MNPS Virtual School Export Export
Goals
G 1 Literacy/Language Arts
Create and support engaging, rigorous, and personalized learning experiences for all students through the delivery of high-quality, relevant literacy/ELA curricula and materials. (Strategic Framework, Our Students 1)
*Also a goal for Schools of Innovation (SOI) in the District Turnaround Plan.
Performance Measure
- By June 2026, MNPS will increase the percentage of students who are On Track/Mastered in ELA, using TCAP 2025 as a baseline and a target percentage that will be identified using the state’s single AMO formula.
- By June 2026, MNPS will increase the percentage of students who are On Track/Mastered in ELA for each of the federal accountability student groups (displayed in InformTN) across each of the grade bands (3-5, 6-8, 9-12) using TCAP 2025 as the baseline.
Sections
- Academic Achievement & Growth
S 1.1 Capacity Building
Support the development of pedagogical practices to strengthen the quality of educational programs available to students and families.
Benchmark Indicator
- By June 2026, MNPS will increase the employee retention rate to 85% for all staff.
- By June 2026, MNPS will increase favorable response rates related to engagement, feedback, and leadership in school staff surveys, compared to the previous year.
- By June 2026, 100% of leadership development structures will explicitly connect to the MNPS Leadership Framework in planning, communication, implementation, and reflection.
A 1.1.1 Fidelity walkthroughs and actionable feedback
By Fall 2025, MNPS Virtual will ensure curriculum in TN Ready courses in all courses for grades 6-11 have been aligned with MNPS curriculum/pacing by in-house course building or in partnership with Florida Virtual School.
By December 2025, MNPS Virtual will increase targeted professional development by focusing on PD geared to address teaching literacy in the virtual setting by providing opportunities for the team to attend District, State and National conferences: NCTE; Online Conference; FETC; ASU+GSV Summit; TETC Conference.
Implementing Embedded PD that focuses on ensuring the literacy coach; and administrators are well equipped to provide relevant feedback based on walkthrough trends that address instructional strategies for virtual instruction.
Continue utilizing Bullseye Electronic Walkthrough program, the full-time teachers will receive a minimum of two walkthroughs and feedback reports monthly with emphasis on the Continuous Improvement Cycles to collaborate, share best practices, from the literacy coach and administration.
Continue to engage instructors in a professional learning community structure that focus on literacy instructional practices based on data and student outcomes. Redesign the master schedule for grades 6-8 to receive more asynchronous instruction in literacy.
**Adjunct Teachers:** Increase virtual PD opportunities for adjunct teachers based on providing quality academic feedback monthly and other identified trends identified in walkthroughs.
The adjunct teachers employed by MNPS Virtual School will receive walkthroughs and feedback reports that occur twice per month and two Continuous Improvement Cycles by MNPS VS administration and the literacy coach. The Continuous Improvement Cycles are designed to identify student problems of learning and teacher problem of practice to create a theory of action that communicates the specific changes in teacher and student behaviors that intend to improve teaching and learning.
Continue to build capacity of Instructional Leadership Team to utilize a school-wide data analysis framework to develop strategies and decisions based on individual teacher needs and school-wide instructional trends; and student outcomes.
Benchmark Indicator: By June 2026, MNPS Virtual School will increase reading achievement on the district benchmarks by 2% from 41% to 43%.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Theresa Bogema, Literacy Coach | 2025-11-20 |
S 1.2 Equitable Access to Instruction and Interventions
Provide access to high-quality, standards-aligned materials and ambitious, equitable, and SEL-integrative instruction.
Benchmark Indicator
- By June 2026, every student will be supported to meet or exceed their individual FASTbridge aReading growth goals from their individual baselines.
- By June 2026, MNPS will increase the percentage of students who are On Track/Mastered in ELA by at least two points.
- By June 2026, MNPS will close the achievement gap in ELA for traditionally underserved students who are On Track/Mastered by at least two points.
- By June 2026, MNPS will complete at least ten design sprints at the school-level and at least three at the district-level.
A 1.2.1 Tier Placement for PLT
MTSS leads/teams will analyze data from the results of the Fall 2025 MTSS assessment to determine groups for intervention tier placement for PLT.
Implement biweekly walkthroughs by ILT team during PLT classes to identify trends and best practices for virtual learning; and to provide just-in-time support for teachers.
PLT courses will be comprised of both synchronous and asynchronous lessons.
MTSS A Team/Lead will utilize a uniformed data analysis framework that prioritizes collaboration and data-informed decisions based on student outcomes and the schoolwide PLC design with PLT teachers.
Continue to implement regular progress monitoring on Lexia; and IReady; FastBridge; Edmentum; IXL; Nearpod.
Continue to assign students tasks through synchronous instruction and via asynchronous online intervention platforms.
Build capacity of teachers to meet students with disabilities needs in the virtual learning environment
Benchmark Indicator: MNPS Virtual school will increase the percentage of students in tier two and three who meet or exceed their percentile on aReading test 1 to test 3 by 3 percent from 37% to 40%.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Theresa Bogema, Literacy Coach | 2025-11-20 |
S 1.3 School/District Partnerships
Actively engage families, communities, and business partners in improvement initiatives.
Benchmark Indicator
- By June 2026, 100% of schools will have opportunities for families and the community to be involved and 40% of schools will be represented in training for family engagement.
- By June 2026, MNPS will identify at least two research-practice questions directly tied to the district’s focused outcomes for development and study through the research-practice partnership model.
- By June 2026, all students in grades K, 2, 4, 6, and 8 will have had vision and hearing screenings, and all students will have health screenings available when needed.
A 1.3.1 Parent Engagement and Community Partnerships
Dean of Student and Assistant Principal will dedicate more time and focus on Parent engagement/community partnerships as the SIT Lead.
Continue to connect and partner with NBPHS and Early College with school-wide community partnerships/parent engagement activities & resources related to school improvement.
Continue to hold student activities by grade band with targeted social events to increase engagement and foster community.
Continue to engage the Parent Advisory to allow parents to participate in decision making of the school of the school to impact student outcomes related to numeracy/literacy
Benchmark Indicator: By June 2026, the school will increase the percentage of participation at engagement opportunities for families and community stakeholders (quarterly/monthly events) by 3% from 12% to 15%.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Parris Malone, Assistant Principal | 2025-12-12 |
S 1.4 Literacy Supports for Students with Unique Learning Needs
Improve access to intensive literacy supports for students with unique learning needs, including EL, SWD, and ED students, and ensure IEPs are written and implemented with instructionally appropriate goals.
Benchmark Indicator
- By June 2026, the percentage of students with specific learning disabilities in grades K-9 scoring in the Low-Risk Category on FAST universal screening assessments will increase from 2% to 5%.
- By June 2026, the district will continue to maintain at least 70% of students with disabilities in the general education environment for 80% or more of the day.
- By June 2026, the graduate rate for high school Students with Disabilities will increase to 65%.
A 1.4.1 Best Literacy Practices for Virtual Learning
Implement weekly walkthroughs by ILT team/administrators during literacy PLT classes to identify trends and best practices for virtual learning; and to provide just-in-time support for teachers.
Increase synchronous Literacy PLT courses for students with disabilities.
More intensive review and communication of master schedule to indicate inclusion services of EE students to ILT/administrators.
MTSS A Team/Lead will utilize a uniformed data analysis framework that prioritizes collaboration and data-informed decisions based on student outcomes and the schoolwide PLC design with Tier I teachers.
Continue to implement regular progress monitoring instructional technology that is used in Tier I ELA classes to meet student with disability needs (Nearpod; Edmentum, Lexia).
Build capacity of teachers to meet students with disabilities needs in the virtual learning environment by increasing participation/offerings of school; district; state; national PD attendance (National EE Conference).
Co-teacher and content advisors will review IEP accommodations to integrate appropriate strategies during Tier I instruction by co-planning weekly and actively co-teaching.
Benchmark Indicator: By June 2026, the percentage of Students with Disabilities scoring above the 25th percentile on the aReading assessment will increase by 2 points from 50% to 52%.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Theresa Boegema | 2025-11-20 |
S 1.5 High-Impact ELA Tutoring (K-8)
Support the implementation and delivery of research-based high-impact tutoring to support Literacy/Language Arts growth and achievement for students in K-8th grades and to respond to the requirements of the Literacy Success Act.
Benchmark Indicator
- By May 2026, there will be a 90% or higher attendance rate for students participating in the ELA high-impact tutoring sessions as measured by the Accelerating Scholars Attendance Dashboard.
- By May 2026, students participating in Accelerating Scholars will meet or exceed their percentile from Test 1 to Test 3 on the FastBridge aReading or earlyReading assessment.
A 1.5.1 High Impact ELA Tutoring
- Increase training opportunities for lead teacher and administrators related to Accelerated Tutoring best practices
- Continue implementing daily attendance monitoring of student participation by Dean of Students and Assistant Principal
- Implement data report out by lead teacher during MNVS PLT PLC
Benchmark Indicator: Increase daily attendance/participation of students in Accelerated Tutoring class from 84% in 2024-25 to 95% by March 2026.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Tamasa Pinkerton, Assistant Principal | 2025-12-12 |
G 2 Numeracy/Mathematics
Create and support engaging, rigorous, and personalized learning experiences for all students through the delivery of high-quality, relevant numeracy curricula and materials. (Strategic Framework, Our Students 1)
*Also a goal for Schools of Innovation (SOI) in the District Turnaround Plan.
Performance Measure
- By June 2026, MNPS will increase the percentage of students who are On Track/Mastered in Math, using TCAP 2025 as a baseline and a target percentage that will be identified using the state’s single AMO formula.
- By June 2026, MNPS will increase the percentage of students who are On Track/Mastered in Math for each of the federal accountability student groups (displayed in InformTN) across each of the grade bands (3-5, 6-8, 9-12) using TCAP 2025 as the baseline.
Sections
- Academic Achievement & Growth
S 2.1 Capacity Building
Support the development of pedagogical practices to strengthen the quality of educational programs available to students and families.
Benchmark Indicator
- By June 2026, MNPS will increase the employee retention rate to 85% for all staff.
- By June 2026, MNPS will increase favorable response rates related to engagement, feedback, and leadership in school staff surveys, compared to the previous year.
- By June 2026, 100% of leadership development structures will explicitly connect to the MNPS Leadership Framework in planning, communication, implementation, and reflection.
A 2.1.1 Fidelity walkthroughs and actionable feedback
By Fall 2025, MNPS Virtual will ensure curriculum in TN Ready courses in all math & science courses for grades 5-11 have been aligned with MNPS curriculum/pacing by in-house course building or in partnership with Florida Virtual School.
By December 2025, MNPS Virtual will increase targeted professional development by focusing on PD geared to address teaching numeracy in the virtual setting by providing opportunities for the team to attend District, State and National conferences: NCTE; Online Conference; FETC; ASU+GSV Summit; TETC Conference
Implementing Embedded PD that focuses on ensuring the numeracy coach; and administrators are well equipped to provide relevant feedback based on walkthrough trends that address instructional strategies for virtual instruction.
Continue utilizing Bullseye Electronic Walkthrough program, the fulltime teachers will receive a minimum of two walkthroughs and feedback reports monthly with emphasis on the Continuous Improvement Cycles to collaborate, share best practices, from the literacy coach and administration.
Continue to familiarize instructors with a professional learning community structure that focus on numeracy instructional practices based on data and student outcomes.
Redesign the master schedule for grades 6-8 to receive more asynchronous instruction in numeracy.
**Adjunct Teacher**s:
- Increase virtual PD opportunities for adjunct teachers based on providing quality academic feedback monthly and other identified trends identified in walkthroughs.
- The adjunct teachers employed by MNPS Virtual School will receive walkthroughs and feedback reports that occur twice per month and two Continuous Improvement Cycles by MNPS VS administration and the literacy coach. The Continuous Improvement Cycles are designed to identify student problems of learning and teacher problem of practice to create a theory of action that communicates the specific changes in teacher and student behaviors that intend to improve teaching and learning.
Continue to build capacity of Instructional Leadership Team to utilize a schoolwide data analysis framework to develop strategies and decisions based on individual teacher needs and schoolwide instructional trends, and student outcomes.
Benchmark Indicator: By June 2026, MNPS Virtual School will increase math achievement on the district benchmarks by 6% from 20% to 26%
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Molly Schaeffer, Numeracy Coach | 2025-11-20 |
S 2.2 Equitable Access to Instruction and Interventions
Provide access to high-quality, standards-aligned materials and ambitious, equitable, and SEL-integrative instruction.
Benchmark Indicator
- By June 2026, every student will be supported to meet or exceed their individual FASTbridge aMath growth goals from their individual baselines.
- By June 2026, MNPS will increase the percentage of students who are On Track/Mastered in Math by at least two points.
- By June 2026, MNPS will close the achievement gap in Math for traditionally underserved students who are On Track/Mastered by at least two points.
- By June 2026, MNPS will complete at least ten design sprints at the school-level and at least three at the district-level.
A 2.2.1 Improve Math Automaticity
MTSS leads/teams will analyze data from the results of the Fall 2025 MTSS assessment to determine groups for intervention tier placement for PLT.
Implement weekly walkthroughs by ILT team and administrators during PLT classes to identify trends and best practices for virtual learning; and to provide just-in-time support for teachers.
PLT courses will be comprised of both synchronous and asynchronous lessons.
MTSS A Team/Lead will utilize a uniformed data analysis framework that prioritizes collaboration and data-informed decisions based on student outcomes and the schoolwide PLC design with PLT teachers.
Continue to implement regular progress monitoring on Lexia; and IReady; Fast Bridge; Edmentum; IXL; Nearpod.
Continue to assign students assigned tasks through synchronous instruction and via asynchronous online intervention platforms.
Build capacity of teachers to meet students with disabilities needs in the virtual learning environment.
Benchmark Indicators: By June 2026, MNPS Virtual School will increase math achievement on the district benchmarks by 6% from 20% to 26%.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Molly Schaeffer, Numeracy Coach | 2025-11-20 |
S 2.3 School/District Partnerships
Actively engage families, communities, and business partners in improvement initiatives.
Benchmark Indicator
- By June 2026, 100% of schools will have opportunities for families and the community to be involved and 40% of schools will be represented in training for family engagement.
- By June 2026, MNPS will identify at least two research-practice questions directly tied to the district’s focused outcomes for development and study through the research-practice partnership model.
- By June 2026, all students in grades K, 2, 4, 6, and 8 will have had vision and hearing screenings, and all students will have health screenings available when needed.
A 2.3.1 Parent Engagement/Community Partnerships
Dean of Student and Assistant Principal will dedicate more time and focus on Parent engagement/community partnerships as the SIT Lead.
Continue to connect and partner with NBPHS and Early College with school-wide community partnerships/parent engagement activities & resources related to school improvement.
Continue to hold monthly student activities by grade band with targeted social events to increase engagement and foster community.
Continue to engage the Parent Advisory to allow parents to participate in decision making of the school of the school to impact student outcomes related to numeracy/literacy
Benchmark Indicator: By June 2026, the school will increase the percentage of participation at engagement opportunities for families and community stakeholders (quarterly/monthly events) by 3% from 12% to 15%.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Parris Malone, Assistant Principal | 2025-12-12 |
S 2.4 Math Supports for Students with Unique Learning Needs
Improve access to intensive math supports for students with unique learning needs, including EL, SWD, and ED students, and ensure IEPs are written and implemented with instructionally appropriate goals.
Benchmark Indicator
- By June 2026, the percentage of students with specific learning disabilities in grades K-9 scoring in the Low-Risk Category on FAST universal screening assessments will increase from 2% to 5%.
- By June 2026, the district will continue to maintain at least 70% of Students with Disabilities in the general education environment for 80% or more of the day.
- By June 2026, the graduate rate for high school Students with Disabilities will increase to 65%.
A 2.4.1 PLC Design
Implement weekly walkthroughs by ILT team/administrators during literacy PLT classes to identify trends and best practices for virtual learning; and to provide just-in-time support for teachers.
Increase synchronous Literacy PLT courses for students with disabilities.
More intensive review and communication of master schedule to indicate inclusion services of EE students to ILT/administrators.
MTSS A Team/Lead will utilize a uniformed data analysis framework that prioritizes collaboration and data-informed decisions based on student outcomes and the schoolwide PLC design with Tier I teachers.
Continue to implement regular progress monitoring instructional technology that is used in Tier I ELA classes to meet student with disability needs (Nearpod; Edmentum, Lexia).
Build capacity of teachers to meet students with disabilities needs in the virtual learning environment by increasing participation/offerings of school; district; state; national PD attendance (National EE Conference).
Co-teacher and content advisors will review IEP accommodations to integrate appropriate strategies during Tier I instruction by co-planning weekly and actively co-teaching.
Benchmark Indicator: By June 2026, MNPS Virtual School will increase math achievement on the district benchmarks by 6% from 20% to 26%.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Molly Schaeffer, Numeracy Coach | 2025-11-20 |
S 2.5 High-Impact Math Tutoring (4-8)
Support the implementation and delivery of research-based high-impact tutoring to support Mathematics growth and achievement for students in 4th-8th grades.
Benchmark Indicator
- By May 2026, there will be a 90% or higher attendance rate for students participating in the math high-impact tutoring sessions as measured by the Accelerating Scholars Attendance Dashboard.
- By May 2026, students participating in Accelerating Scholars will meet or exceed their percentile from Test 1 to Test 3 on the FastBridge aMath assessment.
A 2.5.1 High Impact Math Tutoring
- Increase training opportunities for lead teacher and administrators related to Accelerated Tutoring best practices
- Continue implementing daily attendance monitoring of student participation by Dean of Students and Assistant Principal
- Implement data report out by lead teacher during MNVS PLT PLC
Benchmark Indicator: Increase daily attendance/participation of students in Accelerated Tutoring class from 84% in 2024-25 to 95% by March 2026.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Tamasa Pinkerton, Assistant Principal | 2025-12-12 |
G 3 Improve Student Attendance and Social Emotional Learning
Provide a positive school climate that promotes satisfactory attendance, with opportunity for students to explore, understand and value others in a safe, nurturing, and diverse learning environment in which every student is known.
Implement a multi-tiered approach to reducing barriers to ensure each student achieves satisfactory attendance. (Strategic Framework, Our Students 3)
*Also a goal for Schools of Innovation (SOI) in the District Turnaround Plan.
Performance Measure
- By the end of 2025-26, over half of MNPS students will achieve satisfactory attendance with an attendance rate of 95% or above.
- By June 2026, all students will be supported in developing the five social and emotional core competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making), measured by a decrease in the percentage of students with any behavior incident.
Sections
- Climate and Access
S 3.1 Instructional Practices and Supports
Deliver rigorous, high-quality, culturally relevant, and engaging instruction that is developmentally appropriate for all students as a strategy for supporting regular, daily, enthusiastic student attendance.
Benchmark Indicator
- By June 2026, MNPS will make available access to a personalized student dashboard that includes student performance metrics on literacy, numeracy, attendance, behavior, and other district priorities.
- By June 2026, MNPS will decrease the number of students with failing grades.
A 3.1.1 Instructional Practices and Supports to Support Attendance
Teachers will improve the delivery of MNPS curriculum and follow pacing with fidelity in all TN Ready tested subjects.
- Continue to utilize Schoology to implement personalized learning with fidelity.
- Utilize supplemental content, resources, and assignments to address any standards not being met with the current course curriculum; and to provide culturally relevant content.
- Continue utilizing Guided Notes template for students to complete notes as an additional learning activity in each lesson at the start of each semester alongside the course syllabus.
- Implement synchronous AVID to help students become better scholars and prepare them for advanced academic opportunities. AVID strategies will be implemented schoolwide.
- Continue holding student led conferences with parents each quarter
- Continue to provide in-person academic support sessions for students who are not successful twice per quarter.
- Utilize Supplemental: Add supplemental, resources, and assignments to address any standards that require remediation
Benchmark Indicator: By June 2026, MNPS Virtual School will increase the number of students with passing grades from 92.8% to 95%
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Tamasa Pinkerton, Assistant Principal | 2025-12-12 |
S 3.2 Regular Daily Attendance
Actively engage families, communities and business partners to promote daily attendance, build awareness on the impact of lost instructional time, and strategically address barriers faced by students.
Benchmark Indicator
- By June 2026, MNPS will increase average daily attendance from 91.5% to 91.6% for all students.
- By June 2026, MNPS will decrease chronic absenteeism from 30% to 27.5% for all students.
A 3.2.1 Attendance Planning
- Continue to monitor students in grades 6-8 attendance during daily live synchronous classes and teachers/attendance clerk communicate absences to parents/caregivers at least weekly.
- Dean of Students and High School AP will monitor High School (Grades 9- 12) at MNPS Virtual School academic progress and develop student success intervention list when students begin missing due dates and failing courses.
- Dean of Student/APs will schedule Student Success meetings (Attendance Assessments) and document all procedures based on MNPS policies and MNVS enrollment eligibility criteria.
- Implement high school math courses and daily AVID synchronous classes for high school students
Benchmark Indicator: By June 2026, MNPS Virtual School will maintain the average daily attendance rate of 99% for all students
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Victoria Ragan, Dean of Students | 2025-11-20 |
S 3.3 Supportive School Environments
Advance student academic, behavioral, social, and emotional growth through implementation of the multi-tiered system of support (MTSS), including tier I practices and tier II, tier III, and special education interventions and focused on frequent progress monitoring driven by data and ongoing support.
Benchmark Indicator
Benchmark Indicator
- By June 2025, 100% of MNPS students will be assigned a Navigator within 2 weeks of enrolling into school.
- By June 2025, all schools will consistently utilize the district’s technology platforms (Data Warehouse and Infinite Campus) to access MTSS data and record all MTSS interventions (academic and nonacademic) occurring with their students.
A 3.3.1 Student Success Meetings
School Counselor and Navigators: The Student Success Team will conduct ongoing virtual Student Success meetings.
Elevate Student Voice: Administrators and staff will invite students to be part of the school leadership team and advisory committees.
Continue to empower students through the newly established MNPS Virtual School newly created Student Council and National Honor Society
Support & Intervention: MTSS Leads, and all teachers use Infinite Campus to document communications with parents and students.
Continue to implement interventions on S&I entries: Data Warehouse and Infinite Campus data
Benchmark Indicator: By June 2026, MNPS virtual will implement support and intervention strategies to decrease the number of students requiring in-person study hall from 30% to 25%.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Parris Malone, Assistant Principal | 2025-12-19 |
S 3.4 Student Belonging, Connection, and Voice
Establish positive school culture and climate by providing opportunities to hear student voice and to build meaningful relationships within the school community.
Benchmark Indicator
Benchmark Indicator
- By June 2026, students will report an increase from the previous year on the Student Voice, Belonging, and School Engagement categories of the MNPS School Climate Survey.
A 3.4.1 Student Belonging
Continue to implement incentive program of using v-Bucks as part of our PBIS program.
Continue to engage students in live class office hour sessions with their teachers to increase engagement, academic support, and foster community. Success is measured by participation rates.
Continue to provide useful online learning communities for several populations. We offer Parent Schoology groups, a monthly Community gathering, clubs, and a variety of in-person social activities; weekly e-newsletters.
Student Council Association: will serve as panelists for new student induction programs and assist in planning student body activities and incentives.
Hold virtual extracurricular club meetings and provide opportunity for all students to participate in a club of their choice
Continue to hold quarterly Parent Advisory Committee meetings
Benchmark Indicator: By Fall 2025, the average student rating on Sown to Grow on the statement related to belonging will increase from 4.1 to 4.5.; By Fall 2025, increase favorable belonging rating from 65% among students to 70%.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Joy Bauman, School Counselor | 2025-12-11 |
S 3.5 Address Disproportionate Exclusionary Discipline for Students with Unique Learning Needs
Provide support for schools to decrease suspensions for students with unique learning needs and reduce disproportionality for ED, EL, and SWD students.
Benchmark Indicator
Benchmark Indicator
- By the end of 2025-26, the disproportionality of suspensions for Students with Disabilities will decrease below 2.0.
A 3.5.1 PBIS & Other Interventions
Continuing to utilize PBIS and student interventions will be used to eliminate the need for suspensions at MNPS Virtual School.
Benchmark Indicator: By Fall 2025, the suspension rate will remain at 0% and no disproportionality.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Parris Malone, Assistant Principal | 2025-11-14 |
G 4 Ready Graduate: Transitions
Establish a culture of post secondary readiness in which students at each tier are prepared for transitions that include scaffolded experiences designed to prepared them for success at each tier and meaningful and productive life after MNPS.
*Also a goal for Schools of Innovation (SOI) in the District Turnaround Plan.
Performance Measure
- By June 2026, MNPS will increase the percentage of students who meet “Ready Graduate” status by 1 percentage point.
- By June 2026, MNPS will increase the percentage of students who meet “College & Career Ready” status by 5 percentage points.
Sections
- Climate and Access
S 4.1 Transitions
Utilize best practices to monitor and support students’ academic/SEL development as they transition through each grade band to a Ready Graduate capable of post-secondary success.
Benchmark Indicator
- By June 2026, 100% of MNPS students will be assigned a Navigator within 2 weeks of enrolling into school.
- By June 2026, all schools will consistently utilize the district’s technology platforms (Data Warehouse and Infinite Campus) to access MTSS data and record all MTSS interventions (academic and nonacademic) occurring with their students.
A 4.1.1 Transition Plans
The counselor will continue to meet with students in grades 8, and 12 to develop transition plans.
Continue to hold Students celebrations for student success and meeting goal for all grades.
Continue to provide students in 8th grade a Bridge Ceremony transitioning them to high school at the end of school.
Continue to partner with Nashville Big Picture and/or Early College to provide students with opportunities to participate in college visits; and college/career fairs.
Benchmark Indicator: By June 2026, the School Counselor will increase the percentage of students in transition grade levels (grades 8, and 12) with a complete transition plan that includes academic and SEL goals to prepare for a successful transition to high school, or college/career from 95% to 100%.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Joy Bauman, School Counselor | 2025-12-12 |
S 4.2 Guaranteed, Personalized, and Applied (GPA) Experiences
Implement the MNPS GPA framework to ensure access to the uniform strategies that prepare students along the K-12 continuum for college and career readiness.
Benchmark Indicator
- By June 2025, students will report an increase from the previous year on the Student Voice, Belonging, and School Engagement categories of the MNPS School Climate Survey.
A 4.2.1 Student Success
The Student Success team will meet with students to provide academic support.
Continue to hold Students celebrations for student success and meeting goal for all grades.
Provide one-to-one support check-ins for students.
Benchmark Indicator: By June 2025, MNPS students will report a 2% increase in favorability rating from the previous year on the Student Voice, Belonging, and Engagement categories of the MNPS School Climate Survey. Student Voice will increase from 65% to 67%, Belonging will increase from 65% to 67%, and Engagement will increase from 30% to 32%.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Brenda Diaz, Executive Principal | 2026-04-10 |