.
At the time of the visit the student to teacher ratio was high; for example, one teacher reported being
responsible for over 300 students. This individual was assigned a “designated grader” from CE to grade
student work and provide students feedback on unit tests, quizzes, and discussion posts. The high school focus
group indicated that they have found their workloads to be more manageable as new teachers are hired; the
addition of the new high school advisory teacher was also helpful.
CE has a career ladder system that provides teachers opportunities to assume additional responsibilities,
develop leadership skills, and move into other positions if they so desire. At the school level, three levels exist
on the ladder: coordinating teacher, lead teacher, and master teacher (which entails managing other
teachers). Teachers receive a stipend for serving in these roles. At the time of the visit, TECCA reported a plan
for having two coordinating teachers, a master teacher, and a lead teacher for the 2015-16 school year.
The leadership team expressed that a key priority for the 2014-15 school year was improving the protocols for
onboarding learning coaches and parents/guardians so that they clearly understood the expectations of
supporting their child in the virtual environment (efforts are detailed in the “school culture and family
engagement” section above). Leadership also noted having to counter the perception among sending districts
that TECCA is an “alternative school.” The team cited examples of informing sending districts that TECCA
serves all students, including but not limited to gifted and talented students. Teachers expressed support from
the leadership, they also referenced multiple opportunities for networking within TECCA and between TECCA
and other CE schools for the purposes of improving instruction.
7.
Capacity – Professional climate
Rating: Meets
Teachers utilize varied structures for professional collaboration and advancement, including career ladder
incentives; a mentoring program; virtual collaboration opportunities with their peers nationally; grade level
21
Connections Education (2015). Parent satisfaction survey: Executive board summary, TECCA Connections Academy.
Baltimore, MD: Connections Education.
22 In July 2015 ESE received a communication indicating the hiring of a new principal; however, the position of assistant
principal is vacant at the time of this writing.
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professional learning communities that meet several times per month; professional development tailored
for specific program areas (e.g., special education); and wide range of professional development delivered
by school and CE staff. That teachers operate out of the school’s administrative offices was cited as a
strength.
At the time of the visit, and as reported to ESE on May 15, 2015, TECCA had 3 elementary teachers (K-5), 4
middle school teachers (6-8), 5 high school teachers and a high school advisory teacher (6), 2 special education
teachers, 2 guidance counselors (including a guidance director), and 5 part-time/adjunct teachers to cover
Spanish, art, music, technology, and physical education.
As stated previously, the special education director position was vacant at the time of the visit and capacity in
that area was provided by CE staff in the interim. With respect to TECCA’s two special education teachers, one
worked with grades K-8 and one with grades 9-12. The K-8 teacher served as the coordinator of the school’s
MCAS Alternate Assessment (MCAS-Alt) program and also managed screening, assessment and service
delivery for ELLs, of which there were 5 at the time of the visit. This individual taught 11 online lessons (5.5
hours total), 4 Compass Alternative Curriculum23 sessions (4 hours), and held two check-in sessions (1 hour)
each week. The 9-12 teacher taught eight online lessons (6.5 hours) and held three “office hours” sessions (1.5
hours) for students with disabilities. In addition, as an interim solution to meet TECCA’s need for special
education instruction, two substitute special education teachers provided by CE taught 21 language arts and
mathematics sessions (the equivalent of 18 hours). TECCA planned to hire two additional special education
teachers for the 2015-16 school year.
Leadership indicated that support for teachers is an organizational priority; there are plans to add a manager
and designate a master teacher (through CE’s career ladder program). All teachers except one were in their
first year of online classroom teaching.
TECCA has structures for regular, frequent collaboration and professional development to improve
implementation of the curriculum and instructional practice. Focus group participants said the supports
provided by CE foster a climate and culture characterized by constant and open communication. Teachers
indicated that CE provided incentives for promotion such as a career ladder for teachers to assume additional
responsibilities and compensation. In addition to management support, CE provides training, professional
development, and human resources support to TECCA. Staff routinely referenced the IA system and Microsoft
Lync as tools for connecting with peers within TECCA and nationally at other CE schools.
According to a professional development calendar provided by the school, TECCA conducted teacher
orientation over seven days in August 2014. The two-part New Teacher Orientation Course and Program
Handbook is designed to prepare teachers for the first few weeks of school by illustrating a framework of
roles, routines, and resources for the teacher, learning coach, and curriculum. TECCA provided an example of
professional development focused on Intervention Indicators (a PowerPoint presented in September 2014).
Focus groups reported that TECCA implements professional development every Wednesday. The morning
portion is for all staff and the afternoon is broken down by grade level. Documentation reviewed by the team
supported that in spring 2015, there were 14 professional development sessions scheduled on multiple topics.
Those that were “in-house” focused on content while CE provided operationally-themed sessions, as noted
below:







Cognitive Questioning (CE)
Higher Order Thinking (TECCA)
Teaching Academic Vocabulary (CE)
Response to Intervention (RTI) (TECCA)
Depth of Knowledge (TECCA)
Time Management (TECCA)
Using Text Dependent Evidence (CE)
23 Compass
Learning is an alternative curriculum that is available only to students who have an Individualized Education
Plan (IEP). This program may only be used as the primary curriculum for students with special education needs who are
taking the alternative state assessment. Students access the coursework from the Compass platform.
Massachusetts Department of Elementary and Secondary Education
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






Date of Review: May 20, 2015
Team Building - Every Day People (TECCA)
Live Lesson Tips and Tricks (TECCA)
Gradual Release (TECCA)
Questioning Strategies (TECCA)
Conceptual Understanding (CE)
Making Real World Connections in the Classroom (CE)
State Testing Training (TECCA)
In addition, professional learning communities (PLCs), teams of teachers organized by grade level, met as
follows: elementary (2 times/month), middle (4 times/month), and high school (4 times/month). Professional
development for special education and ELL teachers was also available. For example, CE sponsors “SPED
University” for new special education teachers and twice monthly meetings for new special education
teachers across the country.
Kindergarten through grade 8 teachers spoke about formalized mentoring. Every teacher has a mentor; the
pairs meet once per week to review the mentee’s progress towards specific tasks and goals. The feedback
shared in these weekly meetings is recorded into the “performance IA.” Teachers reported informal
collaboration as well, citing the Microsoft Lync instant messaging tool for staff and also opportunities to
collaborate across states via this tool.
TECCA utilizes CE’s educator evaluation system as well as a system aligned to the state’s regulations on
educator evaluation. At the time of the visit, K-8 teachers reported having completed end of year evaluations
and that their respective supervisors were reviewing them. School leadership corroborated that end of year
meetings were slated to occur in the coming weeks, at which time teachers would receive their ratings.
Leadership provided the review team with a small sample of evaluation forms with redacted data (ESE “goal
setting” and “summative evaluation,” and CE “summative evaluation”) used in the evaluation process.24
School leadership reported a 90 percent retention rate for teachers, with three not returning for the 2015-16
school year. In the 2014-15 school year, teachers reported to TECCA’s administrative offices in East Walpole.
As was the case in the December 2014 accountability review, the leadership and teacher focus groups cited
the close proximity to teachers to their peers and administrators as a strength of the model, despite the
virtual nature of the program. When asked about the opportunity for teachers to work remotely in the future,
the leadership team indicated that teachers who have been at TECCA for at least one year and who have
satisfactory performance ratings may be permitted to do so twice per week beginning in January 2016. The
leadership team emphasized that working from home will be “a privilege and not a right”; teachers who do
not manage their tasks well will lose this privilege.
7.
Capacity – Contractual relationships
Rating: Partially meets
TECCA is not operating under an ESE-approved contract.
TECCA and CE currently operate under an executed agreement signed by both parties in March 2014. While
ESE has reviewed multiple iterations of the agreement, as of the time of this writing the contract has not yet
been approved by the Commissioner, a condition for opening a new Commonwealth Virtual School.25
24
TECCA expressed an interest in working with ESE to merge CE’s educator evaluation system with Massachusetts
requirements, as well as contextualize educators’ evaluation goals for the virtual environment.
25 See 603 CMR 52.04(5)(a), “Conditions for Opening New Commonwealth of Massachusetts Virtual Schools.” Issues that
have protracted the contract approval process include, but are not limited to, responsibility for the provision of Internet
access and associated language for the school website, aggregation of student-level data and safeguarding privacy, and
the distinctions between “admitted,” “enrolled,” and “attending” students. TECCA has since addressed outstanding
concerns and ESE is awaiting a version that incorporates the school’s current accountability goals.
Massachusetts Department of Elementary and Secondary Education
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8.
Date of Review: May 20, 2015
Governance
Rating: Meets
The school’s board represents a range of expertise in public education and educational technology; further, the
board exercises appropriate oversight of the school’s administration, including ensuring the school retains the
capacity to function effectively amidst transitions in key leadership positions.
At the time of the visit, the TECCA board was comprised of six members.26 The board chair is the
superintendent of the Natick Public Schools, a member district of TEC; Natick has been active in supporting
educational technology and online learning. Other board members include representatives from the public
and private sector, all with a background in educational technology. For example, one member has a
background in virtual schooling and another serves as a supervisor of online learning and blended learning in
Natick. Reiterating a statement from the December 2014 review, the board said that it will continue to ensure
that a range of competencies are represented as it adds additional members.
The board acknowledged the supportive role of CE in managing ongoing shifts in key school leadership
positions, notably the principal and special education director. At the time of the visit, the board indicated that
since the principal’s resignation had only been recently announced, they were unclear regarding plans to
recruit and hire a new principal; a subsequent telephone conversation with the board chair confirmed that
actions were initiated with CE to begin the recruiting process. TECCA advertised the position on SchoolSpring,
a web site popular with Massachusetts educators, as well as the Massachusetts Association of School
Superintendents (MASS) web site. According to the board chair, CE will do the initial vetting of candidates’
resumes to ensure they met minimum requirements, and then forward information to the board for
consideration. The board chair expressed the goal of performing an initial round of interviews in June and
bringing a candidate before the board for a vote at its June 24, 2015 meeting.27
Systems and structures, many of which are technological, allow for consistent monitoring of TECCA’s academic
performance. These are described in more detail in earlier sections of this report. The board meeting materials
reviewed by the team indicated that the board receives regular updates on student and staff performance. In
evaluating its own performance, the board will look at progress towards the school’s annual goals (Appendix
B), including the results of state assessments, and a review of teachers’ professional practice goals.
The board expressed satisfaction with the results of the parent satisfaction survey. They said, “For a first year
school taking in a challenging population of students where most were disenfranchised from former school,
parents were coming in with skepticism. To give TECCA a rating that they’re satisfied is reassuring.”
9.
Finance
Rating: Partially meets
After beginning the 2014-15 school year with lower than expected student enrollment, TECCA revised its
budget and staffing plan to reflect current enrollment and agreed on a fee schedule with its education
management organization that the board believes will ensure the school remains financially solvent.
As noted in the December 2015 accountability review report, in November 2014 ESE communicated to the
board of trustees its concern that TECCA's budget was based on an enrollment projection higher than the
school's actual enrollment at that time. ESE requested and received a revised budget that had been approved
by the board at its November 19, 2014 meeting. Subsequent to that, TECCA and CE approved a revised fee
26 Two
new members were approved by the Commissioner on July 15, 2014, and a third new member received
confirmation of the Commissioner’s approval on September 15, 2014. One original board member resigned effective
November 19, 2014. Previously, in May 30, 2014, the TECCA board of trustees consisted of four members, only one of
whom was unaffiliated with TECCA’s founding entity, The Education Cooperative (TEC), in any capacity. In addition, the
school’s proposed Bylaws, under review by ESE at the time, stipulated that the TEC board elect the TECCA board, fill
board vacancies, and play other governance roles. ESE communicated its concerns in a letter dated November 3, 2014.
On November 13, 2014, the Board provided revised Bylaws to ESE. On November 26, 2014 the Commissioner indicated
approval of the revised Bylaws.
27 As expressed earlier in the report, TECCA notified ESE in July 2015 that it had a new principal.
Massachusetts Department of Elementary and Secondary Education
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schedule at the board's December 3, 2014 meeting. The board recognized that CE is providing TECCA with
fiscal support to bridge the gap between projected and actual enrollment, but anticipate that increased
enrollment, and corresponding increases in per pupil capitation, will solidify the school’s financial footing.2829
28
TECCA provides ESE with weekly staffing and enrollment updates. TECCA set a 2015-16 enrollment target of 1,000
students, which reflected the board's projection that TECCA will enroll between 300-400 additional students. As required
by statute, TECCA will conduct its first annual audit in the fall of 2015.
29
The board intends to assess the adequacy of TECCA’s current per pupil capitation in light of an anticipated increase in
enrollment of students with disabilities. In addition, the board indicated that it was cognizant of the need for the school
to offer competitive salaries to recruit and retain teaching talent; this included but was not limited to the special
education teachers.
Massachusetts Department of Elementary and Secondary Education
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Appendix A: Expected practices
Prior to conducting observations of online lessons, ESE requested and received descriptions of expected practices
aligned to ESE’s criteria for classroom culture and management and quality instruction.
Classroom culture and management
Description (ESE)
Expected practice (CMVS)
Classroom climate is
characterized by clear
routines, respectful
relationships, behaviors,
tones, and discourse





Introduce lesson to focus students’ attention.
Acknowledges and greets students as they enter the room.
Ensure comments are clear, accurate and related to the lesson.
Keep students on task throughout the lesson.
Post classroom rules/expectations of LiveLesson ® behavior and
participation.
Learning time is maximized
for all students


Begin lesson at the scheduled time.
Keep students on task throughout the lesson.
Classroom practices foster
student engagement
 Use LiveLesson® Technology to effectively manage class activities (granting
entry, clearing chat pod, properly closing meeting, etc.)
 Utilize tools within LiveLesson (Breakout Rooms, Chat pod, Poll Pod, Student
Microphone, Share Pod, etc.)
 Encourage students’ active participation in their own learning through the
entire lesson.
 Encourage student collaboration.
 Prepare an opening activity and have it ready for the students to complete
while they wait for class to begin.
Quality Instruction
Instructional practices are
consistent with the school’s
expected practice


Instruction/activities
challenge all students to
develop and use higher order
thinking (analyzing, creating,
evaluating)
Implements strategic questioning that encourages students’ higher order
thinking.
Teacher uses various checks
for understanding throughout
the lesson
Collect data during the lesson (poll pods, Q & A, etc.) to determine if all students
are achieving lesson objective(s).
Instruction provides
skill/content that are aligned
to grade-level standards
and/or students’ educational
needs
Provide clear learning objectives for the lesson and present the state standard
that will be addressed.
Activities/materials/strategies
are differentiated to provide

Respond to student comments and questions completely and appropriately.
Evaluate data to determine who is invited to targeted instruction (if
applicable).
Review students’ prior knowledge related to the lesson’s objectives.
Massachusetts Department of Elementary and Secondary Education
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Date of Review: May 20, 2015
Classroom culture and management
Description (ESE)
Expected practice (CMVS)
support for all learners




Utilize a variety of strategies such as KWL or Venn Diagrams, poll pods, open
ended questions.
Employ a variety of learning resources such as video, manipulatives, and
visual to differentiate instruction.
Use of gradual release strategies -“Demonstration of I do, we do, you do.”
If applicable pre-activities or flipped lesson recordings are sent prior to
synchronous sessions.
Sheltered English immersion:
Instructional content in the
English language is sheltered


Use of scaffolding techniques to address language and content objectives.
Use of the Q & A pod, private messaging to prompt students and provide
support (this would not be observable to a participant), and use of small
group break out rooms.
Students with disabilities: To
extent observable, students
with disabilities are provided
with the appropriate assistive
technologies,
accommodations, supports,
adaptations and related
services


SWD classrooms can be both small groups and inclusion sessions.
Assistive Technology: This would not be readily observable during a LL. The
only AT that could be observed would be closed captioning or sign language
interpreting. We have these services available, but no students currently
utilize them at TECCA.
Accommodations, Supports and Adaptations: Use of the Q & A pod, private
messaging to prompt students and provide support (this would not be
observable to a participant), and use of small group break out rooms.
Related Services: Related services are offered, but would not be observable
in a LL room.


Massachusetts Department of Elementary and Secondary Education
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TECCA Accountability Review
Date of Review: May 20, 2015
Appendix B: TECCA annual goals, 2014-1530
(1) Academic success – provide three examples
For each objective, describe the evidence that will be used to evaluate student performance and identify specific
achievement targets for this performance (including student retention goals). Because the objectives are to be
accomplished by the end of the third year, provide benchmarks the school will reach along the way. In creating
these academic objectives, consider using different measures and setting different types of objectives. Be sure the
objectives are clear, measurable, and data driven.
Massachusetts' state system places schools and districts on a five-level scale, ranking the highest performing in
Level 1 and lowest performing in Level 5. The strength of this accountability system is established in the state's
2010 Act Relative to the Achievement Gap, which provides tools, rules, and supports for the state to aggressively
engage with schools and districts in Levels 4 and 5. TECCA is committed to achieving the highest performing level it
can within that state system, but expects to go through a one- to three-year period of getting started,
understanding the particular needs of the students who have enrolled, and adjusting its curriculum, instruction, and
interventions to best address those needs. The school’s academic goals are, first and foremost, those that serve the
state accountability system. Given that those may evolve as state and federal requirements evolve, the school’s
annual focus will be on the following goals, which will serve as useful proxies for the state accountability system.
The importance of these focus objectives within the school are reinforced in part by tying staff evaluation and
compensation decisions to them.
Objectives:
1.
2.
3.
Officially Reported State Test Results Metric: All official published state test proficiency rates for
the school will meet or exceed the Massachusetts state average. The calculation is a ratio of the
school’s result to the state average for each tested subject‐grade level. Each ratio is capped at
1.00, and a weighted average computed based on the number of tests taken by students.
Academic Growth Metric: 90% of returning students’ (enrolled for state testing last school year
and this school year) state test scores will indicate proficiency or better, or will show
improvement of at least one category in 4th through 8th grade Reading and Math (e.g., from
“Warning/Failing” to “Needs Improvement”). Reading and Math will be calculated separately and
averaged. The Student Growth Percentile (SGP) will demonstrate moderate growth for the
aggregate number of students in each grade.
AP® Exam Performance Metric: Student performance will meet or exceed the MA state average,
as measured by the percent of the senior class with one or more scores of 3 or above (or other
measure as officially reported for MA).
(2) Organizational viability – provide three examples
For each objective, describe the indicators that will be used to evaluate the school’s organizational viability.
Meeting these goals should demonstrate that there is sufficient support for the school, that the school offers a
productive and collaborative environment for learning and work, that the school manages its operations and
finances effectively, and that the board of trustees and school leadership exercise sound governance.
TECCA focus goals emphasize student achievement and are used to award performance bonuses to school staff. In
addition, the school has basic operational goals of improved performance on the state’s accountability system;
being fiscally, legally, and operationally responsible; and attracting, retaining, and satisfying parents, students, and
teachers.
30
Excerpted from TECCA’s application for certificate, submitted to ESE in November 2013. The application to operate a
Commonwealth Virtual School requires that the applicant provide three examples of accountability plan objectives for
each of the following areas: academic success, organizational viability, and faithfulness to mission. These objectives
should be rigorous, measurable, outcome-based, and focused on core school priorities.
Massachusetts Department of Elementary and Secondary Education
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TECCA Accountability Review
Date of Review: May 20, 2015
Objectives:
1. School financials are healthy as reported in the Annual Fiscal and Independent Audit reports. Metrics: no
material audit findings, and positive fund balance.
2. Retention of qualified, effective teachers Metric: 90% retention rate for teachers rated proficient or
exemplary in accordance with the MA Educator Evaluation model.
3. Parent satisfaction School community is positive and strong as shown by parents expressing satisfaction
on the annual independent survey. Metric: School’s positive responses on the 21 Parent Satisfaction
Survey questions that are most directly affected by the school will average 80% or higher.
(3) Faithfulness to mission – provide three examples
For each objective, describe the indicators that will be used to evaluate the school’s faithfulness to its mission.
These goals should demonstrate that the school is effectively implementing the program
Note: Additional annual reporting requirements are included in the appendix to the application. It can be beneficial
to align objectives and associated measures with data that support periodic and annual reports.
As stated in the Executive Summary, the mission of TECCA is “to offer Massachusetts students a quality online
alternative to the traditional classroom by providing a supportive, individualized program of study;
effective instruction; engaging learning experiences; and diverse curriculum offerings to stimulate
curiosity, advance personal growth, and promote academic achievement.” In support of this mission, the objectives
are:
Objectives:
1. Student Retention Metric: The school will have a 65% “during school year” retention rate, as reported in
the June 30 Monthly School Report (MSR).
2. Promotion Metric: 85% of full academic year students will promote to the next grade (K‐8) or earn at least
one fourth of the required HS credits for a standard diploma in the school year (grades 9‐11). This will be
assessed as of the end of the school year as compared with the beginning of the school year.
3. Graduation and Post‐Secondary Plans Metric: 80% of full academic year 12th graders will graduate.
Graduates will be accepted to one or more post‐secondary options (2 or 4 year college, accredited
vocational school, and/or military service branch), based on the students’ Post-Graduation Plans.
Massachusetts Department of Elementary and Secondary Education
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