Memphis Virtual School Export Export
Goals
G 1 Memphis Virtual School will increase ELA meeting or exceeding expectations proficiency rates in all grades from 16.3% in (2021-2022) to 21.9% in (2023-2024).
Effective Instruction | Best for All Strategic Plan alignment: Academics
Effective instruction is built around standards-aligned, high quality curricula and assessments that measure student progress and provide timely information regarding student achievement and growth. Providing students with rigorous, standards-aligned instruction delivered through best practices will help to ensure that all students in Tennessee’s high opportunity schools have access to a comprehensive educational system which will prepare them for the career path of their choice.
Distict Turnaround Plan Goal
G 4 Build teacher capacity and content knowledge so that instruction reflects District's four instructional practice expectations from 47.6% in Spring 2023 to a minimum of 70% in 2024 on walkthroughs.Sections
- Academic Achievement & Growth
S 1.1 Support implementation of standards aligned curricula
Rationale
Memphis Virtual School will provide daily access to a rigorous reading/language arts curriculum that will develop students’ deep understanding of the content, strengthen comprehension, and promote mastery of TN Standards to ensure students are career and college ready.
Supporting Data
Existing Strategy
- Memphis Virtual School students’ Mastery Connect ELA CFA performance shows an increased from 12% met plus exceeded in the winter 2022-2023 to 15.8% met plus exceed in the spring 2022-2023.
Benchmark Indicator
Implementation
- District Formative Assessments
- Daily Virtual Classroom Walkthroughs
- Collaborative Planning Sessions
- Documentation
- Weekly lesson plans
- Weekly Canvas student grade activity report
- Weekly MPG Report to monitor student engagement and participation.
My Access Writing Platform
Mastery View Predictive Assessment
Effectiveness
- Students should perform at or above 70% on District Formative Assessments (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Increase quarterly ELA Mastery Connect on track and mastery by 5%
- Daily classroom observations using the District Classroom Walkthrough Protocol and Debriefing Document will provide the district with data to determine trends in teachers' ability to effectively implement the identified instructional shifts outlined in the rubric and gauge the implementation of standard aligned instruction.
- District Walkthrough data will be monitored through the district’s PD management system (Professional Learning Zone/PLZ) for 80% standard aligned core instructional implementation with fidelity at 2 per teacher per semester.
- Quarterly review of TEM observation data to monitor educators' delivery of standard aligned lessons to the TN Standards used to measure effectiveness toward increasing student achievement.
- Benchmarks/Effectiveness
- At least 25% of students will demonstrate at least a 5 percentage point increase on Mastery Connect (CFA) assessments (Quarterly).
- At least 25% of students will demonstrate at least a 5 percentage point increase on Canvas (Flex point) school-based assessments (Bi-Weekly)
A 1.1.1 Learning Equity Gap Resources
Description
Memphis Virtual School will provide online (MY Access Writing Platform, Mastery View Predictive Assessment) and in-person support for literacy to improve student proficiency in writing, numeracy, science, social studies, and ACT prep. The on-site administrator will monitor teacher and student online activity as students are accessing, engaging, and completing grade level assignments and assessments.
Through the utilization of ongoing tutoring provided by part-time tutors and retired teachers as well as provide ongoing professional development for faculty and staff while increasing student engagement through incentivized supports. Memphis Virtual School will offer an extended learning program to increase the targeted areas in literacy, numeracy, science, social studies, and ACT prep the identified areas throughout the school year during before/after-school tutoring and Saturday sessions. These resources attained will help to improve the academic growth and achievement for students in ELA.
Implementation
- Extended Learning Schedules
- ACT Prep Student Logs
- Exemplary Academic Support Schedules
- MY Access Writing Platform data
- Mastery View Predictive Assessment data
Lesson Plan Review
Data Analysis Reports
Collaborative Planning Meeting Agendas and Minutes
Effectiveness
- Students should perform at or above 70% on District Formative Assessments (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Daily classroom observations using the District Classroom Walkthrough Protocol and Debriefing Document will provide the district with data to determine trends in teachers' ability to effectively implement the identified instructional shifts outlined in the rubric and gauge the implementation of standard aligned instruction.
- District Walkthrough data will be monitored through the district’s PD management system (Professional Learning Zone/PLZ) for 80% standard aligned core instructional implementation with fidelity at 2 per teacher per semester. Quarterly review of TEM observation data to monitor educators' delivery of standard aligned lessons to the TN Standards used to measure effectiveness toward increasing student achievement.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Norrell Malone, Kimberly Hopkins | 2024-06-30 |
|
A 1.1.2 Professional Development - Increased Student Engagement and Effective Supports
Description
Memphis Virtual School faculty and staff will receive a summer teacher PD stipend for attending onsite, remote, and off-site professional development, resources to support student growth and achievement, increased student engagement, and increased online activities. Memphis Virtual School will provide ongoing professional development supports in both literacy and numeracy, ACT prep, instructional strategy support to increase student achievement and growth, and increased student engagement. Memphis Virtual School will utilize the services of Forward Consulting and the Linda bailey Firm to continuously enhance the skillset of the instructional leadership team to increase the effectiveness of the professional development for academic interventionists, exceptional needs case-managers, part-time teachers, and the instructional leadership team.
The summer professional development will specifically focus on supporting ELA, math, and science teachers with utilizing the Canvas platform, creating lesson plans, engaging in instructional tools such as My Access and graphing calculator skills to enhance student engagement and achievement. Teachers will also receive support in providing academic feedback utilizing Mastery Connect predictive data and Canvas grade analytics.
Teacher Summer Professional Development (46 Teachers x 5hrs./$25.84 x 3 days)
Implementation
- TN Reay Assessment,
- District Common Formative Assessment Effectiveness
- Quarterly review of TEM observation data
Effectiveness
- Daily classroom observations using the District Classroom Walkthrough Protocol and Debriefing Document will provide the district with data to determine trends in teachers' ability to effectively implement the identified instructional shifts outlined in the rubric and gauge the implementation of standard aligned instruction to plan professional development support.
- District Walkthrough data will be monitored through the district’s PD management system (Professional Learning Zone/PLZ) and Zoho for 80% standard aligned core instructional implementation with fidelity at 2 per teacher per semester to provide individualized professional learning support.
- Instructional Leadership Team (ILT) meetings are conducted twice each month at 85% attendance to ensure district and school leaders are gaining and sharing knowledge of content, obtaining content support and resources through collaboration, and effectively communicating new information with school-level educators. Zone meetings and small-group ILT sessions are facilitated monthly by Instructional Leadership Directors at 85% attendance to support content lead teachers, PLC Coaches, and administrators with feedback and targeted training that should result in more effective daily instructional practices that should be observed during district walk throughs.
- Quarterly district-level PD sessions for volunteers and parents to learn effective strategies to help students reach the district's ELA goal.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Tamara Hampton, Norrell Malone. Marvin Moore | 2024-06-30 |
|
A 1.1.3 Access to a Rigorous Curriculum
Description
Memphis Virtual School will provide teachers with the district curriculum resources, including PLC Guides, that outline essential knowledge as well as skills and task aligned to the TN Standards.
Implementation
- District Common Formative Assessments
- Weekly Collaborative Planning Sessions
- Weekly PLC Meetings
Effectiveness
- Students should perform at or above 70% on District Formative Assessments (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Monthly progress monitoring data review of students' performance in targeted intervention (Illuminate Fast bridge) to determine next steps of intervention support in an effort to get them to grade level.
- Weekly review of grade reports for students enrolled in summer learning opportunities to monitor and adjust the effectiveness of the learning opportunity and the impact on student learning and content delivery.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Norrell Malone, Tamara Hampton, Kimberly Hopkins | 2024-06-30 |
A 1.1.4 Instructional Supplies
Description
Teachers and students will be provided with instructional material, supplies, and/or equipment to support the implementation of instructional programs, academic growth and achievement.
Implementation
- District Common Formative Assessments
- Weekly Lesson Plan Review
- Weekly Collaborative Planning Meeting
Effectiveness
Increase quarterly ELA Mastery Connect OTM by 95%
Expense – HP Laptops and Cart
HP Laptops: 28 Laptops x $697.84/laptop = $19,539.52
HP Laptop Deployment: 28 laptops x $14.00 = $392.00
Laptop Cart: 1 Laptop Cart x $753.80/cart = $753.80
Laptop Cart Deployment: 1 Laptop Cart x $24.50/cart = $24.50
Total Expense: $20,709.82
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Norrell Malone, Kimberly Hopkins | 2024-06-30 |
|
S 1.2 Create opportunities for staff collaboration focused on improving the quality of the teaching and learning in all classrooms
Memphis Virtual School will provide daily access to a rigorous reading/language arts curriculum that will develop students’ deep understanding of the content, strengthen comprehension, and promote mastery of TN Standards to ensure students are career and college ready.
Supporting Data
Existing Strategy
- Memphis Virtual School students’ Mastery Connect ELA CFA performance shows an increased from 12% met plus exceeded in the winter 2022-2023 to 15.8% met plus exceed in the spring 2022-2023.
Benchmark Indicator
Implementation
- District quarterly CFAs
- Daily classroom observations using the District Classroom Walkthrough Protocol and Debriefing Document.
- Provide professional development for teachers, administrators, instructional leaders and district advisors on how to articulate the instructional practice shifts that will improve teachers’ pedagogy of the content, master of standard look-fors, students’ skill set, and students’ proficient reading level of grade supported texts.
- Weekly Teacher Walkthroughs (In-house observation form)
- Weekly ILT Meetings (agenda, sign-in sheets)
- Weekly PLC Meetings (agenda, sign-in sheets)
- Weekly lesson plans
- Weekly Canvas student grade activity report
- Monitor student engagement and participation via weekly MPG report
- TEM Observations (PLZ)
Effectiveness
- At least 25% of students will demonstrate at least a 5 percentage point increase on Mastery Connect (CFA) assessments (Quarterly).
- The District Classroom Walkthrough Protocol and Debriefing Document should indicate 100% of teachers effectively implement the identified instructional shifts outlined in the rubric and gauge the implementation of standard aligned instruction 75% of the time.
- TEM observation data will be monitored through the district’s PD management system (Professional Learning Zone/PLZ) and Microsoft Forms for 80% standard aligned core instructional implementation with fidelity at 2 per teacher per semester in order to provide individualized professional learning support.
- Instructional Leadership Team (ILT) meetings are conducted twice each month at 85% attendance to ensure district and school leaders are gaining and sharing knowledge of content, obtaining content support and resources through collaboration, and effectively communicating new information with school-level educators.
- Zone meetings and small-group ILT sessions are facilitated monthly by Instructional Leadership Directors at 85% attendance to support content lead teachers, PLC Coaches, and administrators with feedback and targeted training that should result in more effective daily instructional practices that should be observed during district walk throughs.
- Quarterly district-level PD sessions for volunteers and parents to learn effective strategies to help students reach the district's ELA goal.
- New teacher professional learning supports are offered at various times throughout each semester for new hires. Mentor rosters are submitted at the beginning of each semester to ensure collegial support is assigned to each new hire.
- Provide professional development for teachers, administrators, instructional leaders and district advisors on how to articulate the instructional practice shifts that will improve teachers’ pedagogy of the content, master of standard look fors, students’ skill set, and students’ proficient reading level of grade supported texts.
- At least 25% of students will demonstrate at least a 5 percentage point increase on Canvas (Flex point) school-based assessments (Bi-Weekly)
A 1.2.1 Instructional Academic Support
Memphis Virtual School will recruit and retain highly effective teachers, faculty and staff will receive onsite, remote, and off-site, and in/out of town ongoing professional development and resources to support student growth and achievement, increased student engagement, and increased online activities. Memphis Virtual School will provide ongoing professional development supports in both literacy and numeracy, ACT prep, instructional strategy support to increase student achievement and growth, and increased student engagement. Memphis Virtual School will provide Summer Learning Professional Development for teachers in ELA and Math to support student growth and achievement.
Memphis Virtual School will utilize the services of Forward Consulting and the Linda bailey Firm to continuously enhance the skillset of the instructional leadership team to increase the effectiveness of the professional development for academic interventionists, exceptional needs case-managers, part-time teachers, and the instructional leadership team.
Implementation
- TN Ready,
- District Common Formative Assessments
- Weekly PLC Meetings
- Weekly Collaborative Planning
Effectiveness
- Daily classroom observations using the District Classroom Walkthrough Protocol and Debriefing Document will provide the district with data to determine trends in teachers' ability to effectively implement the identified instructional shifts outlined in the rubric and gauge the implementation of standard aligned instruction to plan professional development support.
- District Walkthrough data will be monitored through the district’s PD management system (Professional Learning Zone/PLZ) and Zoho for 80% standard aligned core instructional implementation with fidelity at 2 per teacher per semester to provide individualized professional learning support. Instructional Leadership Team (ILT) meetings are conducted twice each month at 85% attendance to
- ensure district and school leaders are gaining and sharing knowledge of content, obtaining content support and resources through collaboration, and effectively communicating new information with school-level educators.
- Zone meetings and small-group ILT sessions are facilitated monthly by Instructional Leadership Directors at 85% attendance to support content lead teachers, PLC Coaches, and administrators with feedback and targeted training that should result in more effective daily instructional practices that should be observed during district walk throughs.
- Quarterly district-level PD sessions for volunteers and parents to learn effective strategies to help students reach the district's ELA goal.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Norrell Malone, Tamara Hampton, Kimberly Hopkins | 2024-06-30 |
A 1.2.2 Professional Learning Communities
Description
Memphis Virtual School will conduct weekly PLC meetings during common planning time. Teachers are provided quality and professional training at the school level that will leverage their pedagogy and implementation of best practices that will increase student academic growth and achievement.
Implementation
- Weekly PLC Agenda and Outputs
- Weekly Collaborative Planning Sessions
- Quarterly Professional Development
Effectiveness
- Students should perform at or above 70% on District Formative Assessments (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Daily classroom observations using the District Classroom Walkthrough Protocol and Debriefing Document will provide the district with data to determine trends in teachers' ability to effectively implement the identified instructional shifts outlined in the rubric and gauge the implementation of standard aligned instruction.
- District Walkthrough data will be monitored through the district’s PD management system (Professional Learning Zone/PLZ) for 80% standard aligned core instructional implementation with fidelity at 2 per teacher per semester.
- Quarterly review of TEM observation data to monitor educators' delivery of standard aligned lessons to the TN Standards used to measure effectiveness toward increasing student achievement.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Norrell Malone, Tamara Hampon, Kimberly Hopkins | 2024-06-30 |
A 1.2.3 Professional Development
Description
Memphis Virtual School faculty and staff will receive onsite, remote, and off-site as well as in/out of town ongoing professional development and resources to support student growth and achievement and increased student engagement.
Implementation
- Weekly ILT Meetings
- Weekly PLC Meetings
- Quarterly Professional Development
Effectiveness
- Students should perform at or above 70% on District Formative Assessments (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Monthly progress monitoring data review of students' performance in targeted intervention (Illuminate Fast bridge) to determine next steps of intervention support in an effort to get them to grade level.
- Weekly review of grade reports for students enrolled in summer learning opportunities to monitor and adjust the effectiveness of the learning opportunity and the impact on student learning and content delivery.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Kimberly Hopkins, Norrell Malone, Tamara Hampton | 2024-06-30 |
S 1.3 Provide additional support for students who are failing to make academic progress
Rationale
Memphis Virtual School will provide academic interventions, personalized learning activities, an individualized learning pace, and various instructional approaches designed to meet the needs of specific learners to improve student achievement.
Supporting Data
Existing Strategy
Memphis Virtual School saw an increase in District Assessment Data in ELA in the SP23. 28.7% of students were approaching, which resulted in an 9.5 percent increase from Fall22.
Benchmark Indicator
Implementation
- Weekly EAS Tutoring Support,
- Extended Learning Tutoring
- I-Ready will be utilized for intervention supports.
Effectiveness
- Students should perform at or above 70% on District Formative Assessments (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Monthly progress monitoring data review of students' performance in targeted intervention (i-Ready) to determine next steps of intervention support in an effort to get them to grade level.
- Weekly review of grade reports for students enrolled in summer learning opportunities to monitor and adjust the effectiveness of the learning opportunity and the impact on student learning and content delivery.
A 1.3.1 Personalized Literacy Supports
Description
Memphis Virtual School will Provide all students (Tier I, II, and III) with access to daily targeted enrichment or support using the district's online intervention tools to foster student growth. Resource tools such as iReady, aimswebPlus, and Small Groups assist teachers with engaging students with content based on where they are in the meeting the State standards. Memphis Virtual School will provide ongoing intervention supports for online learning and/or in-person learning for both literacy and numeracy as well as science and social studies through the utilization of before/after and Saturday tutoring sessions with part-time and/or retired teachers as well as the University of Memphis STEM Ambassador program.
Implementation
- Saturday Tutoring
- Weekly EAS Supports with Interventionist
Effectiveness
- Students should perform at or above 70% on District Formative Assessments (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Monthly progress monitoring data review of students' performance in targeted intervention (Illuminate Fast bridge) to determine next steps of intervention support in an effort to get them to grade level.
- Weekly review of grade reports for students enrolled in summer learning opportunities to monitor and adjust the effectiveness of the learning opportunity and the impact on student learning and content delivery.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Norrell Malone, Tamara Hampton, Kimberly Hopkins | 2024-06-30 |
A 1.3.2 Student Intervention Supports
Description
Memphis Virtual School will provide ongoing intervention supports for online learning and/or in-person learning for both literacy and numeracy as well as science and social studies through the utilization of before/after and Saturday tutoring sessions with part-time and/or retired teachers as well as the University of Memphis STEM Ambassador program.
Implementation
- Daily Classroom Walkthrough
- Saturday Tutoring Session
- Weekly EAS with Interventionist
Effectiveness
- Students should perform at or above 70% on District Formative Assessments (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Monthly progress monitoring data review of students' performance in targeted intervention (Illuminate Fast bridge) to determine next steps of intervention support in an effort to get them to grade level.
- Weekly review of grade reports for students enrolled in summer learning opportunities to monitor and adjust the effectiveness of the learning opportunity and the impact on student learning and content delivery.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Tamara Hampton, Norrell Malone, Kimberly Hopkins | 2024-06-30 |
G 2 Memphis Virtual School will increase Math meeting or exceeding expectations proficiency rates in all grades from 1.4% in (2021-2022) to 7.5% in (2023-2024.)
Effective Instruction | Best for All Strategic Plan alignment: Academics
Effective instruction is built around standards-aligned, high quality curricula and assessments that measure student progress and provide timely information regarding student achievement and growth. Providing students with rigorous, standards-aligned instruction delivered through best practices will help to ensure that all students in Tennessee’s high opportunity schools have access to a comprehensive educational system which will prepare them for the career path of their choice.
Distict Turnaround Plan Goal
G 4 Build teacher capacity and content knowledge so that instruction reflects District's four instructional practice expectations from 47.6% in Spring 2023 to a minimum of 70% in 2024 on walkthroughs.Sections
- Academic Achievement & Growth
S 2.1 Support implementation of standards aligned curricula
Memphis Virtual School teachers will plan and execute standard aligned lessons with intentionality and focus (data-informed instruction) to provide daily access to a rigorous math curriculum that will develop students’ engagement in important content, build on prior knowledge (pre-requisite skills), and promote mastery of TN Standards to ensure students are career and college ready.
Supporting Data
Existing Strategy
While Memphis Virtual School had an increase of students below expectations for Math in 2022-2023, there was also an increase of students approaching and meeting expectations. Students in grade 9 had 36.6% approaching expectations and 15.5 percent meeting expectations based on 2022-2023 MC Performance data.
Memphis Virtual School Mastery Connect 6th – 8th grade SWD CFA performance data shows an increase from 0% met plus exceeded in the winter 2022-2023 to 7.7% met plus exceed in the spring 2022-2023.
Benchmark Indicator
Implementation
- Weely PLC Meetings
- Collaborative Planning
- Weekly Walkthroughs
- District Common Formative Assessments
- Quarterly Report Cards
- Documentation
- Weekly lesson plans
- Weekly Canvas student grade activity
- Weekly school-based instructional tool to monitor student engagement and participation.
- Benchmarks/Effectiveness
- At least 25% of students will demonstrate at least a 5 percentage point increase on Mastery Connect (CFA) assessments (Quarterly).
- At least 25% of students will demonstrate at least a 5 percentage point increase on Canvas (Flex point) school-based assessments (Bi-Weekly)
Desmos Graphing Calculator Program
Mastery View Predictive Assessment
Students should perform at or above 70% on District Formative Assessments (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Daily classroom observations using the District Classroom Walkthrough Protocol and Debriefing Document will provide the district with data to determine trends in teachers' ability to effectively implement the identified instructional shifts outlined in the rubric and gauge the implementation of standard aligned instruction.
- District Walkthrough data will be monitored through the district’s management system (Professional Learning Zone/PLZ). Data will be collected and analyzed to determine trends and implementation of the instructional practices using Microsoft Teams. Data should show teachers implementing the practices at or above 80% per visit.
- Quarterly review of TEM observation data to monitor educators' delivery of standard aligned lessons to the TN Standards.
- Benchmarks/Effectiveness
- At least 25% of students will demonstrate at least a 5 percentage point increase on Mastery Connect (CFA) assessments (Quarterly).
- At least 25% of students will demonstrate at least a 5 percentage point increase on Canvas (Flex point) school-based assessments (Bi-Weekly)
A 2.1.1 Access to a Rigorous Curriculum
Description
Memphis Virtual School will provide teachers with the district curriculum resources, including PLC Guides, that outline essential knowledge as well as skills and task aligned to the TN Standards.
Implementation
- District Common Formative Assessments
- Weekly Collaborative Planning
- Classroom Observations
Effectiveness
- Students should perform at or above 70% on District Formative Assessments (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Monthly progress monitoring data review of students' performance in targeted intervention (Illuminate Fast bridge) to determine next steps of intervention support in an effort to get them to grade level.
- Weekly review of grade reports for students enrolled in summer learning opportunities to monitor and adjust the effectiveness of the learning opportunity and the impact on student learning and content delivery.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Tamara Hampton, Kimberly Hopkins, Norrell Malone | 2024-06-30 |
A 2.1.2 Instructional Supplies
Description
Memphis Virtual School teachers and students will be provided with instructional materials, supplies, and/or equipment to support the implementation of instructional programs, and academic growth and achievement. Parental trainings and meeting will also be held in which supplemental learning materials will be purchased for students and parents to assist students with academic growth and achievement.
Implementation
District Comon Formative Assessments
Weekly PLC Meetings
Weekly Collaborative Planning
Effectiveness
- Students should perform at or above 70% on District Formative Assessments (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Monthly progress monitoring data review of students' performance in targeted intervention (Illuminate Fast bridge) to determine next steps of intervention support in an effort to get them to grade level.
- Weekly review of grade reports for students enrolled in summer learning opportunities to monitor and adjust the effectiveness of the learning opportunity and the impact on student learning and content delivery.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Norrell Malone, Kimberly Hopkins | 2024-06-30 |
A 2.1.3 Learning Equity Gap Resources
Description
Memphis Virtual School will provide online ( Mastery View Predictive Assessment) and in-person support for literacy to improve student proficiency in writing, numeracy (Desmos Studios) science, social studies, and ACT prep. The onsite administrator will monitor teacher and student online activity as students are accessing, engaging, and completing grade level assignments and assessments.
Through the utilization of ongoing tutoring provided by part-time tutors and retired teachers as well as provide ongoing professional development for faculty and staff while increasing student engagement through incentivized supports. Memphis Virtual School will offer an extended learning program to increase the targeted areas in literacy, numeracy, science, social studies, and ACT prep the identified areas throughout the school year during before/after-school tutoring and Saturday sessions. These resources attained will help to improve the academic growth and achievement for students in Math.
Implementation
- Extended Learning Schedules
- ACT Prep Student Logs
- Exemplary Academic Support Schedules
- MY Access Writing Platform data
- Mastery View Predictive Assessment data
- Weekly Lesson Plan Review
- Weekly Data Analysis Reports
- Weekly Collaborative Planning Meeting Agendas and Minutes
- District Formative Assessments (Quarterly)
Effectiveness
- Students should perform at or above 70% on District Formative Assessments (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Daily classroom observations using the District Classroom Walkthrough Protocol and Debriefing Document will provide the district with data to determine trends in teachers' ability to effectively implement the identified instructional shifts outlined in the rubric and gauge the implementation of standard aligned instruction.
- District Walkthrough data will be monitored through the district’s PD management system (Professional Learning Zone/PLZ) for 80% standard aligned core instructional implementation with fidelity at 2 per teacher per semester. Quarterly review of TEM observation data to monitor educators' delivery of standard aligned lessons to the TN Standards used to measure effectiveness toward increasing student achievement.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Norrell Malone, Kimberly Hopkins | 2024-04-04 |
|
A 2.1.4 Professional Development -Increased Student Engagement and Effective Supports
Description
Memphis Virtual School faculty and staff will receive a summer teacher PD stipend for attending onsite, remote, and off-site professional development, resources to support student growth and achievement, increased student engagement, and increased online activities. Memphis Virtual School will provide ongoing professional development supports in both literacy and numeracy, ACT prep, instructional strategy support to increase student achievement and growth, and increased student engagement. Memphis Virtual School will utilize the services of Forward Consulting and the Linda bailey Firm to continuously enhance the skillset of the instructional leadership team to increase the effectiveness of the professional development for academic interventionists, exceptional needs case-managers, part-time teachers, and the instructional leadership team.
The summer professional development will specifically focus on supporting ELA, math, and science teachers with utilizing the Canvas platform, creating lesson plans, engaging in instructional tools such as My Access and graphing calculator skills to enhance student engagement and achievement. Teachers will also receive support in providing academic feedback utilizing Mastery Connect predictive data and Canvas grade analytics.
Teacher Summer Professional Development (46 Teachers x 5hrs./$25.84 x 3 days)
Implementation
- TN Reay Assessment,
- District Common Formative Assessment Effectiveness
- Quarterly review of TEM observation data
Effectiveness
- Daily classroom observations using the District Classroom Walkthrough Protocol and Debriefing Document will provide the district with data to determine trends in teachers' ability to effectively implement the identified instructional shifts outlined in the rubric and gauge the implementation of standard aligned instruction to plan professional development support.
- District Walkthrough data will be monitored through the district’s PD management system (Professional Learning Zone/PLZ) and Zoho for 80% standard aligned core instructional implementation with fidelity at 2 per teacher per semester to provide individualized professional learning support.
- Instructional Leadership Team (ILT) meetings are conducted twice each month at 85% attendance to ensure district and school leaders are gaining and sharing knowledge of content, obtaining content support and resources through collaboration, and effectively communicating new information with school-level educators. Zone meetings and small-group ILT sessions are facilitated monthly by Instructional Leadership Directors at 85% attendance to support content lead teachers, PLC Coaches, and administrators with feedback and targeted training that should result in more effective daily instructional practices that should be observed during district walk throughs.
- Quarterly district-level PD sessions for volunteers and parents to learn effective strategies to help students reach the district's ELA goal.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Norrell Malone, Kimberly Hopkins | 2024-07-26 |
|
S 2.2 Create opportunities for staff collaboration focused on improving the quality of the teaching and learning in all classrooms
Rationale
Memphis Virtual School recruit and retain highly effective teachers, and provide ongoing, high quality professional development at the district and school level for school leaders, teachers, and other instructional staff that focuses on instructional shifts and strategies that result in improved student performance.
Supporting Data
Existing Strategy
Benchmark Indicator
Implementation
- Weekly Teacher Walkthroughs
- TEM Observations
- Weekly Observations
- Weekly ILT Meetings
- Weekly PLC Meetings
- Weekly lesson plans
- Weekly Canvas student grade activity
- Weekly MPG Report monitor student engagement and participation.
Effectiveness
- Daily classroom observations using the District Classroom Walkthrough Protocol and Debriefing Document will provide the District with data to determine trends in teachers' ability to effectively implement the identified instructional shifts outlined in the rubric and gauge the implementation of standard aligned instruction in order to plan professional development support.
- District Walkthrough data will be monitored weekly through the district’s PD management system (Professional Learning Zone/PLZ) and Microsoft Teams for 80% standard aligned core instructional implementation with fidelity in order to provide individualized professional learning support.
- Instructional Leadership Team (ILT) meetings are conducted twice each month at 85% attendance to ensure district and school leaders are gaining and sharing knowledge of content, obtaining content support and resources through collaboration, and effectively communicating new information with school-level educators.
- Zone meetings and small-group ILT sessions are facilitated monthly by Instructional Leadership Directors at 85% attendance to support content lead teachers, PLC Coaches, and administrators with feedback and targeted training that should result in more effective daily instructional practices that should be observed during district walkthroughs.
- Quarterly district-level PD sessions for volunteers and parents to learn effective strategies to help students reach the district's mathematics goal.
- New teacher professional learning supports are offered at various times throughout each semester for new hires. Mentor rosters are submitted at the beginning of each semester to ensure collegial support is assigned to each new hire.
- Provide professional development for teachers, administrators, instructional leaders and district advisors on how to articulate the instructional practice shifts that will improve teachers’ pedagogy of the content, master of standard look fors, students’ skill set, and students’ proficient reading level of grade supported texts.
- At least 25% of students will demonstrate at least a 5 percentage point increase on Mastery Connect (CFA) assessments (Quarterly).
- At least 25% of students will demonstrate at least a 5 percentage point increase on Canvas (Flex point) school-based assessments (Bi-Weekly)
A 2.2.1 Targeted Professional Development
Description
Memphis Virtual School Provide of/on-site, in/out of town, and online on-going PD sessions for teachers and leaders based on identified tracks of support as a result of TEM ratings and District walkthrough data. Additionally, leaders can assign various sessions for teachers to attend and gain additional content support in the areas of teaching and learning, instructional shifts and best practices.
Implementation
- Weekly Teacher Walkthroughs
- District Level PD's
- PLC Meetings
Effectiveness
- Daily classroom observations using the District Classroom Walkthrough Protocol and Debriefing Document will provide the District with data to determine trends in teachers' ability to effectively implement the identified instructional shifts outlined in the rubric and gauge the implementation of standard aligned instruction in order to plan professional development support.
- District Walkthrough data will be monitored weekly through the district’s PD management system (Professional Learning Zone/PLZ) and Microsoft Teams for 80% standard aligned core instructional implementation with fidelity in order to provide individualized professional learning support.
- Instructional Leadership Team (ILT) meetings are conducted twice each month at 85% attendance to ensure district and school leaders are gaining and sharing knowledge of content, obtaining content support and resources through collaboration, and effectively communicating new information with school-level educators.
- Zone meetings and small-group ILT sessions are facilitated monthly by Instructional Leadership Directors at 85% attendance to support content lead teachers, PLC Coaches, and administrators with feedback and targeted training that should result in more effective daily instructional practices that should be observed during district walkthroughs.
- Quarterly district-level PD sessions for volunteers and parents to learn effective strategies to help students reach the district's mathematics goal.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Norrell Malone, Tamara Hampton, Kimberly Hopkins | 2024-06-30 |
A 2.2.2 Professional Learning Communities
Description
Memphis Virtual School will hold weekly PLC Meetings during common planning time. Teachers will be provided with quality professional training at the school level that will leverage their pedagogy in increase students' academic growth and achievement.
Implementation
- Weekly Classroom Observations
- Weekly PLC Meetings
- Weekly Collaborative Planning
- Weekly ILT Meetings
Effectiveness
- Students should perform at or above 70% on District Formative Assessments (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Monthly progress monitoring data review of students' performance in targeted intervention (Illuminate Fast bridge) to determine next steps of intervention support in an effort to get them to grade level.
- Weekly review of grade reports for students enrolled in summer learning opportunities to monitor and adjust the effectiveness of the learning opportunity and the impact on student learning and content delivery.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Norrell Malone, Kimberly Hopkins | 2024-06-30 |
A 2.2.3 Instructional Academic Support
Description
Memphis Virtual School will provide bonuses to retain and recruit for hard to staff math positions, faculty and staff will receive onsite, remote, and off-site, and in/out of town ongoing professional development and resources to support student growth and achievement, increased student engagement, and increased online activities. Memphis Virtual School will provide ongoing professional development supports in both literacy and numeracy, ACT prep, instructional strategy support to increase student achievement and growth, and increased student engagement.
Memphis Virtual School will provide two part- time Site Administrators to monitor student daily attendance, progress, and assignment completion. The site administrator will also ongoing communication to parents and teachers regarding student progress.
Implementation
- TN Ready,
- District Common Formative Assessments
- Weekly PLC Meetings
- Weekly Collaborative Planning
Effectiveness
- Daily classroom observations using the District Classroom Walkthrough Protocol and Debriefing Document will provide the district with data to determine trends in teachers' ability to effectively implement the identified instructional shifts outlined in the rubric and gauge the implementation of standard aligned instruction to plan professional development support.
- District Walkthrough data will be monitored through the district’s PD management system (Professional Learning Zone/PLZ) and Zoho for 80% standard aligned core instructional implementation with fidelity at 2 per teacher per semester to provide individualized professional learning support. Instructional Leadership Team (ILT) meetings are conducted twice each month at 85% attendance to
- ensure district and school leaders are gaining and sharing knowledge of content, obtaining content support and resources through collaboration, and effectively communicating new information with school-level educators.
- Zone meetings and small-group ILT sessions are facilitated monthly by Instructional Leadership Directors at 85% attendance to support content lead teachers, PLC Coaches, and administrators with feedback and targeted training that should result in more effective daily instructional practices that should be observed during district walk throughs.
- Quarterly district-level PD sessions for volunteers and parents to learn effective strategies to help students reach the district's ELA goal.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Norrell Malone, Kimberly Hopkins | 2025-05-09 |
S 2.3 Provide additional support for students who are failing to make academic progress
Rationale
Memphis Virtual School provide academic interventions, personalized learning activities, an individualized learning pace, and various instructional approaches designed to meet the needs of specific learners to improve student achievement.
Supporting Data
Existing Strategy
Memphis Virtual School had a decrease of students in 2022 by 3.6%, who were 1 grade level below.
Benchmark Indicator
Implementation
- Classroom Observations
- Classroom Assessment
- I _Ready Reports
- EAS Support With Interventionist
Effectiveness
- Students should perform at or above 70% on District Formative Assessments (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Monthly progress monitoring data review of students' performance in targeted intervention (i-Ready) to determine next steps of intervention support in an effort to get them to grade level.
- Weekly review of grade reports for students enrolled in summer learning opportunities to monitor and adjust the effectiveness of the learning opportunity and the impact on student learning and content delivery.
A 2.3.1 Targeted Support for Ongoing Learning
Description
Memphis Virtual School will provide academic interventions, personalized learning activities, an individualized learning pace, and various instructional approaches designed to meet the needs of specific learners to improve student achievement.
Implementation
- Saturday Extended Learning,
- ACT Prep,
- Weely EAS Tutoring
Effectiveness
- Students should perform at or above 70% on District Formative Assessments (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Monthly progress monitoring data review of students' performance in targeted intervention (i-Ready) to determine next steps of intervention support in an effort to get them to grade level.
- Weekly review of grade reports for students enrolled in summer learning opportunities to monitor and adjust the effectiveness of the learning opportunity and the impact on student learning and content delivery.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Kimberly Hopkins, Norrell Malone, Tamara Hampton | 2024-06-30 |
A 2.3.2 Extended Learning
Description
Memphis Virtual School will provide Saturday tutoring for students in TCAP/ EOC and ACT testing areas in order to support academic growth and achievement.
Implementation
- Weekly ILT Meetings
- Weekly Student Reports
Effectiveness
- Students should perform at or above 70% on District Formative Assessments (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Monthly progress monitoring data review of students' performance in targeted intervention (Illuminate Fast bridge) to determine next steps of intervention support in an effort to get them to grade level.
- Weekly review of grade reports for students enrolled in summer learning opportunities to monitor and adjust the effectiveness of the learning opportunity and the impact on student learning and content delivery.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Norrell Malone, Kimberly Hopkins | 2024-06-30 |
G 3 Memphis Virtual School will increase the percentage of ready graduates from 20.7% in 2023 to 34% in 2024 and increase the graduation rate from 77.7% in 2023 to 80.5% 2024.
Student Support and Services | Best for All Strategic Plan alignment: Student Readiness
Schools, in partnership with parents and the community, can create a positive, child-centered learning environment which provides support to students to remove the barriers to learning that students in high opportunity schools often experience. Supporting the whole child begins with eliminating barriers to physical and mental health, well-being and learning; then planning for and implementing strategies which support the emotional, physical, mental, cognitive and social development of students.
Distict Turnaround Plan Goal
G 2 The percentage of schools establishing and following with fidelity a framework for intervention blocks and fidelity checks bi-weekly will increase from 71% in 22-23 to 81% or higher in SY 2023-24.Sections
- College & Career Readiness
- Climate and Access
S 3.1 ACT Prep
Rationale
Memphis Virtual Schools will provide targeted content and test taking skills to support students in the 16-20 ACT composite cohort to undergird content area deficits, improve testing stamina, and address school-wide areas of concern in achieving a score of 21.
Supporting Data
New Strategy
Benchmark Indicator
Implementation
- Quarterly Review of student report card data
- Quarterly Assessment through Naviance to 100% of students
- Daily ACT Questions to all students
- Saturday Extended ACT Tutoring with 75%-100% attendance
Effectiveness
- Quarterly review of student's report card data to monitor success rates in ACT supported courses in which 75%-80% of those students enrolled in those courses maintain a
- Quarterly attendance roster reviews of ACT workshops will demonstrate student exposure and opportunity for skill building for test mastery in order to increase 75%-80% of student composite scores by 3-5 points.
- 100% of students who attend Saturday tutoring will increase composite scores by 3-5 points.
A 3.1.1 School Based ACT Awareness
Description
Memphis Virtual School will enact the plan embodied by the SCS ACT Field Guide, including quarterly school level data meeting.
Implementation
- Daily ACT Question of the Day during morning meeting to 100% of students
- Weekly Saturday ACT Tutoring for all students in English, Reading and Math
- Quarterly ACT Workshops
- 100% of 9th Grade Students will be placed in an ACT Prep Course
- Weekly Newsletters with ACT Specific Information to 100% of parents and students
Effectiveness
- Quarterly review of student's report card data to monitor success rates in ACT supported courses to ensure students score at a grade of 80% or above to show proficiency or a general understanding of the course content.
- 80% of students will reach Ready Grad Status by scoring a 21 on the ACT.
- Increase 71% Ready Grad Rate to 81% by attending ACT Tutoring, Quarterly Workshops
- Instructional Team will conduct Weekly review Memphis Virtual School ACT Plan to ensure the plan is implemented out 100%
- 50% or more of Memphis Virtual School attend Saturday Tutoring Session regularly.
- 25% or more of students attending Saturday Session will be 11th grade students.
- 80% of students who attend Saturday Tutoring will increase composite scores by 3-5 points during Spring ACT Testing
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Norrell Malone, Keisha Jackson, Kimberly Hopkins | 2024-06-30 |
A 3.1.2 ACT Professional Development
Description
Memphis Virtual School teachers will participate in annual professional learning to enhance ACT test prep, deepen understanding of ACT data, and increase awareness around the components and construction of the assessment itself and its link to high quality instruction.
Implementation
Quarterly ACT Workshops provided by vendors.
Teachers will participate in Monthly District ACT Trainings and Workshops
Quarterly ACT Data Meetings
Effectiveness
Weekly Walkthroughs will show that 90% of Memphis Virtual School Teachers will implement strategies and content from ACT workshops/trainings to provide students with intentional ACT Preparation in order to increase 80% or more of students ACT Composite scores by 3-5 points.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Norrell Malone, Keisha Jackson | 2024-06-30 |
S 3.2 Provide equitable access to early post secondary opportunities: dual credit/dual enrollment, AP, IB, CLEP, CIE, and industry Certifications.
Rationale
Memphis Virtual School will develop and expand opportunities for students to access multiple early post-secondary opportunities (EPSO) and advance academic courses while enrolled in high school in order to increase students' college and career readiness.
Supporting Data
New Strategy
- Documentation
- Weekly lesson plans
- Weekly Canvas student grade activity
- Weekly school-based instructional tool to monitor student engagement and participation.
- Benchmarks/Effectiveness
- At least 25% of students will demonstrate at least a 5 percentage point increase on Mastery Connect (CFA) assessments (Quarterly).
- At least 25% of students will demonstrate at least a 5 percentage point increase on Canvas (Flex point) school-based assessments (Bi-Weekly)
Teacher Recruitment/Retention (12 x $,1000) - $12,000
Teacher Recruitment for Hard-to-staff Math/CCTE (8 x $1,000) - $8,000
Benchmark Indicator
Implementation
- Quarterly/Semester Review of Students enrolled in DE Courses
- Enroll 100% of 8th grade Students in College Exploratory Courses in order to gain EPSO's early
- Enroll 100% of 9th grade students in DE, DC, or CTE courses
- Ensure 100% of students are exposed taking the ACT and gaining a 21 or higher
- Host quarterly ESPO's fairs to 100% of students and parents
Effectiveness
- By ensuring 80% or more of 8th grade students complete Career Exploratory Class, 95% or more of those 8th grade students would have obtained three full credits towards EPSO's by the end of their 10th grade year
- ACT test data will show that 50% or more of students taking the ACT will obtain a 21 or above
- 75% or more of students enrolled in DE courses will gain at least one college credit
- 75% or more of students will be College and Career Ready before entering 12th grade.
A 3.2.1 Postsecondary Opportunities
Description
Memphis Virtual School will provide ongoing opportunities to increase Early Post Secondary Opportunities through college fairs, tours, and virtual sessions for both students and parents.
Implementation
Increase yearly Enrollment by 80% in 8th Grade Career Courses
Weekly Saturday ACT workshops to increase student composite score
Provide Quarterly College and Career Fairs for student exposure
Analyze semester transcripts for Pathways to support the program of study and maintain alignment of the pre-requisite skills for industry certification for students in grades 9-12 to ensure 100 % of students are progressing through the program.
Effectiveness
80% or more of 8th Grade Students will gain three credits towards college EPSO's by the 10th grade. Review of quarterly report card data will show 80 % or more of 8th grade students
Fall, Winter and Spring Transcript analysis will show 100% of Memphis Virtual School students will be enrolled Post Secondary institutions ready before graduation. Fall, Winter and Spring Transcript analysis
80% of students will complete college applications during Q1 of 12th grade year
100 % of students maintain and average of 70% or above in CCTE courses on their progress report and report card.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Keisha Jackson, Kimberly Hopkins, Norrell Malone | 2024-06-30 |
A 3.2.2 Industry Certifications
Description
Students in 9th-12th who score a 70% or above will have the opportunity to earn career/technical certifications that are aligned with CCTE programs and career opportunities.
Implementation
- Semester Review of Career Interest
- Analyze semester transcripts..
- Quarterly monitor enrollment and course selection for 8th and 9th grade students in CCTE
Effectiveness
- Increase student alignment of course offerings and selection by 50%
- Increase passing scores to a minimum of 70%
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Keisha Jackson, Kimberly Hopkins, Lashonda Norman | 2024-06-30 |
S 3.3 Engage students, families, and communities to support students in overcoming barriers to learning
Rationale
Memphis Virtual School will provide programs and initiatives designed to prepare students, parents, and teachers for a smooth and positive transition between specific grade levels and educational placements.
Supporting Data
New Strategy
Benchmark Indicator
Implementation
- Yearly Parent -Student Orientation
- Daily Morning Meetings
- Quarterly Parent Meetings
- Weekly Parent Letters
- Weekly Surveys for Parent Feedback
- Quarterly transcript audit with student and parent
Effectiveness
- Increase parental involvement by 25% each quarterly meeting
- Increase student engagement in daily morning meetings by 10%-20% per quarter
- 80% of students will be on track to be Ready Grad before 10th grade, by showing proficiency or mastery in all courses and gaining at least one college credit.
A 3.3.1 Middle School Student Transition Plan
Description
Memphis Virtual School will develop an Elementary-to-Middle and a Middle-to-High School transition plan focused on college and career exploration.
Implementation
- MVS will host semester orientations for elementary, middle and high school
- Quarterly visits to school feeders to establish opportunities for parents and students to gain more knowledge about virtual learning.
Effectiveness
- 80% or more of 6th- 8th grade students will score proficient to Mastery on Fall, Winter, and Spring Mastry Connect Common Formative Assessment.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Kimberly Hopkins, Lashonda Norman, Melissa Hall | 2024-06-30 |
G 4 Memphis Virtual will increase school-level interventions and support (progressive discipline) from 54% in 2023 to 65% in 2024.
Student Support and Services | Best for All Strategic Plan alignment: Student Readiness
Schools, in partnership with parents and the community, can create a positive, child-centered learning environment which provides support to students to remove the barriers to learning that students in high opportunity schools often experience. Supporting the whole child begins with eliminating barriers to physical and mental health, well-being and learning; then planning for and implementing strategies which support the emotional, physical, mental, cognitive and social development of students.
Distict Turnaround Plan Goal
G 1 Priority schools will reduce chronic absenteeism rates from approximately 31% in 2023 to approximately 26% in 2024 with clearly defined systems and operating procedures for monitoring identified at-risk and chronically absent students weekly.Sections
- Climate and Access
S 4.1 Support students in overcoming barriers related to student attendance
Rationale
Memphis Virtual School will maintain a 60% progressive discipline rate (i.e., supports and interventions) among our overall disciplinary incidents (i.e., office referrals/other documented supports).
Supporting Data
Memphis Virtual School attendance rate went from 96.7% (21-22) to 98.1% (22-23), which shows a 1.5% increase.
Benchmark Indicator
Implementation
- Daily Morning Meetings with counselors
- Weekly Student Wellness Checks to assist students with SEL
- District 20 Day Attendance Checks
- Student discipline reports 20-day period will assist in monitoring students' behavior interventions and support measures aimed at reducing student discipline incidents.
- Monitoring students who have been identified as needing additional support (i.e. homeless, foster care, SPED, ESL)
Effectiveness
- Morning meeting attendance data reports will be monitored each 20-day reporting with 100% fidelity in order to ensure an increase in positive student behavior and student morning meeting attendance and engagement by 10%
- Monitor students weekly in order to reduce chronic absenteeism's rate from 5.5% to 2.5% and ensure 100% compliance of program initiatives.
- Monitor Power BI PowerBI Data each 20 day period to show that Memphis Virtual School will maintain a 70% progressive discipline rate.
A 4.1.1 Intervention Programs for Students
Description
Implement intervention programs to encourage positive and safe behavior among students; to include programs such as A University, Parent Academy, and Exemplary Academic Support.
Implementation
- Quarterly Field Trips A University (Student Recognition Problem)
- Daily Exemplary Academic Support with 75%-100% student attendance (during school tutoring)
- Weekly Saturday Extended Learning with 75%-100% students attending
Effectiveness
- Increase A University enrollment by 50% or more per quarter
- Increase participation in Exemplary Academic Support by 50% or more per quarter
- Increase Weekly Saturday Attendance by 50% or more per quarter
- 85% or more Students will meet or exceed mastery expectations in the Fall, Winter, and Spring Master Connect Formative Assessments.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Kimberly Hopkins, Marvin Moore | 2030-08-06 |
A 4.1.2 Student Incentives
Description
Memphis Virtual School will develop a system for providing incentives for good and improved attendance. Priority schools will be allotted up to 1000.00 to purchase incentives.
Implementation
- Monitor Daily Attendance Records
- Student Morning Meeting Check Ins
Effectiveness
- 100% attendance in Morning Meeting Check In
- By providing incentives, attendance will increase by 10% -20% or more per quarter
- Morning meeting attendance data reports will be monitored each 20-day reporting with 100% fidelity in order to ensure an increase in positive student behavior and student morning meeting attendance and engagement by 10% to 20% each quarter
- Monitor students weekly in order to reduce chronic absenteeism's rate from 5.5% to 2.5% and ensure 100% compliance of program initiatives.
- Monitor Power BI PowerBI Data each 20 day period to show that Memphis Virtual School will maintain a 70% progressive discipline rate.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Kimberly Hopkins, Marvin Moore | 2024-06-30 |
S 4.2 Engage students, families, and communities to support students in overcoming barriers to learning
Rationale
Memphis Virtual School will promote effective parent, family, and community engagement activities and resources that support safe schools which will improve student attendance and behavior.
Supporting Data
New Strategy
Benchmark Indicator
Implementation
- Review of student attendance report weekly and daily.
- Review 20-day student attendance reports
- Weekly review of student discipline reports
- Increase digital citizenship awareness.
- Create Parent Academy with Quarterly meetings.
Effectiveness
- Parent engagement and Parent Academy attendance will increase by 25% each quarter
- Review 20-day student attendance reports to show an increase of 10% to 20% in daily student engagement in Morning Meeting and Canvas
A 4.2.1 Parent Family Engagement
Description
Memphis Virtual School will provide ongoing opportunities for student, parent, and family engagement events and programs throughout the school year with the support of Title I Funds for resources, and supplies to support ongoing student/parent support, and increase student engagement, achievement, and growth. In addition, Memphis Virtual School will utilize the services of Memphis 901 Couture to provide ongoing sessions regarding SEL, financial literacy, career/college readiness for both parents/students. Memphis Virtual School will establish a parent academy which will meet quarterly to provide intervention support for parents as it relates to family data night, curriculum training, Annual Title 1 Meeting and parent night.
Implementation
- Parent Academy Quarterly Meetings
- Weekly Parent Feedback Surveys
Effectiveness
- Parent Academy attendance will increase by 25% each quarterly meeting
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Norrell Malone, Kimberyl Hopkins, Melissa Hall | 2024-06-30 |
S 4.3 Implement targeted programming, strategies, and interventions to support student mental health including trauma informed practice, restorative practices, school counseling, and mental health programming
Rationale
Memphis Virtual School Counselors will implement targeted strategies, best practices, and tools to support students' overall well being in order to increase students growth and achievement.
Supporting Data
New Strategy
Benchmark Indicator
Implementation
- Increase Staff Knowledge regarding Trauma Informed Schools/Students
- Decrease in student chronic absenteeism
- Daily Morning Meetings with counselors
- Student discipline reports 20-day period will assist in monitoring students' behavior interventions and support measures aimed at reducing student discipline incidents and increasing student attendance.
- Monitoring students who have been identified as needing additional support (i.e. homeless, foster care, SPED, ESL)
- Weekly Student Wellness Checks to assist students with SEL/ and or traumatic experiences.
Effectiveness
- 100% of School Counselors at Memphis Virtual School will attend The Innovative School Summit The Wired Differently/ Trauma Informed Schools Conference.
- Monitor students weekly in order to reduce chronic absenteeism's rate from 5.5% to 2.5% and ensure 100% compliance of program initiatives.
- Morning meeting attendance data reports will be monitored each 20-day reporting with 100% fidelity in order to ensure an increase in positive student behavior and student morning meeting attendance and engagement by 10%
- Monitor Power BI PowerBI Data each 20 day period to show that Memphis Virtual School will maintain a 70% progressive discipline rate.
- Review 20 day Student Attendance to ensure an increase in attendance with 100%
A 4.3.1 Professional Development
Description
Memphis Virtual School faculty will receive onsite, remote, and off site on-going professional development and resources to support students mental health in order to increase student growth and achievement.
Implementation
- Counselors will create a Virtual Counseling Program to provide stategies/tools to increase students' overall well being.
- Increase Staff Knowledge regarding Trauma Informed Schools/Students.
- Weekly Student Wellness Checks to assist students with SEL/Traumatic experiences
Effectiveness
- 100% of School Counselors at Memphis Virtual School will attend The Innovative School Summit The Wired Differently/ Trauma Informed Schools Conference.
- Morning meeting attendance data reports will be monitored each 20-day reporting with 100% fidelity in order to ensure an increase in positive student behavior and student morning meeting attendance and engagement by 10%
- Monitor Power BI PowerBI Data each 20 day period to show that Memphis Virtual School will maintain a 70% progressive discipline rate.
- Review 20 day Student Attendance to ensure an increase in attendance with 100%
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lashonda Norman, Keisha Jackson, Melissa Hall, Norrell Malone | 2024-06-30 |