Search Plans
  1. MNPS Virtual School Annual Plan (2023 - 2024)

MNPS Virtual School Export Export

Goals

G 1 Literacy/Language Arts

Create and support engaging, rigorous, and personalized learning experiences for all students through the delivery of high-quality, relevant literacy/ELA curricula and materials. (Strategic Framework, Our Students 1)

 *Also a goal for Schools of Innovation (SOI) in the District Turnaround Plan.

Performance Measure

By the end of 2023-24, students will meet or exceed their individual academic growth projection in literacy prior to the 2023-24 school year, measured by GOLD (PK) or FAST (K-9).

Sections

  • Academic Achievement & Growth

S 1.1 Capacity Building

Support the development of pedagogical practices to strengthen the quality of educational programs available to students and families.

Benchmark Indicator
  • By June 2024, MNPS will increase the employee retention rate to 85% for all staff. 
  • By June 2024, MNPS will increase favorable response rates related to engagement, feedback, and leadership in school staff surveys, compared to the previous year. 
  • By June 2024, 100% of leadership development structures will explicitly connect to the MNPS Leadership Framework in planning, communication, implementation, and reflection. 
A 1.1.1 Increase Engagement

Engagement: By June 2024, increase engagement by Executive Teaming Sessions: The full-time team at MNPS Virtual School will receive formal and individualized professional development opportunities during the school year. Teaming sessions will be based on personal professional development. All team members also attend district, local, and state professional development aligned to their roles and responsibilities. Feedback: By June 2024, increase feedback by providing all employees of MNPS Virtual School with consistent and high-quality feedback.

  • Adjunct Teachers: All adjunct teachers employed by MNPS Virtual School will receive weekly walkthrough and feedback reports as well as two Continuous Improvement Cycles hosted by MNPS VS administration. These Continuous Improvement Cycles are designed to identify student problems of learning and teacher problem of practice to create a theory of action that communicates the specific changes in teacher and student behaviors that intend to improve teaching and learning. o Full-Time Teachers (Synchronous 4th & 5th Grade): Both full-time teachers will receive weekly walkthrough and feedback reports as well as monthly Continuous Improvement Cycles to collaborate, share best practices, and receive feedback from the administration.
  • Full-Time Teachers (Instructional Support Teachers): All VS instructional support teachers will receive weekly walkthrough and feedback reports as well as two Continuous Improvement Cycles hosted by MNPS VS administration. These Continuous Improvement Cycles are designed to identify student problems of learning and teacher problem of practice to create a theory of action that communicates the specific changes in teacher and student behaviors that intend to improve teaching and learning.
  • Full-time Executive Staff: All Full-time executive staff members receive monthly Continuous Improvement Cycles to collaborate, share best practices, and receive feedback from the administration.
  • Instructional Leadership Team: Team members will participate as part of the Instructional Leadership Team that will collaborate on instructional needs, specifically focusing on MTSS interventions for students in ELA & Math. This team consists of all administrators, MTSS leads, and Exceptional Education lead. Leadership: By June 2024, increase leadership effectiveness by promoting appreciation, satisfaction, and input. All appreciation efforts will be strategically monitored and focused to increase impact and employee satisfaction. 100% of leadership development structures will explicitly connect to the MNPS Leadership Framework in planning, communication, implementation, and reflection. All MNPS Virtual School employees will be invited to participate in decisions that support the mission and vision of MNPS Virtual School by completing employee needs assessments each semester. The surveys are created and distributed by MNPS Virtual School. During each school-wide professional development session, we begin with leadership changes made based on employee feedback called “You Asked, We Did".


Benchmark Indicator: By June 2024, increase favorable response rates related to engagement, feedback, and leadership in school staff surveys, from Fall 2022 Data: Engagement 92%, Feedback 82%, and Leadership 94%. To Fall 2023 Goal: Engagement 93%, Feedback 84%, and Leadership 95% 

Person Responsible Estimated Completion Funding Sources
Dr. Brenda Diaz, Executive Principal 2024-05-24  

S 1.2 Equitable Access to Instruction and Interventions

Provide access to high-quality, standards-aligned materials and ambitious, equitable, and SEL-integrative instruction. 

Benchmark Indicator
  • By June 2024, every student will be supported to meet or exceed their individual FASTbridge aReading growth goals from their individual baselines. 
  • By June 2024, MNPS will increase the percentage of students who are On Track/Mastered in ELA by at least two points. 
  • By June 2024, MNPS will close the achievement gap in ELA for traditionally underserved students who are On Track/Mastered by at least two points. 
  • By June 2024, MNPS will complete at least ten design sprints at the school-level and at least three at the district-level. 
A 1.2.1 MTSS Increased Support

MTSS leads will analyze data from the results for the Fall MTSS assessment to determine groups for interventions based on Tier placement. Students will receive additional screening that will include the student working asynchronously working on iReady diagnostic tests. Synchronous lessons will be incorporated afterward beginning with general skill development including productive struggle and time management. Once all data has been collected students will be placed in groups specifically tailored for their needs. Targeted group lessons will be conducted through PLT with synchronous ELA focus multiple times per week for Tier 2 & Tier 3. Tier 1 students work asynchronously. Progress monitoring occurs weekly for students. ELA Students identified as needing skill-based intervention will be assigned tasks through synchronous instruction via Lexia. Success is measured by students meeting or exceeding their FastBridge Growth goals.

Benchmark Indicator: By the Spring 2024 Universal Screening window, at least 69% of MNPS Virtual School students will increase their aReading score by more than 5 points for an increase of 4% from 65% previously.



Person Responsible Estimated Completion Funding Sources
Dr. Theresa Bogema, Literacy Coach & MTSS Lead 2024-05-24  

S 1.3 School/District Partnerships

Actively engage families, communities, and business partners in improvement initiatives.

Benchmark Indicator
  • By June 2024, 100% of schools will have opportunities for families and the community to be involved and 40% of schools will be represented in training for family engagement. 
  • By June 2024, MNPS will identify at least two research-practice questions directly tied to the district’s focused outcomes for development and study through the research-practice partnership model.  
  • By June 2024, all students in grades K, 2, 4, 6, and 8 will have had vision and hearing screenings, and all students will have health screenings available when needed. 
A 1.3.1 Increased Family Engagement Opportunities

MNPS Virtual School staff will participate in family engagement training provided during the 2023-2024 school year. Virtual School families will be provided copies of the Family Engagement Policy and Student-Parent Compact. These documents have been reviewed and input from families has been provided in the creation of these documents. Community Schoology Groups: MNPS Virtual School offers rich online learning communities for several populations. We have students grouped by grade level. We also offer Parent Schoology groups and a school-wide School Counseling Schoology group. The purpose of these groups is to increase engagement and foster community. Ice cream socials, game nights, and other events promote family and community engagement. Families and community representatives have the ability to learn more information about the school and ways in which they can show support. This will foster engagement and allow parents to feel a sense of belonging in the school community. In addition, MNPS Virtual School hold monthly events for parents and students to promote connection and involvement

Benchmark Indicator: By June 2024, the school will increase percentage of participation at engagement opportunities for families and community stakeholders (quarterly/monthly events) by 3% from 12% to 15%.  


Person Responsible Estimated Completion Funding Sources
Dr. Parris Malone, Assistant Principal 2023-10-30  

S 1.4 Literacy Interventions for Students with Disabilities

Improve access to most intensive literacy interventions for Students with Disabilities. 

Benchmark Indicator
  • By June 2024, the percentage of students with specific learning disabilities in grades K-9 scoring in the Low-Risk Category on FAST universal screening assessments will increase from 2% to 5%.
  • By June 2024, the district will continue to maintain at least 70% of students with disabilities in the general education environment for 80% or more of the day.
  • By June 2024, the graduate rate for high school Students with Disabilities will increase to 65%.


A 1.4.1 Improve Literacy Interventions

Improve access to most intensive literacy interventions for Students with Disabilities.


Benchmark Indicator: By June 2024, the percentage of Students with Disabilities scoring above the 25th percentile on the FAST CBM Reading assessment will increase 5% from 20% to 25%.

Person Responsible Estimated Completion Funding Sources
Mallory McGolrick, Exceptional Education Lead 2024-05-24  

G 2 Numeracy/Mathematics

Create and support engaging, rigorous, and personalized learning experiences for all students through the delivery of high-quality, relevant numeracy curricula and materials. (Strategic Framework, Our Students 1) 

*Also a goal for Schools of Innovation (SOI) in the District Turnaround Plan.

Performance Measure

By the end of 2023-24, students will meet or exceed their individual academic growth projection in numeracy prior to the 2023-24 school year, measured by GOLD (PK) or FAST (K-9).

Sections

  • Academic Achievement & Growth

S 2.1 Capacity Building

Support the development of pedagogical practices to strengthen the quality of educational programs available to students and families.

Benchmark Indicator
  • By June 2024, MNPS will increase the employee retention rate to 85% for all staff. 
  • By June 2024, MNPS will increase favorable response rates related to engagement, feedback, and leadership in school staff surveys, compared to the previous year. 
  • By June 2024, 100% of leadership development structures will explicitly connect to the MNPS Leadership Framework in planning, communication, implementation, and reflection. 


A 2.1.1 Strengthen Quality of Educational Programs

Engagement: By June 2024, increase engagement by Executive Teaming Sessions: The full-time team at MNPS Virtual School will receive formal and individualized professional development opportunities during the school year. Teaming sessions will be based on personal professional development. All team members also attend district, local, and state professional development aligned to their roles and responsibilities.

Feedback: By June 2024, increase feedback by providing all employees of MNPS Virtual School with consistent and high-quality feedback.

Adjunct Teachers: All adjunct teachers employed by MNPS Virtual School will receive weekly walkthrough and feedback reports as well as two Continuous Improvement Cycles hosted by MNPS VS administration. These Continuous Improvement Cycles are designed to identify student problems of learning and teacher problem of practice to create a theory of action that communicates the specific changes in teacher and student behaviors that intend to improve teaching and learning.

  • Full-Time Teachers (Synchronous 4th & 5th Grade): Both full-time teachers will receive weekly walkthrough and feedback reports as well as monthly Continuous Improvement Cycles to collaborate, share best practices, and receive feedback from the administration. o
  • Full-Time Teachers (Instructional Support Teachers): All VS instructional support teachers will receive weekly walkthrough and feedback reports as well as two Continuous Improvement Cycles hosted by MNPS VS administration. These Continuous Improvement Cycles are designed to identify student problems of learning and teacher problem of practice to create a theory of action that communicates the specific changes in teacher and student behaviors that intend to improve teaching and learning. o Full-time Executive Staff: All Full-time executive staff members receive monthly Continuous Improvement Cycles to collaborate, share best practices, and receive feedback from the administration.
  • Instructional Leadership Team: Team members will participate as part of the Instructional Leadership Team that will collaborate on instructional needs, specifically focusing on MTSS interventions for students in ELA & Math. This team consists of all administrators, MTSS leads, and Exceptional Education lead.

Leadership: By June 2024, increase leadership effectiveness by promoting appreciation, satisfaction, and input. All appreciation efforts will be strategically monitored and focused to increase impact and employee satisfaction. 100% of leadership development structures will explicitly connect to the MNPS Leadership Framework in planning, communication, implementation, and reflection. All MNPS Virtual School employees will be invited to participate in decisions that support the mission and vision of MNPS Virtual School by completing employee needs assessments each semester. The surveys are created and distributed by MNPS Virtual School. During each school-wide professional development session, we begin with leadership changes made based on employee feedback called “You Asked, We Did".

Benchmark Indicator: Benchmark Indicator: By June 2024, increase favorable response rates related to engagement, feedback, and leadership in school staff surveys, from Fall 2022 Data: Engagement 92%, Feedback 82%, and Leadership 94%. To Fall 2023 Goal: Engagement 93%, Feedback 84%, and Leadership 95% 



Person Responsible Estimated Completion Funding Sources
Brenda Diaz, Executive Principal 2024-05-24  

S 2.2 Equitable Access to Instruction and Interventions

Provide access to high-quality, standards-aligned materials and ambitious, equitable, and SEL-integrative instruction. 

Benchmark Indicator
  • By June 2024, every student will be supported to meet or exceed their individual FASTbridge aMath growth goals from their individual baselines. 
  • By June 2024, MNPS will increase the percentage of students who are On Track/Mastered in Math by at least two points. 
  • By June 2024, MNPS will close the achievement gap in Math for traditionally underserved students who are On Track/Mastered by at least two points. 
  • By June 2024, MNPS will complete at least ten design sprints at the school-level and at least three at the district-level. 
A 2.2.1 Increased MTSS Support

MTSS leads will analyze data from the results for the Fall MTSS assessment to determine groups for interventions based on Tier placement. Students will receive additional screening that will include the student working asynchronously working on iReady diagnostic tests. Synchronous lessons will be incorporated afterward beginning with general skill development including productive struggle and time management. Once all data has been collected students will be placed in groups specifically tailored for their needs. Targeted group lessons will be conducted through PLT with synchronous math focus multiple times per week for Tier 2 & Tier 3. Tier 1 students work asynchronously. Progress monitoring occurs weekly for students. Students identified as needing skill-based intervention will be assigned tasks through synchronous instruction via iReady. Success is measured by students meeting or exceeding their Fastbridge growth goals.

Benchmark Indicator:

Math Growth Goal: By the Spring 2024, Universal Screening window, 25% of MNPS Virtual Students will increase their aMath score by more than 5 points, for a 2% increase from 23% previously.


Person Responsible Estimated Completion Funding Sources
Molly Schaeffer, Numeracy Coach & MTSS Lead 2024-05-24  

S 2.3 School/District Partnerships

Actively engage families, communities, and business partners in improvement initiatives. 

Benchmark Indicator
  • By June 2024, 100% of schools will have opportunities for families and the community to be involved and 40% of schools will be represented in training for family engagement. 
  • By June 2024, MNPS will identify at least two research-practice questions directly tied to the district’s focused outcomes for development and study through the research-practice partnership model.  
  • By June 2024, all students in grades K, 2, 4, 6, and 8 will have had vision and hearing screenings, and all students will have health screenings available when needed. 
A 2.3.1 Increased Family Engagement Opportunities

MNPS Virtual School staff will participate in family engagement training provided during the 2023-2024 school year. Virtual School families will be provided copies of the Family Engagement Policy and Student-Parent Compact. These documents have been reviewed and input from families has been provided in the creation of these documents.

Community Schoology Groups: MNPS Virtual School offers rich online learning communities for several populations. We have students grouped by grade level. We also offer Parent Schoology groups and a school-wide School Counseling Schoology group. The purpose of these groups is to increase engagement and foster community.

Ice cream socials, game nights, and other events promote family and community engagement. Families and community representatives have the ability to learn more information about the school and ways in which they can show support. This will foster engagement and allow parents to feel a sense of belonging in the school community.

Benchmark Indicator:

Benchmark Indicator: By June 2024, the school will increase percentage of participation at engagement opportunities for families and community stakeholders (quarterly/monthly events) by 3% from 12% to 15%.  


Person Responsible Estimated Completion Funding Sources
Parris Malone, Assistant Principal 2024-05-24  

S 2.4 Math Interventions for Students with Disabilities

Improve access to most intensive math interventions for Students with Disabilities. 

Benchmark Indicator
  • By June 2024, the percentage of students with specific learning disabilities in grades K-9 scoring in the Low-Risk Category on FAST universal screening assessments will increase from 2% to 5%.
  • By June 2024, the district will continue to maintain at least 70% of Students with Disabilities in the general education environment for 80% or more of the day.
  • By June 2024, the graduate rate for high school Students with Disabilities will increase to 65%.
A 2.4.1 Improve Literacy Interventions

Improve access to most intensive literacy interventions for Students with Disabilities.


Benchmark Indicator: By June 2024, the percentage of Students with Disabilities scoring above the 25th percentile on the FAST CBM Reading assessment will increase 5% from 20% to 25%

Person Responsible Estimated Completion Funding Sources
Mallory McGolrick, Exceptional Education Lead 2024-05-24  

G 3 Improve Student Attendance

Implement a multi-tiered approach to reducing barriers to ensure each student achieves satisfactory attendance. (Strategic Framework, Our Students 3) 

*Also a goal for Schools of Innovation (SOI) in the District Turnaround Plan.

Performance Measure

By the end of 2023-24, students will achieve satisfactory attendance with an attendance rate of 95% or above.

Sections

  • Climate and Access

S 3.1 Instructional Practices and Supports

Deliver rigorous, high-quality, culturally relevant, and engaging instruction that is developmentally appropriate for all students as a strategy for supporting regular, daily, enthusiastic student attendance.

Benchmark Indicator


  • By June 2024, MNPS will make available access to a personalized student dashboard that includes student performance metrics on literacy, numeracy, attendance, behavior, and other district priorities. 
  • By June 2024, MNPS will decrease the number of students with failing grades. 
A 3.1.1 Improve Instructional Practices
  1. Deliver Aligned District Benchmarks: The Team at MNPS Virtual School will administer the district-provided benchmark assessments for all EOC and TNReady courses. The purpose of offering standards-based benchmark assessments is to identify areas for intervention prior to students taking the state assessment. Success is measured by benchmark completion rates, benchmark results, and TNReady achievement data as well as TVASS growth. The results of the benchmark will guide student interventions in iReady.
  2. Guided Notes: Provide a template for students to complete notes as an additional learning activity in each lesson at the start of each semester alongside the course syllabus.
  3. AVID: The full-time team at MNPS Virtual School will attend AVID training during Summer 2023 to learn strategies to help students become better scholars and prepare them for advanced academic opportunities. AVID strategies will be implemented schoolwide.
  4. Supplemental: Add supplemental content, resources, and assignments to address any standards not being met with the current course curriculum. Teachers are encouraged to add supplements to courses each week in their course updates.


Benchmark Indicator: By June 2024, MNPS Virtual School will decrease the number of students with failing grades from 12% to 11%. Students who are failing one or more courses are required to meet with their advisor. This meeting will discuss strategies and allow the student to self-reflect and set goals for improvement. When a student successfully improves their grades, they will not be required to attend meetings unless they fail another course. 



Person Responsible Estimated Completion Funding Sources
Tamasa Pinkerton, Assistant Principal 2023-12-20  

S 3.2 Regular Daily Attendance

Actively engage families, communities, and business partners to promote daily attendance, build awareness on the impact of lost instructional time, and strategically address barriers faced by students.

Benchmark Indicator
  • By June 2024, MNPS will increase average daily attendance from 91.5% to 91.6% for all students.  
  • By June 2024, MNPS will decrease chronic absenteeism from 30% to 27.5% for all students.
A 3.2.1 Improving Daily Attendance

Attendance Planning: ES/MS (Grades 4-8): Students in grades 4-8 attend daily live synchronous classes. Students will receive an absence if they are not logged on and actively engaged in the class session. High School (Grades 9-12): The attendance for 9th -12th grade students at MNPS Virtual School begins with academic progress. Once students begin missing due dates and failing courses, students are placed on the Student Success intervention list. Student Success meetings (Attendance Assessments) take place. If students fail to attend the Student Success meeting, they will receive one unexcused absence. After (five) unexcused absences, students receive a five-day letter from the administration. After (seven) unexcused absences students and parents must attend an (Attendance Plan Conference) at MNPS Virtual School. Students are placed on truancy notice after (ten) unexcused absences at which point the attendance team files a petition for truancy. Student Success Checkpoints take place for all 4-12 students prior to each progress report and report card issuance. Students who earn failing grades in one or more course will be required to attend an intervention meeting. During the meeting, the students will receive structured academic counseling by the School Counselor. Failure to attend the meeting will result in an unexcused absence. Success is measured by increased passage rates week by week starting August 2023. MNPS Virtual School will assign 100% of collaborative referrals to service providers. Data Used to Justify Action Step: According to the Spring 2023 Panorama Survey, School Engagement is still low at 40%. Student feel focused on their activities in class, but the data also shows students are not excited to participate. 

Benchmark Indicator:

By June 2024, MNPS Virtual School will increase the average daily attendance from 93.5% to 94% for all students. 

Person Responsible Estimated Completion Funding Sources
Tamasa Pinkerton, Assistant Principal 2024-05-24  

G 4 Culture and Social & Emotional Learning

Provide a positive school climate with opportunity for students to explore, understand and value others in a safe, nurturing, and diverse learning environment, with every student known, supported, and connected. (Strategic Framework, Our Students 2) 

*Also a goal for Schools of Innovation (SOI) in the District Turnaround Plan.

Performance Measure

By the end of 2023-24, all students will be supported in developing the five social and emotional core competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making), measured by behavior incidents and discipline responses.

Sections

  • Climate and Access

S 4.1 Supportive School Environments

Advance student academic, behavioral, social, and emotional growth through implementation of the multi-tiered system of support (MTSS), including tier I practices and tier II, tier III, and special education interventions, and focused on frequent progress monitoring driven by data and ongoing support. 

Benchmark Indicator
  • By June 2024, 100% of MNPS students will be assigned a Navigator within 2 weeks of enrolling into school. 
  • By June 2024, all schools will consistently utilize the district’s technology platforms (Data Warehouse and Infinite Campus) to access MTSS data and record all MTSS interventions (academic and nonacademic) occurring with their students. 
A 4.1.1 Utilizing MTSS Data to Support Students

School Counselor and Navigators: The Professional School Counselor and Navigators will conduct ongoing virtual Student Success meetings will continue to contribute to the increase in student attendance. Once students catch up with coursework, learners are no longer considered absent. The specialized focus has helped students stay on pace and avoid becoming absent/truant. Success is measured by increased passage rates as well as daily attendance rates.

Elevate Student Voice: Administrators and staff will invite students to be part of the school leadership team and advisory committees. MNPS Virtual School created a Student Council Organization during the 2023-2024 school year. Elections begin at the start of the first quarter. Student Council members will serve as panelists for new student induction programs and assist in planning student body activities and incentives.

Support & Intervention: MTSS Leads and all teachers use Infinite Campus to document communications with parents and students. Additional interventions may be determined are needed for a student based on S&I entries. Data Warehouse and Infinite Campus are utilized to access MTSS data. Attendance and behavior data can be accessed from both platforms.


Benchmark Indicator:

By June 2024, MNPS virtual will implement support and intervention strategies to decrease the number of students requiring Student Success Meetings due to off-track status from 54% to 50%.

 

Person Responsible Estimated Completion Funding Sources
Theresa Bogema, Literacy Coach 2024-05-24  

S 4.2 Student Belonging, Connection, and Voice

Establish positive school culture and climate by providing opportunities to hear student voice and to build meaningful relationships within the school community.

Benchmark Indicator
  • By June 2024, students will report an increase from the previous year on the Student Voice, Belonging, and School Engagement categories of the MNPS School Climate Survey. 
A 4.2.1 Improving School Climate

v-Bucks: Virtual School will continue to utilize V-Bucks as its schoolwide PBIS program where students can earn points towards Virtual School memorabilia and school supplies. The V-Bucks points system includes all students both full and part-time with a fully functioning online store and monthly curbside pickup dates from August-April.

Live Office Hours Instruction: Students will engage in live class officehour sessions with their teachers to increase engagement, academic support, and foster community. Success is measured by participation rates. Teachers noticed on average students who attend these sessions scored 20 points higher on the final exam than students who did not participate.

Community Schoology Groups: MNPS Virtual School offers rich online learning communities for several populations. We have students grouped by grade level. We also offer Parent Schoology groups and a school-wide School Counseling Schoology group. The purpose of these groups is to increase engagement and foster community.

Student Government Association: MNPS Virtual School created a Student Council Organization during the 2021-2022 school year. Elections begin at the start of the first quarter. Student Council members will serve as panelists for new student induction programs and assist in planning student body activities and incentives.

Benchmark Indicator:

By May 2024, student scores for the Student Voice, Belonging, and School Engagement categories of the MNPS School Climate Survey will increase from Fall 2022 (Student Voice: 68%, Belonging: 71%, and Engagement: 40%) to Fall 2023 (Student Voice: 70%, Belonging: 73%, and Engagement: 42%). 

Person Responsible Estimated Completion Funding Sources
Dr. Brenda Diaz, Executive Principal 2024-05-24  

S 4.3 Transitions

Utilize best practices to monitor and support students’ academic and social emotional development to support seamless transitions through each grade band to a Ready Graduate capable of post-secondary success.

Benchmark Indicator
  • By June 2024, every student in the transition grade levels (grades 4/5, 8, and 12) will have a transition plan that includes academic and SEL goals to prepare for successful transition to middle school, high school, or college/career. 
  • By Fall 2023, MNPS will have increased the number of students served in targeted summer experiences designed to grow academic skills, fill gaps, and prevent summer learning loss by more than 25 times for summer 2021 (as compared to summer 2019).  
  • By June 2024, 50 MNPS high school sophomores will participate in the inaugural Nashville Promising Scholars Residency and 100% earn at least 3 hours of college credit.
A 4.3.1 Transition Plans

Students in grades 5 will meet with their School Counselor to develop a transition plan to the middle school level. Students will be celebrated and provided with strategies and goals for success. Students in 8th grade will participate in a Bridge Ceremony transitioning them to high school in May 2023. This ceremony will celebrate student success and acknowledge their completion of middle school. Graduating seniors will meet with their School Counselor individually to develop their post-secondary plans. Students will decide on the next steps (college, trade/vocational school, military, employment, etc.) and prepare a success plan.

Benchmark Indicator:

By June 2024, the School Counselor will increase the percentage of students in transition grade levels (grades 5, 8, and 12) with a complete transition plan that includes academic and SEL goals to prepare for a successful transition to middle school, high school, or college/career from 95% to 100%.

Person Responsible Estimated Completion Funding Sources
Joy Bauman, School Counselor 2024-05-24  

S 4.4 Address Disproportionate Suspensions of Students with Disabilities

Provide support for schools to decrease suspensions for Students with Disabilities and reduce disproportionality.

Benchmark Indicator
  • By the end of 2023-24, the disproportionality of suspensions for Students with Disabilities will decrease below 2.0.  
A 4.4.1 Proactive Interventions to Suspension

Restorative practices and student interventions will be used to eliminate the need for suspensions at MNPS Virtual School. Behavior contracts will be used to assist with discipline and behavior issues at all levels. Historically, MNPS Virtual School has had minimal to zero suspensions, and we intend to maintain that data by implementing these procedures.

Benchmark Indicator:

By the end of 2023-24, the disproportionality of suspensions for Students with Disabilities will maintain the status of zero suspensions. 

Person Responsible Estimated Completion Funding Sources
Dr. Brenda Diaz, Executive Principal 2024-05-24