MNPS Virtual School Export Export
Goals
G 1 Increased Academic Achievement & Growth – Literacy/Language Arts
Create an environment that promotes active student engagement and consistent improvement in academic achievement in Literacy/Language Arts among preK-12 students from all backgrounds and programs.
Performance Measure
Selected KPIs:
60% of students in grades 2-9 in every subgroup (ED, EL, SWD, Asian, Black, Hispanic, Hawaiian/Pacific Islander, Native American, White) will meet or exceed their MAP-Reading growth projections.
60% students in grades 4-12 in every subgroup (ED, EL, SWD, Asian, Black, Hispanic, Hawaiian/Pacific Islander, Native American, White) will meet or exceed their TNReady ELA growth projections.
Sections
- Academic Achievement & Growth
S 1.1 Capacity Building
Expand and strengthen the quality of education programs available to preK-12 students and families.
Benchmark Indicator
S1.1 Benchmark Indicators:
· By May 2020, there will be a 2% annual increase in data warehouse reports run by district administrators, school administrators, and teachers, as measured by MNPS Technology and Information Services.
· 60% of students will meet or exceed their projected Nov & Feb RIT scores for MAP Reading assessment (grades 2-9)
· Growth rate from Aug to Feb of 3% to 5% in the 4th quintile or higher for MAP Reading assessment (grades 2-9)
· By May 2020, 80% of all Pre-Ks on/above appropriate developmental band in language and literacy domains of GOLD assessment, which will be conducted four times throughout the school year, aligned with report card distribution.
· Annual gains in Graduation Rates of 2-3% school-wide and across all subgroups
· Increase number of students who meet the college readiness benchmarks on ACT Reading and English
· School-wide TVAAS scores at 3 or above for English/LA (grades 4-12)
A 1.1.1 Schoolwide Literacy Supports
(1) Proposed Actions:
- Standards Alignment Review: Assess the current Middle School Grade English Language Arts curriculum for alignment with Tennessee Academic Standards.
- Supplemental: Add supplemental content, resources, and assignments to address any standards not being met with the current course curriculum.
- Aligned Benchmarks: Deconstruct practice and sample TNReady exams (available via the Tennessee Department of Education)—integrating those assessment items as benchmarks for Middle School English Language Arts.
- Inquiry-Based Tasks: Using benchmark data teachers will create an individualized assignment in all science courses aimed at growing student achievement on the culminating TNReady exam.
- Guided Notes: Provide a template for students to complete notes as an additional learning activity in each lesson.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Trina Edwards | 2019-10-11 |
|
S 1.2 Equitable Access to Instruction and Interventions
Provide equitable access – across schools, clusters, quadrants – to a high-quality, well-rounded preK-12 education for all students.
Benchmark Indicator
S1.2 Benchmark Indicators:
· For each student subgroup (ED, EL, SWD, Asian, Black, Hispanic, Hawaiian/Pacific Islander, Native American, White):
o 2% decrease from beginning to end of year in the students scoring in the bottom national quintile on the FAST (K-1) and MAP (2-9)
o 2-3% increase in percentage of students reaching the college readiness benchmarks on ACT Reading and English
o 60% of students will meet/exceed their projected Feb RIT scores for MAP Reading assessments (grades 2-9)
o Growth rate from Aug - Feb of 3% to 5% in the 4th quintile or higher for MAP Rdg assessment (grades 2-9)
o Annual gains in Graduation Rates of 2% - 3%
o Increase % students on-track or mastered on TNReady ELA
o Overall movement on FAST tiers for Reading of 3-5% per year (identified subgroups from tier III-tier II and from tier II -tier I; grades K-12). Progress monitoring will be ongoing throughout the school year but this metric will be derived from the universal screener in the fall, winter, and spring of the 2019-20 school year.
· In addition:
o Growth of English Learners in four language domains and composite score on ACCESS by 0.7 proficiency levels (grades K-12). ACCESS will be administered in March 2020.
o Schools will have the necessary conditions in place for implementation of MTSS, as measured once annually through a score of at least 80% on the MTSS School Assessment Tool
A 1.2.1 ELA Supports
1) All students will receive the following ELA supports via Tier 1 intervention:
- High-Quality Instruction, Individualized Academic Feedback, Individualized Discussion-Based Assessments, Project LIT,
- Student Engagement Specialist (Advisory) and Progress Monitoring, TNREADY Benchmark Exams and Inquiry-Based Tasks,
- Mastery Learning and Adaptive Release, Final Exam Review and Study Guide
(2) Some students will receive the following ELA supports via Tier 2 intervention:
- Alternative Assignments and Assessments, Grade Reports and Academic-Based Communications to Families,
- Individualized Teacher Resources to Students, Parent Meetings and Individualized Academic and/or Behavioral Supports
- (S-Team, 504, and IEP), Rolling Intervention Labs, Targeted Student and/or Parent Intervention Communications
(3) A few students will receive the following ELA supports via Tier 3 intervention:
- Alternative Pacing Guide, AnalyzeEd ACT Prep, Individualized Academic and Behavioral Counseling.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Lauren Shipman-Dorrance | 2020-04-17 |
|
S 1.3 School Partnerships
Actively engage families, communities and business partners in improvement initiatives at the school/district level.
Benchmark Indicator
S1.3 Benchmark Indicators:
· Increased teacher retention rate by the end of spring 2020 compared to spring 2019, monitored by MNPS Talent Management office. The purpose will be to retain effective educators.
· By May 2020, increased number of community partner volunteers providing support in schools, for the purpose of meeting each school’s unique needs, tracked by the PENCIL Foundation.
· By May 2020, increased number of family members/parents accessing the Family Portal to view grades, see announcements, and communicate with teachers. This will be tracked by MNPS Technology and Information Services.
A 1.3.1 Student Engagement
Student Engagement Focus: A full-time time team member will support partner school, part-time students. This position will be responsible for supporting the onboarding, progress monitoring, and overall support to both partner schools and part-time students. There currently is a full-time Student Engagement Specialist that supports full-time students as well as a counselor who supports onboarding and full-time students.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Adrienne McNew | 2020-05-15 |
|
G 2 Increased Student Attendance
Maximize partnerships with internal and external stakeholders (student, families, staff and the community) to implement a multi-tiered approach to reducing barriers to student attendance.
Performance Measure
- Increase the Average Daily Attendance by 1% annually (from 94% to 95% in 2018-19).
- Reduce the percentage of Chronically Absent students by 5% annually across all subgroups.
Sections
- Climate and Access
S 2.1 Instructional Practices and Supports
Deliver rigorous, high-quality, developmentally appropriate instruction for all preK-12 students.
Benchmark Indicator
· S2.1 Benchmark Indicators:
· Annual gains in Graduation Rates of 2-3% school-wide and across all subgroups
· Annual gains in Industry Certification participation and pass rate of 3-5% each year; Track the number of students registering/taking exams
· Annual gains in pathway dual credit test participation and test pass rate of 3-5% each year.
· Increase AP, IB and Cambridge testing participation rate by 3% to 5%
· Increase in the percentage of students in AP, IB and Cambridge courses receiving course grades of A by 2% annually (monitored quarterly)
· Increase number of students scoring 21+ on the ACT Composite Score
· Increase the number of students receiving an IB diploma or the CP certificate by 3% to 5%
· Increase the number of students scoring 3 or higher on the AP exams by 3% to 5% (Years 2-4)
· Schools will have the necessary conditions in place for implementation of MTSS, as measured once annually through a score of at least 80% on the MTSS School Assessment Tool
· At the end of the fall 2019 semester and spring 2020 semester, track the number of students earning extra points for completing academy courses; monitor student results on available practice tests.
· Increased favorability rating on the School Engagement scale on the MNPS Student School Climate Survey, which will be administered in fall 2019 by MNPS Research, Assessment, & Evaluation.
A 2.1.1 Student Academic Achievement
1) Graduation Plan: MNPS Virtual School will continue to complete, in collaboration with students/parents, an individualized graduation plan/contract for all student.
(2) Graduation Coaching: MNPS Virtual School will provide intensive graduation coaching for juniors and seniors. Graduation coaching will take place during set check points—in the form of interventions, direct educational services, and counseling (for all students at-risk of not graduating).
(3) Student Engagement Specialist: MNPS Virtual School will deploy a “Student Engagement Specialist” focused on academic engagement and support (one for regular education and one for exceptional education).
(4) Summer School: MNPS Virtual School will offer an academic summer school program—free of charge—for all full-time students. This provides an additional semester for learners to catch-up or get ahead towards on-time graduation.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Adrienne McNew | 2020-05-15 |
|
S 2.2 Improved Student Attendance
Identify strategies to address barriers to attendance and meaningful participation by students preK-12.
Benchmark Indicator
S2.2 Benchmark Indicators:
· Annual gains in Satisfactory Attendance (Students with Average Daily Attendance of 95% or higher) of 3-5% school-wide and across all subgroups
· Decrease the percentage of chronically absent students 3-5% annually across all subgroups (monitored quarterly).
· Increased favorability rating on the Student Voice scale on the MNPS Student School Climate Survey, which will be administered in fall 2019 by MNPS Research, Assessment, & Evaluation.
· By May 2020, the percentage of chronically absent Pre-K students will be at or below the state mean of 22%
· School-wide targets will be at or below the national mean for chronic absenteeism for each tier: 19% High School; 13% Middle School; 11% Elementary. These rates are tracked weekly, monthly, and/or quarterly by school-level leadership teams and MNPS Student Support Services.
A 2.2.1 Increase Student Engagement
1) Student Engagement Specialist: The partnership between the work of our student engagement specialist and ongoing intervention labs will continue to attribute to the increase in student attendance. Once students catch-up with coursework, learners are no longer considered absent. The specialized focus has help students stay on-pace and avoid becoming absent/truant.
(2) Elevate Student Voice
Administrators and staff will create more opportunities throughout the school year for student voice by inviting students to be part of school leadership team and advisory committees.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Charles Van Hawk | 2020-05-15 |
|
G 3 Safe and Healthy Students: Diverse and supportive school culture and climate for improved behavior.
Create strong partnerships with our students, family members, guardians and the community to establish a positive school culture and climate to respond to preK-12 students’ physical, social and emotional needs.
Performance Measure
Reduce the rate of out-of-school suspensions of African American students by 1% (from 13.7% to 12.7% in 2018-19).
Sections
- Climate and Access
S 3.1 Supportive School Environments
Create positive and welcoming school environments.
Benchmark Indicator
S3.1 Benchmark Indicators:
· By May 2020, 100% of school administration team will be trained on a tier one behavior strategy, monitored by MTSS Executive Leadership Team.
· 3-5% annual decrease in number of students with 400-500 level discipline incidents
· Increased number of schools by 3-5% annually showing evidence of positive gains using multiple sources of perceptual data that assess culture/climate (including Panorama staff/student climate surveys)
· By May 2020, improved scores on the Restorative Practices Implementation Survey for all schools implementing Restorative Practices (RP), tracked by MNPS Research, Assessment, & Evaluation and Student Support Services. The purpose is to evaluate the implementation of Restorative Practices.
· By May 2020, positive feedback from students, family members, and school staff who participated in RP circles and conferences as measured by the RP Post Conference Feedback survey, tracked by MNPS Research, Assessment, & Evaluation and Student Support Services. The purpose is to evaluate the implementation of Restorative Practices.
· By March 2020, increased scores on all three areas of the SEL walkthrough rubric, relative to the previous school year, tracked by MNPS Research, Assessment, & Evaluation and Student Support Services. The purpose is to evaluate the implementation of Social Emotional Learning practices in schools.
A 3.1.1 Student & Staff Positive Support Services
(1) V-Bucks
Virtual School will continue to utilize V-Bucks as its schoolwide PBIS program where students can earn points towards Virtual School memorabilia and school supplies. The V-Bucks points system will be altered to incentivize part-time students.
(2) Revise of DBA Structure
The revised DBA structure will contain SEL aligned questions with an initial focus on differential feedback to promote student and teacher connections.
(3) Student Orientation
Each semester students are required to attend a face-to-face onboarding event where they learn policies and expectations of Virtual School as well as meet their teachers, administration and support staff.
(4) New Teacher Induction & Teacher Orientation
Each semester new Virtual School teachers complete an induction covering systems and structures in addition to a teacher orientation where Virtual School teachers receive professional development to support instruction, feedback, and general course setup.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Brent Luther | 2020-05-15 |
|
S 3.2 Integrated Behavioral Supports
Providing necessary supports to meet the needs of students to maximize their potential and success.
Benchmark Indicator
S3.2 Benchmark Indicators:
· Schools will have the necessary conditions in place for implementation of MTSS, as measured once annually through a score of at least 80% on the MTSS School Assessment Tool
· By May 2020, 100% of school administration team will be trained on a tier one behavior strategy, monitored by MTSS Executive Leadership Team.
· 3-5% annual decrease in number of students with 400-500 level discipline incidents
· Annual increase (by 3-5 percentage points) in favorability ratings from teachers, staff, and students as measured by the MNPS School Climate Survey
· By May 2020, the Discipline Risk Ratio threshold will be at 2 or less across all subgroups. MNPS Student Support Services monitors this on an ongoing basis throughout the school year to ensure equitable learning opportunities for all students.
· By May 2020, increased percentage of family members and guardians represented in formal organizations at the school level. This will be tracked by MNPS Equity & Diversity and Communications/Community Engagement.
A 3.2.1 Student Culture & Climate
(1) V-Bucks
- Virtual School will continue to utilize V-Bucks as its schoolwide PBIS program where students can earn points towards Virtual School memorabilia and school supplies. The V-Bucks points system will be altered to incentivize part-time students.
(2) Student Pacing
- Create and publish a Individualized Plan Generator (IPG) to develop and guide students pacing to increase successful course completion. The IPG will also be used to assist students requiring accommodations as as students desiring acceleration.
(3) Retention
- A full-time student engagement specialist in conjunction with the school counselor will develop strategies and services to increase the retention of cohorts.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Charles Van Hawk | 2020-05-15 |
|