FY 19 MEVA Self-Assessment

MAINE VIRTUAL ACADEMY (MEVA) FY 19 SELF-ASSESSMENT REPORT FOR THE MAINE CHARTER SCHOOL COMMISSION (MCSC) March 20, 2019

Pages Components of the Report: Page 2 Introduction Page 3 Academic and Organizational Successes Challenged and Opportunities Page 7 Governance Successes, Challenges and Opportunities Page 7 Financial Successes, Challenges and Opportunities Page 8 Educational and Other Service Providers Successes, Challenges and Opportunities Page 8 Appendix A – Professional Development Page 11 Appendix B – Field Trips and Activities Page 18 Appendix C – Essay by Emma Paradis, Class of 2019 Page 20 Appendix D – Media Page 21 Appendix E – Broad Actions in Response to the Independent Third-Party Evaluation Report (January 2019)

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FY 19 MEVA Self-Assessment

Introduction With a deep commitment to providing the best possible service to our students and families, the Maine Virtual Academy (MEVA) team is excited about renewing our mission and vision after completing four inspiring years. As always, we are dedicating significant efforts to ensuring that every student and family is receiving our continuous attention and responsive communications, helping them thrive in our virtual learning environment. Continuing to improve the excellent experience of our students and families is our highest priority, as echoed in our school’s mission and vision, as follows: Mission Maine Virtual Academy’s (MEVA) mission is to develop each student’s full potential with learner-centered instruction, research- based curriculum and educational tools and resources to provide a high-quality learning experience for grade 7-12 students who are in need of alternative educational options. MEVA will develop an Individualized Learning Plan (ILP) with specific learning goals to meet each student’s needs. MEVA’s rigorous curriculum is aligned to the eight Maine content areas, the Maine Learning Results, the Common Core State Standards and the Next Generation Science Standards. MEVA will demand the highest level of accountability from our Maine-certified teachers, our educational management system and our nationally recognized provider of educational services. The MEVA Board will contract with K12 Virtual Schools LLC for educational products and selected support services. Vision

MEVA will be a leading 21st century public charter school in Maine and will improve student learning outcomes through individualized instruction, as evidenced by student academic proficiency, student academic growth, post-secondary readiness, and the demonstration of 21st century skills such as critical thinking, problem solving, and self-direction. MEVA will empower students to acquire the academic and life skills needed to succeed in post-secondary education and career opportunities. Our graduates will be prepared for college or other postsecondary career training opportunities.

MEVA is serving students in need of alternative educational options by meeting them where they are and by providing them with individual supports within a vibrant learning community. MEVA is facilitating/developing 21st century skills such as critical thinking, problem solving, and self-direction, as well as encouraging friendships and constructive relationships, which are paramount to our success. Students benefit from frequent teacher-student interactions inside and outside the virtual classrooms. (Appendix B details our impressive list of 2018/19 activities.) To support students, teachers are continuously delivering standards and objectives and collecting students’ evidence of mastery. Teachers are analyzing data to inform their instruction. They are refining their practices by participating in recurrent professional

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FY 19 MEVA Self-Assessment development sessions. MEVA is striving to improve its academic outcomes by providing differentiated courses and lessons for diverse learners, and by creating opportunities for students to collaborate and interact within our virtual classrooms. Students who have studied with us for all four years include Mary Smith (pseudonym), a homeschool student, who enrolled at the beginning of her seventh (7th) grade year. Passionate about music and community service, Mary has applied herself to improving her math skills, advancing from the sixtieth to the ninetieth percentile (60th to 90th %ile) on the NWEA Math, from the seventh to the tenth grade (7th to 10th grade). This year, as a tenth (10th) grader, Mary is taking advanced courses and is pursuing Early College. This year’s graduating class (June 2019) will contain students who have spent their four years of high school at MEVA. One of these seniors is Emma Paradis ‘19 writes about the self-discipline, self-advocacy, and communication skills that she has developed by navigating her virtual courses at MEVA. (See Appendix C for Emma’s essay.) As a result, Emma argues that she is prepared for what lies ahead. An award-winning writer, she is thankful for the opportunity to attend a virtual school.

MEVA valedictorian, Lana Mavor ’19 is pursuing national level tennis in conjunction with her high school studies. Earning NCAA approval for her coursework, Lana is attending Division-1 North Carolina State as a member of their elite tennis team. She is an outstanding student, as well as an athlete. Lana is the recipient of MEVA’s 2019 Maine Principal’s Award.

We are serving students who are finding MEVA a safe place to get a great education, to build their confidence and to establish a positive direction. (Appendix D includes links to our students’ stories in the media.) Students are sometimes managing significant health challenges, while finishing high school and making plans to enter the workforce and community college. They are taking advantage of our creative course options such as Introduction to Entrepreneurship, Engineering Design, Virtual Design and Innovation, Fashion Design and Interior Design and many others. MEVA is utilizing every school day to prepare its students for their future higher education and fruitful employment/careers.

Academic and Organizational Successes, Challenges and Opportunities The MEVA team is encouraging students’ academic achievement and progress, while focusing on accommodating their unique challenges and meeting their individual needs. We are developing teachers who believe that it’s their primary responsibility to build relationships with families, engage students, use data to customize instruction, and who have a clear understanding of the state’s and charter commission’s expectations for MEVA students. Our focus on continuous professional growth is essential given that nearly all MEVA teachers are new to virtual education when they arrive.

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What follows is an accounting of MEVA’s 2018/19 successes, challenges and opportunities within regular education, special education, Title IA, gifted & talented, and postsecondary planning programs. Academic Successes Challenges Opportunities Programs Regular • Increased the regular education • Students’ achievement and • Upcoming spring Education teaching faculty by two fulltime progress on the MEAs and assessments offer Program positions. NWEAs. opportunities to realize gains • Developed/implemented • Credit deficiencies of newly from practice improvements instructional maps and pacing enrolled high school students. and to reassess academic and guides in all core academic professional development courses. needs. • Increased instructional time in • Credit recovery courses and the academic schedule. methods to help students close their credit gaps. Special • Increased the special education • Intaking special education • Continuously reviewing our Education teaching faculty by one fulltime students from diverse locations. practices, procedures and Program position. • Documenting a process for documents to ensure high • Implemented systemic internal handling multiple incoming quality results at all levels. improvements that increase the special education students’ • Offering comprehensive team’s performance. transitions. professional development to • Completed the MDOE’s help our teachers. corrective actions three-and-one- half months ahead of the compliance deadline. • Developed leadership on the special education teaching team, by supporting teachers’ growth towards 035 Asst. Admin. Certification. Title IA • Increased the Title IA faculty by • Co-ordinating multiple Title IA • Offering professional Program three positions. teachers’ efforts. development in effective co- teaching practices.

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• Supported below basic students • Team building meetings and with targeted supplementary communications. instruction in math and English. • Offered a third, six-week summer program to prevent students’ losses. Gifted & • GT academic students are • Organizing face to face GT • Project based learning Talented accessing advanced courses and events in an expansive opportunities for GT Program Early College. geographic area. students. • GT art students are participating in a rigorous talent development program. Postsecondary • Developed/maintained • Motivating seniors to engage in • Rigorously monitoring Planning GradPlans for students in grades the postsecondary planning students’ graduation progress 8-12 to encourage their process. by utilizing the GradPlan persistence in earning a high • Addressing students’ credit dashboards/data and regularly school diploma. recovery needs and possible communicating with students • Offered a required College & delays in earning diplomas (e.g., and families. Career Readiness Course during 5th years). • Encouraging students and the first semester to all seniors. families to view their GradPlans at least once per semester, beginning in the 8th grade.

Synthesizing the descriptions in the table above, MEVA’s programs are improving because of: • Increasing the number of teachers; • Utilizing co-teaching methods; • Implementing instructional mapping and pacing; • Increasing instructional time; • Realizing systemic enhancements within our special education processes;

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• Offering rigorous, creative and diverse courses that challenge students, as well as prepare them for their future studies and careers; • Preparing customized GradPlans for all students in grades eight through twelve (8-12) that present clear paths to high school diplomas and accomplishments. • Addressing students’ credit recovery needs. In addition to academics, MEVA is making community improvements in retention, attendance and opportunities for socialization and involvement as follows: School Successes Challenges Opportunities Community Enrollment Communicated with families at least Geographic challenges. Home visits and outreach & Retention every thirty days (e.g., monthly endearing through the FAST connection calls). program to reengage/retain students. Strengthen Reduced chronic absenteeism by Maintaining the consistent participation of Culturing incoming Attendance communicating our attendance policy and upper level high school students. students and families to utilizing a fulltime attendance coordinator. make live connect class attendance a priority. Socialization Offered face-to-face and virtual social Geographic challenges. Virtual clubs, field trips events and outings (see Appendix B). and assemblies. Launched a MEVA Gaming Club at a virtual assembly. Parent Utilized weekly emails, open houses and Convincing parents/learning coaches to Learning Coach Involvement blackboard sessions to keep parents give themselves credit for all their hard University sessions. informed about upcoming events and work supporting their students. ongoing responsibilities.

Our new fulltime attendance coordinator has facilitated a significant improvement in attendance. As we look toward the next year, we will be working as a schoolwide team to realize the community opportunities outlined in the table above. MEVA is continuing to encourage students to join and lead clubs. The newly minted MEVA gaming club is running this (spring) semester.

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In addition to the self-assessment exercise, MEVA is processing the January 2019 independent third party evaluation report by developing broad actions that are listed in Appendix E. The ten items strongly link to the school’s ongoing work.

Governance Successes, Challenges and Opportunities Tremendous dedication is required to form a successful virtual public charter school and the MEVA governing board continues to exemplify this essential quality. Meeting monthly with administration, teachers and providers, the MEVA governing board is closely monitoring the operations, while maintain a thirty-thousand-foot perspective. Current board members have experience in education, business, human resources and legal professions, which informs decisions that consistently benefit the school. During the 2018/19 year, the MEVA governing board addressed the school’s office space issues by exploring expansion options. Their efforts culminated in both a long-term vision/opportunity and a short-term solution. As a result, MEVA annexed an additional office that accommodated three teachers, and obtained permission from the landlords to utilize additional conference rooms as needed. This school year, the governing board improved the faculty’s health benefits to include a health reimbursement account (HRA) option. This improvement was much appreciated by MEVA employees. In addition to these developments, the MEVA governing board is always looking out for the best interests of the school community and is attentively addressing challenges as they arise. They are planning to revisit the office expansion plans once the school completes the charter contract renewal process in the coming months.

Financial Successes, Challenges and Opportunities MEVA is in solid financial shape in accordance with all the charter commission’s proposed indicators. Annual audits are carried out by MacPage, LLC. Financials are uploaded to the State system, and Epicenter, in accordance with the requirements, and the Form 990 is filed on time. MEVA is compliant with respect to its IDEA & ESEA Grant Management, with monthly expense runs submitted, and all reports prepared accurately and consistently ahead of deadlines. MEVA continues to utilize Intacct, which is maintained by K12, Inc., the school’s educational service provider. MEVA’s fulltime HR/Office Manager performs the daily financial tasks such as submitting invoices to the accounting system, printing approved checks and paying bills. The routine financial approval process includes the CFO and the CEO/Head of School.

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Educational and Other Service Providers The K12, Inc. Northern Region Academic Services Team continues to provide customized individual and group professional development to the MEVA teachers (See Appendix A). They are also assisting MEVA with improving its academic program through the academic excellence framework. MEVA is benefiting from regional expertise/advice from K12, Inc.’s Academic, Special Services and Compliance, Operations departments/leaders, as well as its Finance and Marketing and Enrollment staff. The K12, Inc. team members who work with us in the MEVA Suite are incredibly valuable in maintaining our enrollment process, managing our technology and implementing system improvements. An IT Manager visits the MEVA office once per month to assist with computer/server/technology, which is also a much-appreciated service. The experience of the MEVA faculty is enhanced as a result of the daily efforts. Overall. K12, Inc. is beneficial to the implementation of the school’s program and is meeting the needs of the school. MEVA’s experience with our provider is fundamentally positive, since they are always highly responsive when we request help. The MEVA administration meets frequently with the K12 Northern Region team to analyze data, discuss practices and strategically plan to improve outcomes. Having access to K12, Inc.’s vast resources significantly expands and enriches what MEVA, a small school, can do for its teachers, students, and parents/learning coaches.

Appendix A – Professional Development MEVA teachers begin each school year with two weeks of professional development that addresses MDOE compliance requirements and presents annual technical and academic improvements. MEVA teachers complete professional development interest surveys at intervals during the academic year. The table below provides details on the Professional Development (PD) offered/covered throughout the 2018/19 school year, and how the PD’s effectiveness was measured. 2018/2019 PD Offered & Who Participated What Was Covered? Effectiveness ➢ Beginning of the Year Professional ➢ Teachers begin work on ➢ The effectiveness/completeness of Development asynchronous trainings two weeks the initial trainings are evaluated before the first day of school. during the following summer so Teachers attend face-to-face trainings that modifications and additions one week before the first day of may be implemented for the new school. school year.

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➢ Extensive Special Education trainings for special education teachers that cover the IEP process and documents, including eligibility forms and disability alignments.

➢ Lesson Study/Problem of Practice – ➢ MEVA teachers are participating in ➢ The Head of School will be Synchronous (MS/HS Teachers) national-synchronous K12 measuring the effectiveness of these professional development sessions, Lesson Study/Problem of Practice • August – Teacher Knowledge; which are providing them with the sessions through the March • September – Questioning; opportunity to interact and observations, with regard to • October – Academic Feedback; brainstorm with teachers from other teachers’ progress towards the K12 • November – Assessment; virtual schools on a variety of critical Instructional Coaching Rubric, • December – Lesson Structure & teaching issues. especially in the areas covered by Pacing; the trainings. Student participation, • January – Collaborative Problem and performance data are (and will Solving; be) reviewed on a weekly basis. • February – Socratic Seminar; • March – Student Peer Editing & Feedback; • April – Student Inquiry & Investigative Activities; • May – ClassicKick.

➢ DiSC Workshop – Synchronous (Full ➢ The entire MEVA faculty (teachers ➢ We expect that the effectiveness of MEVA Faculty), Teachers completed a and administrators) completed a the DiSC training will become more MEVA-designed survey after the training DiSC training workshop to improve evident, as we work together that indicated that they greatly appreciated our communications with one collaborating, and problem solving, the opportunity to learn the DiSC profile another. The team’s DiSC profile(s) throughout the academic year. styles of themselves and of their as individuals and as a group served colleagues. This group training was highly to inform our approach to building a rated/regarded by MEVA participants. cohesive team and to implementing future initiatives.

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➢ Group Instructional Coaching ➢ MEVA teachers participate in ➢ The Head of School will be Customized Sessions for MEVA – customized professional development measuring the effectiveness of these Synchronous (MS/HS Teachers) sessions with the K12 Instructional customized sessions through the Coaching team. March observations, with regard to teachers’ progress towards the K12 Instructional Coaching Rubric. Student participation, and performance data are (and will be) reviewed on a weekly basis. ➢ Increasing Academic Learning Time, ➢ MEVA teachers participated in an ➢ The effectiveness is determined “Time on Task” is only important if it’s interactive session that emphasized through ongoing observations and time on the right task. Are our students skills for creating/utilizing Break Out students’ outcomes. spending time working within their zone Rooms and collecting Evidence of of proximal development, where real Mastery in CCs. learning can happen? Are they spending enough class time actively manipulating academic content, rather than reading or listening to factual information? Let’s take a look at the definition of Academic Learning Time, and a rubric developed for the Instructional Coaching team, to help us see where it’s happening, and how much of it is happening, so that we can ensure that when students come together in BBC, they come together to work.

Specific focus for MEVA: Creating/utilizing Break Out Rooms and collecting Evidence of Mastery in CCs.

➢ Essential Elements of an Effective ➢ All the details for planning an ➢ The effectiveness is determined Lesson effective virtual lesson and materials through ongoing observations and teachers can use for daily guidance. students’ outcomes.

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➢ Instructional Mapping Revisited ➢ Refresher session in preparing ➢ The effectiveness of the instructional maps that include instructional maps is determined by students’ evidence of mastery. analyzing local and state assessment data. ➢ Co-Teaching Practices ➢ Session in maximizing the benefits of ➢ The effectiveness of the co-teaching practices in the regular instructional maps is determined by education classroom. analyzing local and state assessment data. ➢ Individual Instructional Coaching for ➢ Math and ELA teachers are ➢ The effectiveness of the individual all Teachers benefiting from individual instructional coaching is measured instructional coaching sessions twice through ongoing teacher per month, facilitated by trained observations, and student data instructional coaches, who are reviews, by the Head of School. experienced virtual educators. The instructional coaching team also provides confidential performance assessments for each Math and ELA teacher, who participates in the program. ➢ Department Meetings & Teacher ➢ Teachers met with their department ➢ Teachers evaluate the success of Initiated Session colleagues to collaborate on shared practices by addressing common challenges. reviewing/discussing their academic data and experiences. ➢ Outside Workshops, Courses, etc. ➢ Teachers may request outside ➢ The effectiveness of outside professional development professional development venues is opportunities that support their determined through the teacher practices and goals. evaluation process and certification attainments.

Appendix B – Field Trips and Activities During the 2018/19 school year, MEVA students participated in weekly Grade Level Advisory Sessions and K12 National Clubs, as well as the list of field trips, activities and events (both virtual and face to face). The table includes approximately how many students and parents/learning coaches attended.

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2018/19 Field Trip/Activity/Event Announcements Participants ➢ Technology/Title IA Open House, Tuesday, September 11th, 3:00 - 5:00 pm, MEVA Suite 230, 6 East 20 Chestnut Street, Augusta. Please join us for a technology help session. You may also learn more about the MEVA Title IA program. Please reach out to Lizzie Malvicini, [email protected]

➢ Field Trip to Common Ground Fair, Unity, Friday, September 21st. Please contact Alicia Uth, 30 [email protected] for more information and to confirm your participation. MEVA students, parents/learning coaches and siblings will meet at the Front gate at 9:30am and enter the fair together. Ms. Uth plans to make a MEVA sign to make it easier to locate her. The website for the fair is as follows: http://www.mofga.org/The-Fair

➢ Extravaganza Open House, Tuesday, October 2nd, 5:00 - 7:00 pm, Ballard Center Lobby, 6 East Chestnut 100 Street, Augusta. Please join us for an evening with the MEVA faculty. We will also be providing information on the FAFSA and you may contact Mike Susi, [email protected] for more details.

➢ Treworgy Family Orchards Field Trip, Monday, October 8th (MEVA Holiday), 10:00 am to Noon, 3876 50 Union Street, Levant, https://treworgyorchards.com/ Please join us at the Orchards for the Corn Maze challenge, which MEVA is covering the Corn Maze fee for students, siblings and parents/learning coaches. Contact John Gilliland, [email protected] for more information and to R.S.V.P.

➢ PE/Health Field Trip, Tuesday October 9th, Maine Athletic Complex, 10:00 am to Noon. Free Admission. 20 Parents/Learning Coaches and siblings are welcome. Address: 1173 Riverside Street, Portland. Schedule: 10- 10:30, Intro and warm up games 10:30-10:45, Why move? 10:45-11:15, Movement based workout to show and educate variability we talk about. 11:15-11:30 Games. 11:30 to 12 Yoga with Nancy Martin, certified Yoga instructor for a cool down stretch and learning the importance of stress recovery and reduction. Contact BJ Grondin, [email protected] if you would like to attend.

➢ Earth Science Day at the Maine State Museum, Augusta, Tuesday, October 16th, Please contact Jennifer 50 Clark, [email protected] if you are interested. Stay tuned for more details.

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➢ The Telling Room Field Trip, Thursday, November 8th, 9:00 am to Noon, Specially designed effective 30 scene writing field trip! Play writing games and learn writing strategies. 225 Commercial Street, Portland. Please R.S.V.P. to Carla Hamilton, [email protected] by November 1st reserve your seat.

➢ Middle School Maine Primitive Skills School Day Workshop, Wednesday, November 14th, 9:00-2:30. 30 Specially design for our MEVA Middle School students to get a FUN, FALL, hands on experience learning to build a shelter, forage for edible food, and friction fire making. Students will get the opportunity to work WITH nature and use the resources they have at hand. Students and their chaperones must dress for the chilly occasion. The event location is 716 Church Hill Road, Augusta. Please RSVP to Mrs. Lantz, [email protected] by Monday, November 12th. ➢ Virtual Field Trip, The history teachers are planning to run a virtual field trip to Lewiston during students’ 300 advisory groups on Tuesday, 13th for MS students and Wednesday, 14th for HS students. This activity is available to all MEVA students.

➢ MEVA Open House, Tuesday, December 4th, 3:00 – 5:00 pm, Suite 230, Ballard Center, 6 East Chestnut 30 Street, Augusta. Come visit us to learn more about the Academic Program, connect with your teachers, and find out about Title IA, and FAST interventions.

➢ Portland Stage Matinee – A Christmas Carol, Wednesday, December 5th, 10:00 am, 50 http://www.portlandstage.org/show/a-christmas-carol18 Please R.S.V.P. to Carla Hamilton, [email protected] to reserve your free tickets for MEVA students, siblings and parents/learning coaches.

➢ Greet and Eat with MEVA Academic Advisor Mr. Susi and other MEVA students on December 11th from 10 1-3 pm at Darby’s Restaurant in Belfast, Maine. See the attached slide for more details. Darby’s is located at 155 High Street, Belfast, Maine. Please contact Mr. Mike Susi at [email protected]

➢ The Great MEVA Gingerbread Tower Challenge, submissions by Friday, December 14th, 10:00 am, 30 Contact Ms. Jennifer Clark, [email protected] for more information.

➢ MEVA Cookbook Project, submissions by December 20th, Contact Mrs. Carla Hamilton, 50 [email protected] for more information. This is a fundraiser for the senior class and we are

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accepting submissions from the entire school, including teachers, faculty, parents/learning coaches, and students. Cook books will be available for purchase after constructed! See the attached slide.

➢ Maine State House Hall of Flags Event, Tuesday, January 23rd 10:00 am, Join MEVA and the Maine 10 Association for Charter Schools and PublicSchoolOptions.org at the Maine State House in Augusta to Celebrate National School Choice Week! Maine’s Charter Schools come together once a year to celebrate school choice and to meet with legislators about issues that matter to charter families! Free and open to all MEVA and other charter school families! Please R.S.V.P to Jillian Dearborn, [email protected]. We hope that you can attend!

➢ Spotlight on Virtual Education Social Event, January 24, 5:00pm - 7:00pm, Governor Hill Mansion, 136 20 State Street, Augusta. This is a great opportunity to socialize with MEVA teachers and administrators and students and learning coaches and families. Please register via the link: https://schoolofchoice.wufoo.com/forms/r1qerx5p1b74z80/

➢ Portland Stage, Director's Lab Performance and Workshop, Monday, February 4th, The Portland Stage 50 will be doing an in-theater performance & workshop of Shakespeare's As You Like It. This play as it explores themes of love, friendship, gender, loyalty, power, and leadership. This play is also packed with humor and is an exciting way to learn about Shakespeare. Professional actors present a 45-minute production of Shakespeare's As You Like It, using original text edited to inspire and incite conversation among students, followed by a talk-back with the actors. After the performance, students engage directly with the text in an interactive workshop with the actors and Portland Stage's education team. Parents are invited to come to the event. Parents may watch the performance & they may also participate in the workshops. If some parents think their student would have more success in the workshop without their participation we also have space in our lobby where families could wait for their student to be done. When RSVPing, please indicate if parents are planning on participating in the workshop or just planning on watching the performance. This will help the actors prepare for the workshop portion. Please RSVP to Carla Hamilton, [email protected].

➢ Virtual Schoolwide Assembly, February 13th, 11:00 – 11:40 am If you are interested in joining the MEVA 300 Gaming Club, open to all students in grades 7-12, please email Ms. Hart, [email protected]

➢ MEVA Mid-Year Open House Bonanza! Grades 7-12, Wednesday, February 27th from 4:00-6:00 at the 80 Governors Restaurant in Waterville. Food, board games, Valentines Day activities, and a photo booth will be

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available to all attendees. Come hangout and meet your fellow classmates and teachers! RSVP to Mrs. Lantz ([email protected]). There are no fees for MEVA students, siblings, and their families.

➢ Legislative Pages Opportunity, Thursday, February 28, Around 9:00. MEVA students are able to come to 5 the State House to be pages for the Legislature. This opportunity gives students a chance to participate in the process and interact with elected officials. Pages perform such duties as delivering messages to Senators and distributing Amendments and Supplements in the Chamber. If you are interested or would like more information, please contact Mrs. Tripp ([email protected]). This would be a wonderful addition to students' resumes. Learning coaches may log this activity to students' history, English and PE classes, since it utilizes multiple communication and active movement skills.

➢ The Portland Escape Room, March 8th Noon-1:00, 492 Congress Street, Portland, Please join us for a fun 25 and challenging chance to put your problem solving skills to the tests. We will have four rooms reserved, including Pharaoh’s Tomb, Copperhead Saloon, and the London Blitz. Spots are limited. MEVA students will have first priority. Learning coaches and siblings are still welcome to attend the event. We will have a space at the event with tables and chairs. You are welcome to bring snacks and relax while the students work to breakout! If space is available, we will create a learning coach and sibling group and allow participation— please let us know, if you would like family members to be placed on a waiting list. Mrs. Hamilton will confirm availability by email the week before the event. To RSVP email Carla Hamilton [email protected]

➢ MEVA Open House, Tuesday, March 12th, 3:00 – 5:00 pm, Suite 230, Ballard Center, 6 East Chestnut TBA Street, Augusta. Come visit us to learn more about the Academic Program, connect with your teachers, and find out about Title IA, and FAST interventions. Please reach out to Lizzie Malvicini, [email protected]

➢ Bangor Escape Room, March 15th at 11:15-1 P.M. https://www.bangorescaperooms.com/ Meet students and TBA families! Challenge your critical thinking skills and come see if you have what it takes to escape?! COME TO TRY TO ESCAPE FROM THE RECRUITS OR THE QUEST FOR THE KING’S CROWN ROOOMS! Bangor Escape Rooms: 1528 Hammond Street, Bangor. RSVP to Carla Hamilton, [email protected] Seats are limited, and spots will go to students first, but family members are welcome to attend and tentatively be placed in a group as space allows!

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➢ The Northern Maine Museum of Science, We will be doing some fun hands on activities with the TBA scientists, including biology and physical sciences. When: March 15th; Time: From 11am – 1pm. Address: Located on the campus of the University of Maine at Presque Isle, 181 Main Street, Presque Isle ME. RSVP: Mrs. O’Grady, [email protected]

➢ Bigelow Laboratory for Ocean Science, East Boothbay, March 22nd, 10:00 am, MEVA students and TBA learning coaches are invited to tour the world class research facility, Bigelow Laboratory for Ocean Science, in East Boothbay, on Friday, March 22nd, 10:00 am. The Laboratory’s research is focused on Blue Biotechnology, Ocean Biogeochemistry and Climate Change, and Ocean Health, within their 60,000 square- foot, shore-based campus, which is located at 60 Bigelow Drive, East Boothbay, on the Damariscotta River estuary. Please email Mrs. Christina O’Grady, [email protected] if you would like to participate. There are no fees for MEVA students, siblings, and their families.

➢ Challenger Center (Bangor), April 5th , 1:00 PM - 3:30 PM, sign-in @ 12:30 PM, WHO WANTS TO BE TBA AN ASTRONAUT? Send your student on a mission to Space- only at Challenger! Age Range: 7- 12th grade. Location: Challenger Learning Center of Maine. A team of scientists and engineers are on a daring mission that requires them to work together while facing obstacles and emergencies on their pathway to success. With a focus on the enterprise of science, teams will collect and analyze data to ensure the safety of the crew, simultaneously conducting important research for the benefit of humankind. LIMITED AVAILABILITY. Pre-registration Required. RSVP: Christina O’Grady, [email protected]

➢ High School (grades 9-12) Primitive Skills School Field Trip, April 26th, 9:30-2:30. Please contact Ms. TBA Jennifer Clark, [email protected] to reserve your spot. The activity is capped at 20 people. There are no fees for MEVA students, siblings, and their families.

➢ Coastal Maine Botanical Gardens, Boothbay, Friday, May, 3rd, 10:00 am. Students will be led by a TBA docent through two amazing sections of the Coastal Maine Botanical Gardens. The Lerner Garden of the Five Senses has paths through five distinct regions designed to emphasize each of the senses. The Bibby and Harold Alfond Children’s Garden encompasses two acres of woods, ponds, and intensively designed theme gardens inspired by well-known children’s books by Maine authors. There are no fees for MEVA students, siblings, and their families. Contact Lizzie Malvinci, [email protected] to RSVP.

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➢ Harrigan Learning Center & Museum field trip, May 6th at 10:30, 15 Harris Pond Road, Milo. Join us to learn about paleontology, archaeology, and natural history! Please RSVP to Ms. Clark at [email protected] if you would like to participate. There are no fees for MEVA students, siblings, and their families!

➢ New England Mineral Conference Education Day, Friday May 11, 2018, 10:00-1:00, Sunday River, TBA Grand Summit Conference Center, Newry, ME. Please email Jennifer Clark, [email protected], to R.S.V.P. or for more information. There are no fees for MEVA students, siblings, and their families.

➢ Funtown STEM Day, May 17th 9-2 @ Funtown, 774 Portland Rd Saco. MEVA students and their TBA chaperones get the opportunity to learn, hands-on, the principles of science, technology, engineering and math on the park's rides. Limited number of spots. RSVP to Mrs. Lantz to reserve yours today! [email protected]

➢ Middle School (grades 7-8) Maine State Aquarium Field Trip, Friday, May 24th from 11:00-1:00. Middle TBA Schoolers will learn about interdependence and adaptations within aquatic ecosystems. Students will have the opportunity to view and interact with several species of fish and invertebrates. There will be a guided tour with the option to participate in the touch tank. Please email Whitney Lantz, [email protected] if you would like to participate. There are no fees for MEVA students, siblings, and their families.

➢ Senior Class of 2019 Graduation Ceremony, Augusta Civic Center, Friday, June 7th, by invitation only. Est. 500 Graduating seniors need to arrive by 1:00 pm. The ceremony begins at 2:00 pm.

➢ Maine Wildlife Park, June 10th, 9:30 am – 12:00 pm, Grey. Lett’s make this the trip of the year! All are TBA welcome. This trip is free for all MEVA students and their families. R.S.V.P to Ms. Clark, [email protected]

➢ Middle School Rangeley Lake Field Trip, Rangeley Lake, Thursday, June 13th, Cruise 11:00 am, Lunch TBA 12:00 pm, Museum 1:00 pm. Middle School Field Trip. We will start our day with a 1hr lake cruise on the Oquossoc Lady II, spaces are limited so please RSVP early! This is a student-only part of the day; 2 teachers will be aboard. Students must be in Oquossoc at 10:30am. Lunch: There is a general store and restaurant within sight of the Museum that you can purchase lunch or bring a bag lunch and eat outside at the Museum or the park across the street! The restaurant 45th Parallel is offering 10% off if anyone is interested, I need a

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head count to give them if you are interested in this option. We will end the day at the Museum, and learning coaches are welcome! (Please provide the number of adults with the student for this). Please RSVP to Mrs. Osgood as soon as possible, [email protected]

Appendix C – Essay by Emma Paradis, Class of 2019

Essay written by Emma Paradis, Class of 2019: The student has given us permission to share it with others. (In the previous school year, Emma was selected as a semi-finalist in Level 3 of 2018 Letters About Literature contest. This was a great honor as only 53 letters were selected for the state level of judging out of 833 entries.)

I have attended Maine Virtual Academy for one hundred percent of my high school education, and am on track to graduate this June. There is incredible liberty in attending high school online. I am occasionally astounded by the degree to which I have been freed, the new set of abilities I have acquired and the flexibility that I enjoy on a daily basis. Based on nothing but my mood and the awareness of upcoming deadlines, I can form my own schedule. Even as I write this, it is because I have chosen this to be my project for the day - I could be studying quadratic functions or writing about communism, and indeed in most schools I would have been told which of these I would be doing. Because I am lucky enough to attend school online, however, the choice is mine. I consider myself deeply fortunate to be able to attend high school in this way.

It has not always been easy, explaining to people the way my education works. Not that I mind explaining; it just tends to baffle them, or tempt them to conflate it with homeschooling. And a significant number of people, I am sure, believed or still believe that it isn’t ‘real’ school, which I can understand. After all - there’s no teacher in the room. Surely that freedom can be used to skip out on work? And what will there be for consequences? It’s not like the principal will leap out of your computer screen!

But the truth is that it’s as real as any brick-and-mortar school I’ve attended; indeed, I think for people like myself it is far better. Chief among the many reasons this is true is that online school meets you where you’re at. Are you someone like me, who struggled with constant socialization with my peers and preferred to learn independently? Or maybe other students are a distraction for you, making it difficult to focus. Perhaps you are especially skilled in specific subjects and need extra help in others, and the enforced schedule of brick-and-mortar high school impedes your academic achievement. Perhaps all of the above apply to you, or perhaps

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FY 19 MEVA Self-Assessment countless other reasons do. No matter where you are, online school will meet you there. This cannot be overstated. Many educational hurdles can be dealt with through online school; it can fill in the gaps where other schools were tried and found wanting.

One unexpected but significant benefit of online high school has been skill acquisition: I am far more proficient in communication and self-advocacy than I believe I would be if I attended a brick-and-mortar high school. This is because, of course, no form of education is perfect; countless times I’ve had to reach out to teachers to ask clarifying questions, report technical or human errors, or explain why and where I’m struggling with something. And since I cannot simply walk up to their desk or raise my hand in class, it takes initiative; it takes the enterprise to speak up for yourself, especially when they would not otherwise know there exists a problem. Following through on their suggestions, meanwhile, takes a whole new skill set - self-discipline. There are indeed no principals jumping out of laptop screens, nor teachers there in person to remind you of overdue work or upcoming projects. It takes some willpower to open your computer and complete your assignments when the TV is just a few steps away, when your phone is charging in the next room. Really, attending school online is just a constant process of testing one’s determination; and as you time after time choose between furthering your academic career or whiling your hours away, you are gradually made into a person more prepared to take on post-secondary education and, later, adult life. I consider this to be one of MEVA’s greatest gifts to me.

Naturally, my online high school is also, well, a high school - meaning they offer standard courses alongside these life lessons. However, as they are functionally a division of a nationwide curriculum, and they don’t have to worry about dealing with physical locations, the options laid before students for courses are much more diverse than what’s offered in many traditional schools. In most cases I chose my courses based on what credits I needed for graduation and/or for college acceptance, but there have been times when I’ve been able to select courses that interested me, ones I wouldn’t have been able to take otherwise. Here again, we see my good fortune; I am again reminded of how lucky I am to learn in this way.

For example, I was able to take a personal finance class that taught me tips on managing my money, now and in the future; I learned about green design and technology from a class offered by MEVA; I’ve taken not one but two courses about criminology and criminal justice. I’ve also taken classes about subjects like psychology and astronomy, among others. The options I selected were only a handful from a huge range, and they have come to represent something important to me. Their defining characteristic of that of opportunity, of novelty. Do I want to work as a criminologist? No, certainly not - but I am delighted to have been able to learn about the field. The same goes for the other unique courses I’ve taken; they have broadened my horizons very clearly, simply for being there, simply for being an option, as I know I likely would’ve been unable to take them were I in a traditional school.

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In conclusion, my experience with my online high school has made me a more disciplined, communicative, and informed person, and I believe that because of the way I’ve pursued my education I’ll be more prepared for what lies ahead. Online school isn’t right for everyone, but it’s right for me, and I am so thankful for that.

Appendix D – Media Coverage MEVA Students: • Portland Press-Herald 1/26/18 , https://www.pressherald.com/2018/01/26/letter-to-the-editor-flexibility-of-school-choice-opens- door-to-budding-tennis-career/ • Centralmaine.com 9/18/17 http://www.centralmaine.com/2017/03/09/maine-virtual-academy-student-wins-native-american- essay-contest/ • Portland Press Herald 6/26/17http://www.pressherald.com/2017/06/25/girls-tennis-player-of-the-year-lana-mavor-yarmouth/ • WGME TV (CBS) 5/26/17http://wgme.com/sports/content/yarmouth-tennis-prodigy-swings-for-the-fences • WCSH-TV (NBC) 5/24/17 http://www.wcsh6.com/news/local/207/16-year-old-tennis-player-at-the-top-of-her-game/442620949 • WMTV (ABC) 5/24/17 http://www.wmtw.com/article/tennis-sensation-using-virtual-school-to-aid-in-training- 1495665686/9926161 • News Center Maine 9/21/17 http://www.newscentermaine.com/article/news/local/207/teen-golfer-at-the-top-of-his-game-despite- epilepsy/477293676 • WGME TV (CBS) 7/27/17 http://wgme.com/sports/content/sean-pride-is-swinging-his-way-through-adversity • Portsmouth Herald, 7/25/17 http://www.seacoastonline.com/news/20170725/teen-golfer-battles-epilepsy • Centralmaine.com 9/18/17 https://www.centralmaine.com/2017/09/18/when-classes-and-sport-conflict-some-of-maines-elite- athletes-go-virtual/ • WABI TV 5 5/26/17 http://newsroom.k12.com/k12-powered-student-receives-citizenship-honor-from-maines-secretary-of-state/ • Penobscot Bay Pilot 5/9/17 http://www.penbaypilot.com/article/true-grit-missing-120-days-school-becoming-co- validictorian/85084 • BloggED: http://blog.k12.com/student-success/meva-body-artist-thrives-with-the-support-of-art-teacher/#.WpP0nq6nHIV • Lewiston Sun Journal: http://www.sunjournal.com/student-15-follows-different-path-toward-learning-happiness/ • The Irregular 6/13/2018 https://meva.k12.com/news/Irregular-Seaberg-Earns-Citizenship-Award.html • Lewiston Sun Journal 6/14/2018 https://meva.k12.com/news/Phillips-Student-Wins-State-Citizenship-Award.html • Portland Press Herald 1/20/2018 https://meva.k12.com/news/Kaci-Lee-Ver-Sluis-of-Sabattus-an-Emerging-Name-on-National- Judo-Scene.html

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• Secretary Dunlap announces results of 2018 Native American Essay Contest, MEVA High School Student wins first place, https://www.maine.gov/sos/kids/nativeamerican/winners.htm • WCSH-TV (NBC) 1/2/2019 https://www.newscentermaine.com/article/news/local/207/13-year-old-judo-olympic-hopeful-from- sabattus/97-27942837-6df4-4e03-95d0-39582b4e112a • BloggED: http://blog.k12.com/student-success/meva-student-gives-back-while-meeting-people-from-around-the- world/#.XGxdeOhKjIV • Kennebec Journal https://www.centralmaine.com/2019/03/08/2018-native-american-essay-contest-winners-visit-maine-state- archives/ National School Choice Week: • WABI TV 5 1/22/18 http://newsroom.k12.com/video-national-school-choice-week-wabi-tv-5-maine/ • WABI TV 5 1/22/18 http://www.wabi.tv/content/news/Maine-Public-Charter-Schools-Celebrated-at-State-House-470581843.html MEVA Program: • Lewiston Sun Journal: http://www.sunjournal.com/charter-schools-in-maine-how-a-virtual-academy-works/ • UMF Alumni Magazine: http://www2.umf.maine.edu/alumni/at-home-in-the-virtual-classroom/ • K12 Newsroom http://newsroom.k12.com/maine-virtual-academy-to-hold-commencement-ceremony/

Appendix E – Broad Actions in Response to the Independent Third-Party Evaluation Report (January 2019)

The MEVA team attended the Maine Charter School Commission business meeting on Tuesday, February 5th, 2019. The Commission accepted the independent third-party evaluation report and followed up with questions. As a result, MEVA outlined the broad actions and responses to the report as follows: 1. MEVA will provide training to the teachers in how to modify course content in response to: • Students’ IEPs & Section 504 Plans; • Students’ special circumstances such as health issues and family crises; • Groupings within courses. • Alternate assignments; • Mastery of the standards and objectives; • Individual student interventions;

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• Late starting students; • Other special circumstances.

2. MEVA will review its existing grading policies with the teachers, regarding existing (weekly) zeroing out policies and deadlines. The addition of closed assignments (e.g., after two or three weeks), which are currently being trialed by a few teachers, will be evaluated/discussed/considered. 3. MEVA teachers will continue to create/evaluate course instructional maps for each course that include the standards, objectives and assignments/evidence of mastery. In addition to the maps, teachers will review/evaluate their pacing documents, which chart course requirements over the semesters.

4. MEVA teachers will continue to participate in extensive professional development in differentiating the curriculum, emphasizing standards and objectives, and evidence of mastery.

5. MEVA will continue to review/refine its co-teaching practices that provide individual/small-group targeted instruction within the mainstream classrooms.

6. MEVA will closely examine the experience of the students in the upper high school level grades with respect to their attendance and program.

7. MEVA will prioritize completing and communicating students’ GradPlans to promote students’ individual pathways towards earning diplomas.

8. MEVA will consider/discuss whether the school should have a flexible academic schedule, as suggested by the researcher on page 21 of the 3rd party report.

9. MEVA administration and human resources will gather more information to address possible teacher concerns about the workload, expectations and environment.

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10. MEVA will continue to prioritize providing attentive service to our students and families through timely communications, including making regular connection calls throughout the year.

The ten items are directly related to the ongoing work that MEVA is doing to improve its outcomes.

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