Memphis Virtual School Export Export
Goals
G 1 Memphis Virtual School will increase on track/mastery plus in grades 6th- 12th by 9.5% or higher on the Spring 2025 ELA TCAP/EOC.
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 CSI students will increase the percent of Met Plus Exceeded Rate in all grades on Spring 2025 TCAP Math by 3% or higher from Spring 2024 TCAP.Sections
- Academic Achievement & Growth
- College & Career Readiness
- Educators
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 experienced growth in ELA grades 3-5 (3.1%), 6-8 (6.5%) on the Spring 2024 TCAP/EOC.
Benchmark Indicator
Implementation
- Quarterly Formative Assessments
- Weekly Lesson Plans
- Weekly classroom walkthrough scoring and debriefing tool
- Weekly review of Canvas student engagement and grading report (MPG report)
- Teacher Collaborative Planning Sessions
Effectiveness
- Increase ELA Formative Assessment student performance on track and mastery by 5% per quarter.
- Lesson plans and debriefing report will show 100% teachers will include high impact strategies and implement those strategies at least 85% of the instructional time for Tier I, II and III.
- Students will actively engage with content and assignments at least 80% of the instructional period and student work will reflect mastery at or above grade level.
A 1.1.1 Learning Equity Gap Resources
Description
Memphis Virtual School will provide online (MY Access Writing Platform, Mastery View Predictive Assessment, IXL Learning, Nearpod) and synchronous support for literacy to improve student proficiency in writing, numeracy, science, social studies, and ACT prep. The on-site administrators will monitor teacher and student online activity as students are accessing, engaging, and completing grade level assignments and assessments. These resources attained will help to improve the academic growth and achievement for students.
Implementation
- Daily Virtual Classroom Walkthrough Tool
- Quarterly CFA
- Weekly Grade/Activity Data Reports
Effectiveness
- Daily classroom observations using the Virtual Classroom Walkthrough Protocol should show 95% of teachers effectively implementing the identified instructional shifts outlined in the rubric and gauge the implementation of standard aligned instruction.
- Students should perform at or above 70% on CFAs (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Students should show at least 95% of online engagement with grade level content weekly.
| Person Responsible | Estimated Completion | Funding Sources | ||||||
|---|---|---|---|---|---|---|---|---|
| Norrell Malone, Kimberly Hopkins, Marvin Moore | 2025-03-28 |
|
A 1.1.2 Instructional Supplies
Description
Teachers and students will be provided with instructional software, resources, materials, supplies, and equipment (i.e., laptops, Promethean boards, Mastery View Predictive, Nearpod Flocabulary, IXL...) to support the implementation of instructional programs to improve academic performance in literacy and numeracy during Tier I, II and III instruction.
Implementation
- Quarterly Common Formative Assessments
- Weekly Lesson Plan Review
- Weekly Collaborative Planning Meeting, agenda, sign-in, & minutes
- Daily Classroom Observation Scoring and Debriefing Form
Effectiveness
- Increase quarterly formative assessment in math OTM by 10 percentage points
- 100% of teachers submit lesson plans, with 90% of lesson plans including high impact strategies.
- Weekly collaborative planning meetings will result in an increase in student grades by one letter grade in all classes per nine week grading period.
- 100% of classroom observations will show the use of student resources for instructional tasks and intervention.
| Person Responsible | Estimated Completion | Funding Sources | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Norrell Malone, Kimberly Hopkins, Marvin Moore | 2025-04-26 |
|
A 1.1.3 Professional Development
Description
Memphis Virtual School faculty and staff will receive 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, digital instructional strategy support to increase student achievement and growth, and increased student engagement.
Implementation
- TN Ready 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 weekly 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 | 2025-04-25 |
A 1.1.4 Instructional Technical Support
Description
Memphis Virtual School will provide a School Computer Technician to provide technical and instructional support for students, parents, and staff. The School Computer Technician will be Responsible for managing and maintaining school-based technology and ensuring students and staff can operate computers and other instructional technologies (laptops, calculators, document cameras, projectors, presentation software, interactive technology boards, etc.).
Implementation
- Quarterly MVS Technology Inventory Form
- Daily MVS Technology Request Document
- Weekly Canvas Grade/Activity Report
- Quarterly CFAs
Effectiveness
- 100% of teachers and students will receive and maintain a school issued computer in order to complete daily grade level assignments.
- 100% of students will receive after school technical support for school issued devices
- 95% of students will complete and show mastery of at least 70% on level grade assignments
- 70% of students will show OTM on all quarterly formative assessments.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Laquita Cunningham, Kimberly Hopkins | 2025-05-30 |
|
S 1.2 Create opportunities for staff collaboration focused on improving the quality of the teaching and learning in all classrooms
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
Our data shows increase in ELA 3-5(3.1%), 6-8(6.5) in the Spring TCAP/EOC.
Benchmark Indicator
Implementation
- Mastery Connect quarterly Assessments
- Daily classroom observations using the MVS 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 20% of students will demonstrate at least a 5-percentage point increase on formative 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 30% of students will demonstrate at least a 5 percentage point increase on Canvas (Flex point) school-based assessments (Bi-Weekly)
A 1.2.1 PLC Meetings
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 MVS Formative Assessments (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Daily classroom observations using the MVS/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.
- MVS/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, Marvin Moore | 2025-04-25 |
A 1.2.2 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
- Weekly Classroom Visits
Effectiveness
- Students should perform at or above 70% on MVS/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, I-Ready, Imagine Learning, Grade Results) 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
- Teachers should be implementing 80% of strategies in classrooms
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Norrell Malone, Kimberly Hopkins, Marvin Moore | 2025-04-25 |
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 experienced growth in ELA grades 3-5 (3.1%), 6-8 (6.5%), in Math 3-5(7.1%), 6-8 (0.8%).
Benchmark Indicator
Implementation
- Weekly EAS Tutoring Support,
- Extended Learning Tutoring (3x per week)
- Bi-Synchronous Daily Classroom Support
- I-Ready will be utilized for intervention supports
Effectiveness
- Students should perform at or above 70% on MVS/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 teacherss
Implementation
- After School Tutoring 3x per week
- Weekly EAS Supports with Part Time Teacher
- Daily Bi-Synchronous schedule
Effectiveness
- Students should perform at or above 70% onMVS/ 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, 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 |
|---|---|---|
| Eboni Gales, Latoya Jones, Laquica Jones, Tracy Fox, Yuselphia Pope | 2025-04-25 |
G 2 Memphis Virtual School will increase on track/mastery plus in grades 6th-12th by 2.5% or higher on the Spring 2025 Math TCAP/EOC.
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 CSI students will increase the percent of Met Plus Exceeded Rate in all grades on Spring 2025 TCAP Math by 3% or higher from Spring 2024 TCAP.Sections
- Academic Achievement & Growth
- College & Career Readiness
- Educators
S 2.1 Support implementation of standards aligned curricula
Rationale
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
Memphis Virtual School experienced growth in Math 3-5(7.1%), 6-8 (0.8%) on the Spring 2024 TCAP/EOC.
Benchmark Indicator
Implementation
- Quarterly Formative Assessments
- Weekly Lesson Plans
- Weekly classroom walkthrough scoring and debriefing tool
- Weekly review of Canvas student engagement and grading report (MPG report)
- Teacher Collaborative Planning Sessions
Effectiveness
- Increase math Formative Assessment student performance on track and mastery by 5% per quarter.
- Lesson plans and debriefing report will show 100% teachers will include high impact strategies and implement those strategies at least 85% of the instructional time for Tier I, II and III.
- Students will actively engage with content and assignments at least 80% of the instructional period and student work will reflect mastery at or above grade level.
A 2.1.1 Learning Equity Gap Resources
Description
Memphis Virtual School will provide online ( Mastery View Predictive Assessment) and bi-synchronous support for Math to improve student proficiency in 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. Memphis Virtual School will offer after school tutoring to increase the targeted areas in literacy, numeracy, science, social studies, and ACT prep the identified areas throughout the school year during after-school tutoring.
Implementation
- Extended Learning Schedules
- ACT Prep Student Logs
- Exemplary Academic Support Schedules
- Mastery View Predictive Assessment data
- Weekly Lesson Plan Review
- Weekly Data Analysis Reports of Math Classes
- Weekly Collaborative Planning Meeting Agendas and Minutes
- MVS/District Formative Assessments (Quarterly)
Effectiveness
- Students should perform at or above 70% on MVS/District Formative Assessments (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Daily classroom observations using the MVS/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.
- MVS/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, Marvin Moore | 2025-04-25 |
A 2.1.2 Instructional Supplies & Resources
Description
Teachers and students will be provided with instructional software, resources, materials, supplies, and equipment (i.e., laptops, Promethean boards, Mastery View Predictive, NearPod Floocabulary IXL...) to support the implementation of instructional programs to improve academic performance in literacy and numeracy during Tier I, II and III instruction.
Implementation
- Quarterly Common Formative Assessments
- Weekly Lesson Plan Review
- Weekly Collaborative Planning Meeting, agenda, sign-in, & minutes
- Daily Classroom Observation Scoring and Debriefing Form
Effectiveness
- Increase quarterly formative assessment in math OTM by 10 percentage points
- 100% of teachers submit lesson plans, with 90% of lesson plans including high impact strategies.
- Weekly collaborative planning meetings will result in an increase in student grades by one letter grade in all classes per nine week grading period.
- 100% of classroom observations will show the use of student resources for instructional tasks and intervention.
| Person Responsible | Estimated Completion | Funding Sources | ||||||
|---|---|---|---|---|---|---|---|---|
| Norrell Malone, Kimberly Hopkins, Marvin Moore | 2025-04-25 |
|
A 2.1.3 Professional Development
Description
Memphis Virtual School faculty and staff will receive 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.
Implementation
- TN Ready Assessment
- MVS/ District Common Formative Assessment Effectiveness
- Quarterly review of TEM observation data
- Quarterly Review of ACT data
- Weekly review of student MPG report
Effectiveness
- Weekly classroom observations using the MVS/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.
- 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, Marvin Moore | 2025-04-25 |
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
Memphis Virtual School saw increases in Math on the Sprin TCAP. Grades 3-5(7.1%), 6-8(0.8%).
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 MVS/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.
- MVS/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.
- 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 assessments (Quarterly).
- At least 25% of students will demonstrate at least a 5 percentage point increase on school-based assessments (Bi-Weekly)
A 2.2.1 PLC Meetings
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 MVS Formative Assessments (Fall, Winter and Spring) which align with core instructional standards for the specific quarter.
- Daily classroom observations using the MVS/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.
- MVS/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, Marvin Moore | 2025-04-25 |
A 2.2.2 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
- Weekly Classroom Visits
Effectiveness
- Students should perform at or above 70% on MVS/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, I-Ready, Imagine Learning, Grade Results) 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
- Teachers should be implementing 80% of strategies in classrooms
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Norrell Malone, Kimberly Hopkins, Marvin Moore | 2025-04-25 |
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 saw increases in Math on the Sprin TCAP. Grades 3-5(7.1%), 6-8(0.8%).
Benchmark Indicator
Implementation
- Classroom Observations
- Classroom Assessment
- I -Ready Reports
- EAS Support with Interventionist
- Bi-Synchronous Class Meetings with teachers
- EAS evening support with part time teacher
- After School Tutoring
Effectiveness
- Students should perform at or above 70% on MVS/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 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 teachers.
Implementation
- After School Tutoring 3x per week
- Weekly EAS Supports with Part Time Teacher
- Daily Bi-Synchronous schedule
Effectiveness
- Students should perform at or above 70% onMVS/ 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, 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 |
|---|---|---|
| Eboni Gales, Latoya Jones, Laquica Jones, Tracy Fox, Yuselphia Pope | 2025-04-25 |
G 3 Memphis Virtual School will increase the percentage of ready graduates from 25% in 2024 to 40% in 2025 and increase the graduation rate from 77% in 2024 to 80% 2025.
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 CSI schools will reduce chronic absenteeism rates from approximately 36% in 2024 to approximately 26% in 2025 with clearly defined systems and operating procedures for monitoring identified at-risk and chronically absent students weekly.Sections
- Academic Achievement & Growth
- College & Career Readiness
- Educators
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
Existing Strategy
Memphis Virtual School saw a 3.2 increase in the percentage of students scoring a 21 on the ACT from the 2022-2023 school year.
Benchmark Indicator
Implementation
- Quarterly Practice/Mock ACT Test
- Daily ACT Questions to all students
- Weekly Review of ACT Prep Course Grades
Effectiveness
- Students will increase ACT composite scores by 3-5 points (Reading/English) on each practice/mock ACT.
- 75% of students will answer daily question correctly.
- At least 85% of students scoring at or above a grade letter B per nine week grading period.
A 3.1.1 ACT Boot Camp and Supports
Description
Memphis Virtual School will enact the plan embodied by the MSCS ACT Field Guide, including quarterly school level data meetings. Memphis Virtual School will host an ACT Boot Camp provided by MasteryPrep for students to engage with live tutors in the area of English, mathematics, reading, science. Students and parents will receive newsletter geared toward providing specific ACT information.
Implementation
- Quarterly ACT Workshop schedule for students and parents
- Daily ACT Question of the Day (all tested subgroups)
- Weekly after-school ACT Tutoring for all students in English, Reading and Math
- Per Semester 9th Grade ACT Prep Course Schedule
- Weekly Newsletters with ACT Specific Information to 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.
- 75% of students will answer daily question correctly.
- 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 students will attend Saturday Tutoring Session.
- 25% or more 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
- At least 75% of enrolled 9th grade students will take an ACT Prep course.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Keisha Jackson, Lashonda Norman, Norrell Malone | 2025-04-25 |
|
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 100% 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, Kimberly Hopkins, Marvin Moore | 2025-04-25 |
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 (AP, DE, and CCTE) while enrolled in high school in order to increase students' college and career readiness.
Supporting Data
New Strategy
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 Early Post Secondary 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. Lashonda Norman, Melissa Hall | 2025-04-25 |
S 3.3 Career Exploration
Rationale
Provide early opportunities for K-8 students in college and career planning by identifying interests and career expectations. Assist students in early high school grades with identifying interests and career expectations as well as opportunities for internships, apprenticeships, etc.
New Strategy
Benchmark Indicator
Implementation
- Administer 100% of 4th-8th grade students career interest inventories to gauge and support high school course planning.
- Enroll 8th and 9th grade students in CCTE courses
- 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 students are appropriately progressing through the program
Effectiveness
- Semester review should show 100% of students in 4-8 completes student interest survey
- 75% of 8th and 9th grade students enrolled on CCTE courses
- 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 at least 95% of students are appropriately progressing through the program
A 3.3.1 Early Career Exploration
Description
Memphis Virtual School will Provide early opportunities for 4th-8th students in college and career planning by identifying interests and career expectations and assist students in early high school grades with identifying interests and career expectations as well as opportunities for internships, apprenticeships, etc.
Implementation
- 100% of 4th -8th grade student enrolled in career exploration course.
- Weekly Career of the week guest speaker during morning meeting
Effectiveness
- Quarterly review students enrolled in career exploration course to ensure 100% are maintaining 70% and above
- Quarterly review of attendance showing that at least 100% of students attend class daily
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lashonda Norman, Keisha Jackson, Melissa Hall | 2025-05-09 |
S 3.4 Effective Transitions (Middle to High School to Post Secondary)
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
- Parent & Student Orientation
- Daily Morning Meeting
- Student Ambassador program
Effectiveness
- 100 % of parents and students attend student orientation
A 3.4.1 Memphis Virtual Student Ambassador
Description
Memphis Virtual School will develop a student ambassador program to help provide middle school students with a smooth transition to high school.
Implementation
- Assign 100% 9th grade students a student ambassador cohort group
- Weekly counselors check in with 9th grade students
- Quarterly 9th grade meetings with parents and students
Effectiveness
- 100% or 9th grade students are scoring 70% and above in a classes each quarter
- 100% of students attend weekly counselor check ins
- 100% or parents and students attend quarterly meetings.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Melissa Hall, Keisha Jackson, Lashonda Norman, Marvin Moore | 2025-05-02 |
G 4 Memphis Virtual School will seek to decrease overall chronic absenteeism by 2.5% in 2025 from 10.3% obtained 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 CSI schools will reduce chronic absenteeism rates from approximately 36% in 2024 to approximately 26% in 2025 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 95% attendance rate in order to support chronic absenteeism. (i.e., supports and interventions) among our overall disciplinary incidents (i.e., office referrals/other documented supports).
Supporting Data
New Strategy
Memphis Virtual School saw a decrease in attendance by 2.3% for 2023-2024 the school year and has a projected chronic absenteeism of 11.2% for the 2024-2025 school year.
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 Weekly after -school tutoring Attendance by 50% or more per quarter
- 85% or more Students will meet or exceed mastery expectations in the Fall, Winter, and Spring Formative Assessments.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Norrell Malone, Kimberly Hopkins, Marvin Moore | 2025-04-25 |
S 4.2 Establish school-wide processes and systems to help maintain a safe and caring environment
Rationale
Memphis Virtual School will implement targeted strategies, best practices, and tools to support students' overall well being in order to increase student growth and achievement.
Supporting Data
Existing Strategy
ADD Data
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
- 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 4.2.1 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 strategies/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
- 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 |
|---|---|---|
| Keisha Jackson, Lashonda Norma, Melissa Hall | 2025-05-09 |
S 4.3 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
Existing Strategy
ADD Data
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 4.3.1 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. 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
- Monthly SIP Meetings
Effectiveness
- Parent Academy attendance will increase by 25% each quarterly meeting
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Norrell Malone, Kimberly Hopkins, Marvin Moore | 2025-04-25 |