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.
*Also a goal for Schools of Innovation (SOI) in the District Priority Plan.
Performance Measure
District Key Performance Indicator (KPI)
By May 2021, increase the percentage of students in every subgroup who meet or exceed their academic growth projections in Literacy from 55.4 percent to 60 percent.
Supporting Performance Indicators
- By May 2021, increase the percentage of students scoring in Quintile 4 or 5 on MAP Reading (administered to all students in grades 2–9) by 3–5%, compared to baseline (EOY 2020).
- By May 2021, decrease the percentage of students scoring below the 25th percentile on FAST Early Reading (administered to all students in grades K–1) by 3–5%, compared to baseline (EOY 2020).
- By May 2021, increase the percentage of students scoring On Track or Mastered on TNReady ELA/English (administered to all students in grades 3–12) by 3–5%, compared to baseline (EOY 2020).
Sections
- Academic Achievement & Growth
- College & Career Readiness
- Educators
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 May 2021, increase the percentage of students in every subgroup who meet or exceed their academic growth projections in Literacy from 55.4 percent to 60 percent.
For AS1.1.1: By September 2020, 100% of schools have an identified literacy lead that facilitates school-level professional learning related to evidence-based reading and writing instructional practices aligned with state standards, the core actions and the newly adopted ELA materials – measured by internal tracking.
For AS1.1.2: By June 2021, all school-based literacy leaders will attend quarterly professional learning sessions facilitated by the district’s literacy leadership team – measured by sign-in sheets and/or credit hours in HCM Learning.
For AS1.1.3: By June 2021, all district level leaders will attend quarterly professional learning sessions facilitated by the district’s literacy leadership team – measured by sign-in sheets.
For AS1.1.4: By June 2021, all schools are accessing relevant reports needed to analyze literacy data during MTSS leadership and data meetings – measured by DW usage report and TVAAS usage report.
For AS1.1.5: By May 2021, 100% of eligible schools will complete all phases of the MNPS Inquiry Cycle – measured by internal tracking.
A 1.1.1 Capacity Building
(1) Capacity Building:
(a) New Teacher Induction:
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.
(b) Teacher Leadership Institute (Fall Semester) & Online Teacher Orientation Course (Spring Semester):
All adjunct teachers will receive two formal professional development opportunities during the school year to learn best practices for online teaching strategies.
(c) Mentor Teacher Cohorts:
All teachers are assigned a mentor teacher. All teachers also receive two one-one-one coaching sessions completed by the Executive Principal.
(d) Executive Teaming Sessions:
The full-time team at MNPS Virtual School will receive six formal professional development opportunities during the school year. All team members also attend district, local, and state professional development aligned to their roles and responsibilities.
(e) Professional Learning Community:
The Hip v-Teacher PLC is a group in Schoology designed to build community and further develop high quality instructional practices among all staff members of MNPS Virtual School.
Benchmark Indicator:
By May 2021, increase the percentage of students in every subgroup who meet or exceed their academic growth projections in Literacy from 55.4 percent to 60 percent.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Kelby Garner & Brent Luther | 2021-05-21 |
|
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 May 2021, increase the percentage of students in every subgroup who meet or exceed their academic growth projections in Literacy from 55.4 percent to 60 percent.
For AS1.2.1: By May 2021, all schools will utilize the district’s technology to access data for MTSS meetings and record all MTSS interventions (academic and nonacademic) occurring with their students – measured by DW usage reports and RTI module extracts.
For AS1.2.2: By May 2021, district-level EE coaches will spend 80% of their time providing direct support to school-level educators of EE students – measured by work logs.
For AS1.2.3: By May 2021, district-level EL coaches will spend 80% of their time providing direct support for school-level educators of EL students – measured by work logs.
For AS1.2.4: By June 2021, increase the percentage of students in traditionally underserved subgroups who participate in extended learning and summer programs, compared to previous year – measured by program monitoring and summer program rosters.
For AS1.2.5: By May 2021, increase the percentage of students accessing print and digital literacy tools by 15%, compared to EOY 2020 – measured by work logs and usage statistics.
For AS1.2.6: By June 2021, Equitable Access trainings (Growth Mindset, Universal Design for Learning, and Differentiation) will have been provided to more than 60 schools - measured by training sign in, logs and action plan follow ups.
A 1.2.1 MTSS: Literacy
(1) All students will receive the following ELA supports via Tier 1 intervention: Individualized Academic Feedback
(2) Some students will receive the following ELA supports via Tier 2 intervention: Virtual Intervention Meetings, Language Live
(3) A few students will receive the following ELA supports via Tier 3 intervention: Alternative Pacing Guide, Language Live
Benchmark Indicator:
By May 2021, increase the percentage of students in every subgroup who meet or exceed their academic growth projections in Literacy from 55.4 percent to 60 percent.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Lauren Shipman-Dorrance | 2021-05-21 |
|
S 1.3 School/District Partnerships
Actively engage families, communities and business partners in improvement initiatives.
Benchmark Indicator
By May 2021, increase the percentage of students in every subgroup who meet or exceed their academic growth projections in Literacy from 55.4 percent to 60 percent.
For AS1.3.1: By May 2021, the district will partner with a minimum of 5 EPPs to recruit new educators and build capacity to retain current educators – measured by internal tracking.
For AS1.3.2: By May 2021, 100% of schools will have opportunities for parents to be involved and 40% of schools will be represented in training for family engagement–measured by PAC member lists, sign-in sheets at events and trainings.
A 1.3.1 Partner Schools Supports & Partnerships
(1) A full-time Student Engagement Specialist 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.
(2) Continue engaging Virtual School Partners such as The Federal Reserve Bank of Atlanta (Nashville Branch), Western Governors University (WGU), and Nashville State Community College (NSCC)
(3) Create new partnerships in the Nashville Community.
Benchmark Indicator:
By May 2021, increase the percentage of students in every subgroup who meet or exceed their academic growth projections in Literacy from 55.4 percent to 60 percent.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Charles V. Hawk & Caleb Humphreys | 2021-05-21 |
|
G 2 Increased Academic Achievement & Growth – Mathematics
Create an environment that promotes active student engagement and consistent improvement in academic achievement in Mathematics among preK-12 students from all backgrounds and programs.
*Also a goal for Schools of Innovation (SOI) in the District Priority Plan.
Performance Measure
District Key Performance Indicator (KPI)
By May 2021, increase the percentage of students in every subgroup who meet or exceed their academic growth projections in Math from 57.1 percent to 60 percent. (Note: These percentages are from EOY 2019 and will be updated after EOY 2020)
Supporting Performance Indicators
- By May 2021, increase the percentage of students scoring in Quintile 4 or 5 on MAP Math (administered to all students in grades 2–9) by 3–5%, compared to baseline (EOY 2020).
- By May 2021, decrease the percentage of students scoring below the 25th percentile on FAST Early Math (administered to all students in grades K–1) by 3–5%, compared to baseline (EOY 2020).
- By May 2021, increase the percentage of students scoring On Track or Mastered on TNReady Math (administered to all students in grades 3–12) by 3–5%, compared to baseline (EOY 2020).
Sections
- Academic Achievement & Growth
- College & Career Readiness
- Educators
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 May 2021, increase the percentage of students in every subgroup who meet or exceed their academic growth projections in Math from 57.1 percent to 60 percent.
For AS2.1.1: By September 2020, 100% of schools have an identified math lead that facilitates school-level professional learning related to evidence-based mathematics instructional practices aligned with state standards and the MNPS mathematics vision – measured by internal tracking.
For AS2.1.2: By June 2021, all school-based math leaders will attend quarterly professional learning sessions facilitated by the district’s mathematics leadership team – measured by sign-in sheets and/or credit hours in HCM Learning.
For AS2.1.3: By June 2021, all district level leaders will attend quarterly professional learning sessions facilitated by the district’s literacy leadership team – measured by sign-in sheets.
For AS2.1.4: By June 2021, all schools are accessing relevant reports needed to analyze literacy data during MTSS leadership and data meetings – measured by DW usage report and TVAAS usage report.
For AS2.1.5: By May 2021, 100% of eligible schools will complete all phases of the MNPS Inquiry Cycle – measured by internal tracking.
A 2.1.1 Capacity Building
1) Capacity Building:
(a) New Teacher Induction
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.
(b) Teacher Leadership Institute (Fall Semester) & Online Teacher Orientation Course (Spring Semester):
All adjunct teachers will receive two formal professional development opportunities during the school year to learn best practices for online teaching strategies.
(c) Mentor Teacher Cohorts:
All teachers are assigned a mentor teacher. All teachers also receive two one-one-one coaching sessions completed by the Executive Principal.
(d) Executive Teaming Sessions- The full-time team at MNPS Virtual School will receive six formal professional development opportunities during the school year. All team members also attend district, local, and state professional development aligned to their roles and responsibilities.
(e) Professional Learning Community: The Hip v-Teacher PLC is a group in Schoology designed to build community and further develop high quality instructional practices among all staff members of MNPS Virtual School.
Benchmark Indicator:
By May 2021, increase the percentage of students in every subgroup who meet or exceed their academic growth projections in Math from 57.1 percent to 60 percent.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Kelby Garner & Brent Luther | 2021-05-21 |
|
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 May 2021, increase the percentage of students in every subgroup who meet or exceed their academic growth projections in Math from 57.1 percent to 60 percent.
For AS2.2.1: By May 2021, all schools will utilize the district’s technology to access data for MTSS meetings and record all MTSS interventions (academic and nonacademic) occurring with their students – measured by DW usage reports and RTI module extracts.
For AS2.2.2: By May 2021, district-level EE coaches will spend 80% of their time providing direct support to school-level educators of EE students – measured by work logs.
For AS2.2.3: By May 2021, district-level EL coaches will spend 80% of their time providing direct support for school-level educators of EL students – measured by work logs.
For AS2.2.4: By May 2021, increase the percentage of students accessing print and digital literacy tools by 15%, compared to previous year – measured by work logs and usage statistics.
For AS1.2.5: By June 2021, Equitable Access trainings (Growth Mindset, Universal Design for Learning, and Differentiation) will have been provided to more than 60 schools - measured by training sign in, logs and action plan follow ups.
A 2.2.1 Math Supports & Resources
(1) Lead Instructional Design team with creating and updating build schedule and conduct a standards audit update for math course.
(2) Analyze benchmark data and determine next steps for students.
(4) Develop onsite and online tutoring schedule.
(5) Update filming studio space for video recording. Record/script supplemental videos for all TNREADY/EOC courses.
(6) Host data chats with Principal to make sure students and parents know current levels.
(7) Set and distributed goals for February 2020 benchmarks. (8) Share login credentials for iXL, with all students identified for math intervention, and ensure completing of supplemental tasks.
(9) Double check TCAP/EOC levels as well as Map data prior to scheduling middle school students in advanced math courses to make sure students have mastered foundational materials. (10) Schedule math tutoring to take place during scheduled Intervention Labs.
(11) Distribute hours for graderesults math tutoring accounts.
Benchmark Indicator:
By May 2021, increase the percentage of students in every subgroup who meet or exceed their academic growth projections in Math from 57.1 percent to 60 percent.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Kelby Garner | 2021-05-21 |
|
S 2.3 School/District Partnerships
Actively engage families, communities and business partners in improvement initiatives.
Benchmark Indicator
By May 2021, increase the percentage of students in every subgroup who meet or exceed their academic growth projections in Math from 57.1 percent to 60 percent.
For AS2.3.1: By May 2021, the district will partner with a minimum of 5 EPPs to recruit new educators and build capacity to retain current educators – measured by internal tracking.
For AS2.3.2: By May 2021, 100% of schools will have opportunities for parents to be involved and 40% of schools will be represented in training for family engagement– measured by PAC member lists, sign-in sheets at events and trainings.
A 2.3.1 Partner Schools Supports & Partnerships
(1) A full-time Student Engagement Specialist 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.
(2) Continue engaging Virtual School Partners such as The Federal Reserve Bank of Atlanta (Nashville Branch), Western Governors University (WGU), and Nashville State Community College (NSCC)
(3) Create new partnerships in the Nashville Community.
Benchmark Indicator:
By May 2021, increase the percentage of students in every subgroup who meet or exceed their academic growth projections in Math from 57.1 percent to 60 percent.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Charles V. Hawk & Caleb Humphreys | 2021-05-21 |
|
G 3 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.
*Also a goal for Schools of Innovation (SOI) in the District Priority Plan.
Performance Measure
District Key Performance Indicator (KPI)
By May 2021, increase the Average Daily Attendance from 94 percent to 95 percent. (Note: These percentages are from EOY 2019 and will be updated after EOY 2020)
Supporting Performance Indicators
- By May 2021, decrease the percentage of students who are chronically absent by 1 percentage point, compared to baseline (EOY 2020).
- By May 2021, reduce the percentage of students who are chronically absent in 80% of schools.
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.
Benchmark Indicator
By May 2021, increase the Average Daily Attendance from 94 percent to 95 percent.
For AS3.1.1: By May 2021, all schools will utilize the district’s technology to access data for MTSS meetings and record all MTSS interventions (academic and nonacademic) occurring with their students – measured by DW usage reports and RTI module extracts.
For AS3.1.2: By May 2021, the district will increase the number of students enrolled in Advanced Academics and EPSOs, compared to the previous year – measured by course enrollments.
For AS3.1.3: By May 2021, increase student access to creative learning environments by 25% compared to previous year – measured by Schoology usage and tracking logs.
A 3.1.1 Instructional Practices and Supports
(1) Deliver Aligned Benchmarks:
The Instructional Design Team has deconstructed practice and sample TNReady exams (available via the Tennessee Department of Education)—integrating those assessment items as benchmarks for Middle School English Language Arts.
(2) Create and Deploy Inquiry-Based Tasks:
Using benchmark data teachers will create an individualized assignment in all courses aimed at growing student achievement on the culminating TNReady exam.
(3) Guided Notes:
Provide a template for students to complete notes as an additional learning activity in each lesson.
(4) Supplemental: Add supplemental content, resources, and assignments to address any standards not being met with the current course curriculum.
(5) Summer Success Program:
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.
Benchmark Indicator:
By May 2021, increase the Average Daily Attendance from 94 percent to 95 percent.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Kelby Garner | 2021-05-21 |
|
S 3.2 Student Belonging, Connection, and Voice
Establish positive school culture and climate by providing opportunities to hear student voice and to build meaningful relationships within the school community.
Benchmark Indicator
By May 2021, increase the Average Daily Attendance from 94 percent to 95 percent.
For AS3.2.1: By May 2021, students will report an increase in Student Voice, as compared to the previous year – measured by the MNPS School Climate Survey administered once in the fall semester and once in the spring semester.
Benchmark Indicator:
By May 2021, increase the Average Daily Attendance from 94 percent to 95 percent.
A 3.2.1 Student Engagement
(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) Synchronous Learning Opportunities (SLO):
Students will engage monthly in Synchronous Learning Opportunities via live class sessions with teacher to increase engagement and foster community.
(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) Tremendous Tuesday's
Tremendous Tuesday's occur once a month face-to-face and online as a way to build community at MNPS Virtual School.
(5) Community Schoology Groups
Grade-level, Parent, and School Counseling Schoology groups to increase engagement and foster community.
Benchmark Indicator:
By May 2021, increase the Average Daily Attendance from 94 percent to 95 percent.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Charles V. Hawk & Adrienne McNew | 2021-05-21 |
|
S 3.3 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 May 2021, increase the Average Daily Attendance from 94 percent to 95 percent.
For AS3.3.1: By May 2021, all schools will utilize the district’s technology to access attendance data reports – measured by DW usage reports.
For AS3.3.2: By June 2021, the targeted schools involved in CA, CIS, and PASSAGE will increase the number of partners that support attendance, compared to previous year – measured by internal tracking.
For AS3.3.3: By May 2021, increase the number of schools providing free lunch to all students, as compared to previous year – measured by internal tracking.
A 3.3.1 Virtual Interventions
1) Attendance Planning:
The attendance plan at MNPS Virtual School begins with academic progress. Once students begin missing due dates and failing courses, students are placed on the intervention list. Virtual Intervention meetings (Attendance Assessments) take place. If students fail to attend the Virtual Intervention meeting they will receive one unexcused absence. After (five) unexcused absences, students receive a five-day letter from administration. After (seven) unexcused absences students and parents must attend an (Attendance Plan Conference) at MNPS Virtual School. Students are placed on truancy notice after (ten) unexcused absences at which point the attendance team files a petition for truancy.
Benchmark Indicator:
By May 2021, increase the Average Daily Attendance from 94 percent to 95 percent.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Charles V. Hawk & Adrienne McNew | 2021-05-21 |
|
G 4 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.
*Also a goal for Schools of Innovation (SOI) in the District Priority Plan.
Performance Measure
District Key Performance Indicator (KPI)
By May 2021, reduce behavior incident rates for all students while decreasing the rate of out-of-school suspensions of African-American students from 14.5 percent to 12.7 percent. (Note: These percentages are from EOY 2019 and will be updated after EOY 2020)
Supporting Performance Indicators
- By May 2021, decrease the percentage of students with behavior incidents that result in exclusionary discipline (OSS, Expulsion, Remandment) by 3-5%, compared to the baseline (EOY 2020).
Sections
- Climate and Access
S 4.1 Supportive School Environments
Advance student academic, behavioral, social and emotional growth through implementation of MTSS Tier I frameworks focused on frequent progress monitoring driven by data and ongoing support.
Benchmark Indicator
By May 2021, reduce behavior incident rates for all students while decreasing the rate of out-of-school suspensions of African-American students from 14.5 percent to 12.7 percent.
For AS4.1.1: By June 2021, all relevant policies will be reviewed and updated as needed - measured by internal documentation.
For AS4.1.2: By May 2021, the district will increase SEL walkthrough average scores in Area 1, Area 2, and Area 3, compared to previous year – measured by the MNPS SEL Walkthrough Rubric.
For AS4.1.3: By May 2021, all schools will have participated in MTSS-B professional learning – measured by credit hours in HCM Learning.
For AS4.1.4: By May 2021, all schools will utilize the district’s technology to access data for MTSS meetings and record all MTSS interventions (academic and nonacademic) occurring with their students – measured by DW usage reports and RTI module extracts.
For AS4.1.5: By June 2021, increase collaborative referrals for mental health services, compared to previous year – measured by S & I or program monitoring internal reports.
For AS4.1.6: By June 2021, increase the number of PD offerings related to Equity and Diversity, compared to the previous year – measured by work logs and credit hours in HCM Learning.
For AS4.1.7: By May 2021, increase the percentage of parents accessing Schoology and Infinite Campus Parent App by 15%, compared to previous year – measured by usage statistics.
A 4.1.1 Student Supports & Involvement
(1) Interventionist:
The partnership between the work of our interventionist and ongoing virtual intervention meetings 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. MNPS Virtual School will create a Student Council Organization during the 2020-2021 school year. Student Council members will serve as panelists for new student induction programs, and assist in planning student body activities and incentives.
Benchmark Indicator:
By May 2021, reduce behavior incident rates for all students while decreasing the rate of out-of-school suspensions of African-American students from 14.5 percent to 12.7 percent.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Charles V. Hawk | 2021-05-21 |
|