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 Priority Plan.
Performance Measure
Performance Indicator
By the end of 2021-22, students will meet or exceed their individual academic growth projection in literacy prior to the 2021-22 school year, measured by GOLD (PK), FAST (K-1) or MAP (2-9)
MNPS Every Student Known
By May 2022, increase the percentage of students in every subgroup who meet or exceed their academic growth projections in Literacy from 48 percent to 60 percent (Based on data for growth from August 2020-May 2021).
Supporting Performance Indicators
- By May 2022, increase the percentage of students scoring in Quintile 4 or 5 on MAP Reading (administered to all students in grades 4–9) by 3–5%, compared to baseline (77.8% Q4/Q5 May 2021).
- By May 2022, decrease the percentage of students scoring below the 25th percentile on FAST Early Reading (administered to all students in grades 4–6) by 3–5%, compared to baseline (50% scored below the 25th percentile in January 2020).
- By May 2022, increase the percentage of students scoring On Track or Mastered on TNReady ELA/English (administered to all students in grades 3–8) by 3–5%, compared to baseline (50% On Track/Mastered Spring 2021).
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 June 2022, MNPS will increase the employee retention rate to 85% for all staff.
- By June 2022, MNPS will increase favorable response rates related to engagement, feedback, and leadership in school staff surveys, compared to the previous year.
- By June 2022, 100% of leadership development structures will explicitly connect to the MNPS Leadership Framework in planning, communication, implementation, and reflection.
A 1.1.1 Capacity Building
Benchmark Indicator - By June 2022, increase favorable response rates related to engagement, feedback, and leadership in school staff surveys, from (Spring 2021 Data: Engagement 79%, Feedback 70%, and Leadership 58%) to (Spring 2022 Goal: Engagement 85%, Feedback 80%, and Leadership 75%).
Engagement: By June 2022, increase engagement by Executive Teaming Sessions: The full-time team at MNPS Virtual School will receive six formal and individualized professional development opportunities during the school year. Two sessions will be entire group sessions and the remaining 4 will be individualized based on their independent survey data. Surveys will be distributed on July 1, 2021 and December 1, 2021 to gather professional learning interests. Teaming sessions will be based on personal professional development. All team members also attend district, local, and state professional development aligned to their roles and responsibilities.
Data to Support Action Step: According to the Spring 2021 Panorama Survey 88% of full-time staff members mentioned finding their work responsibilities interesting. While only 50% feel comfortable referring a friend to work for MNPS.
Success Measure: Increase staff input in work responsibilities and engagement by 6% on the Spring 2022 Panorama Survey.
Feedback: By June 2022, increase feedback by providing all employees of MNPS Virtual School consistent and high-quality feedback.
- Adjunct Teachers: All adjunct teachers employed by MNPS Virtual School will receive weekly walkthrough and feedback reports as well as two individual coaching sessions hosted by MNPS VS administration.
- Full-Time Teachers (Synchronous 4th & 5th Grade): Both full-time teachers will receive weekly walkthrough and feedback reports as well as monthly coaching to collaborate, share best practices, and receive feedback from administration.
- Full-Time Teachers (Instructional Support Teachers): All VS instructional support teachers will receive weekly walkthrough and feedback reports as well as two individual coaching sessions hosted by MNPS VS administration.
- Full-time Executive Staff: All Full-time executive staff members receive monthly individualized coaching to collaborate, share best practices, and receive feedback from administration.
Data to Support Action Step: According to the Spring 2021 Panorama Survey 63% of team members indicate receiving feedback often.
Success Measure: Increase feedback cycles for all MNPS Virtual School employees and increase the feedback survey indicator by 10% on the Spring 2022 Panorama Survey.
Leadership: By June 2022, increase leadership effectiveness by promoting appreciation, satisfaction, and input. All MNPS Virtual School employees are participating in a book study called the 5 languages of appreciation in the workplace. All appreciation efforts will be strategically monitored and focused to increase impact and employee satisfaction. 100% of leadership development structures will explicitly connect to the MNPS Leadership Framework in planning, communication, implementation, and reflection.
All MNPS Virtual School employees will be invited to participate in decisions that support the mission and vision of MNPS Virtual School by completing employee needs assessments each semester. The surveys are created and distributed by MNPS Virtual School. During each school-wide professional development session we begin with leadership changes made based on employee feedback called “You Asked, We Did”
Data to Support Action Step: According to the Spring 2021 Panorama Survey 50% of team members indicated teacher satisfaction was important to administrators. Only 13% feel teachers have input in school-based decisions.
Success Measure: Increase leadership effectiveness at MNPS Virtual School and increase the leadership survey indicator by 17% on the Spring 2022 Panorama Survey.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Kelby Garner, Executive Principal | 2021-12-31 |
A 1.1.2 Employee Retention
Benchmark Indicator - By June 2022, increase favorable response rates related to engagement, feedback, and leadership in school staff surveys, from (Spring 2021 Data: Engagement 79%, Feedback 70%, and Leadership 58%) to (Spring 2022 Goal: Engagement 85%, Feedback 80%, and Leadership 75%).
MNPS Virtual School will train and recruit department leads. All department leads will receive a paid stipend. All teachers are assigned a department lead based on content area. The teacher leaders will host monthly departmental specific professional learning community meetings online in Schoology via the Hip Teacher Group. All teachers (including department leaders) will also receive coaching sessions by the Assistant Principal.
Data to support Action Step: The current teacher retention rate at MNPS Virtual School 78%. Teachers expressed the mentor teacher model was not effective, and moving forward we will train and develop departmental leads to help increase teacher retention rates.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Kelby Garner, Executive Principal | 2021-12-31 |
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 2022, every student will be supported to meet or exceed their individual MAP-Reading growth goals from their individual baselines.
- By June 2022, MNPS will increase the percentage of students who are On Track/Mastered in ELA by at least two points.
- By June 2022, MNPS will close the achievement gap in ELA for traditionally underserved students who are On Track/Mastered by at least two points.
- By June 2022, MNPS will complete at least ten design sprints at the school-level and at least three at the district-level.
A 1.2.1 Individualized Intervention Plan
Benchmark Indicator - By June 2022, 60% of students will meet or exceed their individual MAP-Reading growth goals from their individual baselines.
(1) All students will receive the following ELA supports via Tier 1 intervention: Individualized Academic Feedback
Teachers receive extensive training on high-quality online teaching strategies. Of these strategies, actionable, high-quality feedback is one of the most important. All students will receive feedback on each assignment to increase their understanding of concepts or to take the learning further. Success is measured by overall student passage rates which will be monitored weekly by our Student Intervention Team.
(2) Some students will receive the following ELA supports via Tier 2 intervention: Virtual Intervention Checkpoints
Virtual Intervention Checkpoints take place weekly following assignment due dates. Students who earn failing grades in one or more course two weeks in a row will be required to attend a group Intervention meeting. The intervention meetings will occur every other week. During the meeting the students will receive structured academic counseling by the intervention team in a group setting. Failure to attend the meeting will result in an unexcused absence. Success is measured by increased passage rates week by week starting August 2021.
(3) A few students will receive the following ELA supports via Tier 3 intervention: LexiaCore and Language Live for ELA
Students identified as needing skill-based intervention will be assigned tasks in LexiaCore or Language Live. Success is measured by students meeting or exceeding their NWEA growth goals
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Julie Ann Mirse, Dean of Instruction Grades 4-8 and Dr. Parris Malone, Dean of Instruction Grades 9-12 | 2021-12-31 |
S 1.3 School/District Partnerships
Actively engage families, communities and business partners in improvement initiatives.
Benchmark Indicator
- By June 2022, 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 2022, 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 2022, 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 Full-Time Partner School Liaison
Benchmark Indicator - By June 2022, the school will increase the number of engagement opportunities for families, community stakeholders, and business partners from no business partnerships to at least two established business partners.
MNPS Virtual School is actively seeking business partnerships in our local West Nashville Community to provide fundraising, job shadowing opportunities, and internships.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lavette Dunham, Assistant Principal Grades 4-8 | 2021-12-31 |
A 1.3.2 School/Community Opportunities
Benchmark Indicator - By June 2022, the school will increase the number of engagement opportunities for families, community stakeholders, and business partners from no business partnerships to at least two established business partners.
Community Schoology Groups: MNPS Virtual School offers rich online learning communities for several populations. We have students grouped by grade-level. We also offer Parent Schoology groups and a school-wide School Counseling Schoology group. The purpose of these groups to increase engagement and foster community.
Family Fun Day and other events to promote family and community engagement. Families and community representatives have the ability to learn more information about the school and ways in which they can show support.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lavette Dunham, Assistant Principal Grades 4-8 | 2021-12-31 |
A 1.3.3 Vision & Hearing Screenings
Benchmark Indicator - By June 2022, the school will increase the number of engagement opportunities for families, community stakeholders, and business partners from no business partnerships to at least two established business partners.
MNPS Virtual School will check cumulative records to ensure students have had vision and hearing screenings for all students in grades 4, 6, and 8. The school nurse in partnership with the Metro health department will ensure all necessary screenings take place.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Sherry Hill, Enrollment Specialist | 2021-12-31 |
S 1.4 Literacy Interventions for Students with Disabilities
Improve access to most intensive literacy interventions for Students with Disabilities.
Benchmark Indicator
- By June 2022, the percentage of Students with Disabilities scoring above the 25th percentile on the MAP Reading assessment will increase by 3 percentage points.
- By June 2022, the graduation rate for high school Students with Disabilities will increase to 65%.
A 1.4.1 SWD Achievement
Benchmark Indicator: By June 2022, the percentage of Students with Disabilities scoring above the 25th percentile on the MAP Reading assessment will remain at 100%.
By June 2022, the graduation rate for high school Students with Disabilities will increase to 65%.
Improve access to most intensive literacy interventions for Students with Disabilities.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Parris Malone, Dean of Instruction Grades 9-12 | 2021-12-31 |
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 Priority Plan.
Performance Measure
By the end of 2021-22, students will meet or exceed their individual academic growth projection in numeracy prior to the 2021-22 school year, measured by GOLD (PK), FAST (K-1) or MAP (2-9).
- By May 2022, increase the percentage of students scoring in Quintile 4 or 5 on MAP Math (administered to all students in grades 4-9) by 3–5%, compared to baseline (69.2% Q4/Q5 May 2021).
- By May 2022, decrease the percentage of students scoring below the 25th percentile on FAST Math (administered to all students in grades 4–6) by 3–5%, compared to baseline (0% scored below the 25th percentile in January 2020).
- By May 2022, increase the percentage of students scoring On Track or Mastered on TNReady Math (administered to all students in grades 3–8) by 3–5%, compared to baseline (33.3% On Track/Mastered Spring 2021).
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 June 2022, MNPS will increase the employee retention rate to 85% for all staff.
- By June 2022, MNPS will increase favorable response rates related to engagement, feedback, and leadership in school staff surveys, compared to the previous year.
- By June 2022, 100% of leadership development structures will explicitly connect to the MNPS Leadership Framework in planning, communication, implementation, and reflection.
A 2.1.1 Capacity Building
Benchmark Indicator - By June 2022, increase favorable response rates related to engagement, feedback, and leadership in school staff surveys, from (Spring 2021 Data: Engagement 79%, Feedback 70%, and Leadership 58%) to (Spring 2022 Goal: Engagement 85%, Feedback 80%, and Leadership 75%).
Engagement: By June 2022, increase engagement by Executive Teaming Sessions: The full-time team at MNPS Virtual School will receive six formal and individualized professional development opportunities during the school year. Two sessions will be entire group sessions and the remaining 4 will be individualized based on their independent survey data. Surveys will be distributed on July 1, 2021 and December 1, 2021 to gather professional learning interests. Teaming sessions will be based on personal professional development. All team members also attend district, local, and state professional development aligned to their roles and responsibilities.
Data to Support Action Step: According to the Spring 2021 Panorama Survey 88% of full-time staff members mentioned finding their work responsibilities interesting. While only 50% feel comfortable referring a friend to work for MNPS.
Success Measure: Increase staff input in work responsibilities and engagement by 6% on the Spring 2022 Panorama Survey.
Feedback: By June 2022, increase feedback by providing all employees of MNPS Virtual School consistent and high-quality feedback.
- Adjunct Teachers: All adjunct teachers employed by MNPS Virtual School will receive weekly walkthrough and feedback reports as well as two individual coaching sessions hosted by MNPS VS administration.
- Full-Time Teachers (Synchronous 4th & 5th Grade): Both full-time teachers will receive weekly walkthrough and feedback reports as well as monthly coaching to collaborate, share best practices, and receive feedback from administration.
- Full-Time Teachers (Instructional Support Teachers): All VS instructional support teachers will receive weekly walkthrough and feedback reports as well as two individual coaching sessions hosted by MNPS VS administration.
- Full-time Executive Staff: All Full-time executive staff members receive monthly individualized coaching to collaborate, share best practices, and receive feedback from administration.
Data to Support Action Step: According to the Spring 2021 Panorama Survey 63% of team members indicate receiving feedback often.
Success Measure: Increase feedback cycles for all MNPS Virtual School employees and increase the feedback survey indicator by 10% on the Spring 2022 Panorama Survey.
Leadership: By June 2022, increase leadership effectiveness by promoting appreciation, satisfaction, and input. All MNPS Virtual School employees are participating in a book study called the 5 languages of appreciation in the workplace. All appreciation efforts will be strategically monitored and focused to increase impact and employee satisfaction. 100% of leadership development structures will explicitly connect to the MNPS Leadership Framework in planning, communication, implementation, and reflection.
All MNPS Virtual School employees will be invited to participate in decisions that support the mission and vision of MNPS Virtual School by completing employee needs assessments each semester. The surveys are created and distributed by MNPS Virtual School. During each school-wide professional development session we begin with leadership changes made based on employee feedback called “You Asked, We Did”
Data to Support Action Step: According to the Spring 2021 Panorama Survey 50% of team members indicated teacher satisfaction was important to administrators. Only 13% feel teachers have input in school-based decisions.
Success Measure: Increase leadership effectiveness at MNPS Virtual School and increase the leadership survey indicator by 17% on the Spring 2022 Panorama Survey.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Kelby Garner, Executive Principal | 2021-12-31 |
A 2.1.2 Employee Retention
Benchmark Indicator - By June 2022, increase favorable response rates related to engagement, feedback, and leadership in school staff surveys, from (Spring 2021 Data: Engagement 79%, Feedback 70%, and Leadership 58%) to (Spring 2022 Goal: Engagement 85%, Feedback 80%, and Leadership 75%).
MNPS Virtual School will train and recruit department leads. All department leads will receive a paid stipend. All teachers are assigned a department lead based on content area. The teacher leaders will host monthly departmental specific professional learning community meetings online in Schoology via the Hip Teacher Group. All teachers (including department leaders) will also receive coaching sessions by the Assistant Principal.
Data to support Action Step: The current teacher retention rate at MNPS Virtual School 78%. Teachers expressed the mentor teacher model was not effective, and moving forward we will train and develop departmental leads to help increase teacher retention rates.
Success Measure: Increase the teacher retention rate by at least 7% by Spring 2022 at MNPS Virtual School.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Kelby Garner, Executive Principal | 2021-12-31 |
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 2022, every student will be supported to meet or exceed their individual MAP-Math growth goals from their individual baselines.
- By June 2022, MNPS will increase the percentage of students who are On Track/Mastered in Math by at least two points.
- By June 2022, MNPS will close the achievement gap in Math for traditionally underserved students who are On Track/Mastered by at least two points.
- By June 2022, MNPS will complete at least ten design sprints at the school-level and at least three at the district-level.
A 2.2.1 Math Intervention Plan
Benchmark Indicator - By June 2022, 60% of students will meet or exceed their individual MAP-Math growth goals from their individual baselines.
(1) Math TNREADY/EOC Benchmarks: Analyze benchmark data and determine next steps for students. Coach teachers towards developing high-impact inquiry-based tasks. Benchmarks are offered both during the Fall and Spring semesters after the first and third quarters.
Success Measure: Increase student participation in benchmark assessments and completion of the Inquiry Based Task.
(2) Math Tutoring: Develop onsite and online tutoring schedule as needed based on student needs. Distribute hours for graderesults math tutoring accounts as needed. Each Math teacher will set aside time for math tutoring in their bookings calendar.
(3) Math Data Chats: Host data chats with MTSS Lead after each scheduled MAP assessment (Fall/Winter/Spring) to make sure students and parents know current levels and create growth goals.
(4) Math Intervention: Share login credentials for iready intervention software with all students identified for math intervention, and ensure completing of supplemental tasks. All students receiving intervention are placed in an online PLT where they will be able to check in regarding their intervention sessions. Success will be measured by an increase in students meeting their individual growth goals in math.
(5) Math Course Scheduling: 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. This is important because some middle school students enroll in High School math when they may not be ready for the work load. We will take a closer look at scheduling courses to make sure students are in the best placement based on academic ability and developmental maturity.
Data Used to Justify Action Steps: The data used to justify action step 2.2.1 includes several elements.
ACT: During the 2019-2020 school year, only 46% of students scored 21 or higher. Further, only 18% scored a 21 or higher in Math. During the current 2020-2021 school year, 55% of students scored 21 or higher. Further, 30% scored a 21 or higher in Math. We have noticed a 12% increase in students meeting the ACT benchmark for Math.
MAP Data: MNPS Virtual School noticed 30.1% achievement growth from the February 2020 MAP assessment to the January 2021 assessment. In February 2020 38.9% of students scored in Q4-Q5. The January 2021 assessment results reveal 69% of students scored in Q4-Q5.
TNREADY & TVAAS Middle School Math: MNPS Virtual School is achieving at lower levels, in Middle School Math, when compared to other Tennessee and MNPS schools (20% of students scored mastered or on-track during the 2018-2019 school year). More, during the 2018-2019 school year, MNPS Virtual School had a value-added score at “Level 1,” in Middle School Math (Cumulative). This indicates that many learners did not grow at projected levels.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Kelby Garner, Executive Principal | 2021-12-31 |
A 2.2.2 Math Course Building
Benchmark Indicator - By June 2022, 60% of students will meet or exceed their individual MAP-Math growth goals from their individual baselines.
Course development will be led by the Executive team with creating and updating build schedule. The course development plans included complete builds of Integrated Math I, II, and III during the 2020-2021 school year. The team will build 6th, 7th, and 8th grade Math during the 2021-2022 school year. 6th-8th Grade Math (August 2, 2021-January 14, 2022). The Integrated Math courses will be deployed to students in August 2021. The middle school courses will be deployed to students in August 2022.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Kelby Garner, Executive Principal | 2021-12-31 |
S 2.3 School/District Partnerships
Actively engage families, communities, and business partners in improvement initiatives.
Benchmark Indicator
- By June 2022, 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 2022, 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 2022, 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 Full-Time Partner School Liaison
Benchmark Indicator - By June 2022, the school will increase the number of engagement opportunities for families, community stakeholders, and business partners from no business partnerships to at least two established business partners.
MNPS Virtual School is actively seeking business partnerships in our local West Nashville Community to provide fundraising, job shadowing opportunities, and internships.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lavette Dunham, Assistant Principal Grades 4-8 | 2021-12-31 |
A 2.3.2 School/Community Opportunities
Benchmark Indicator - By June 2022, the school will increase the number of engagement opportunities for families, community stakeholders, and business partners from no business partnerships to at least two established business partners.
Community Schoology Groups: MNPS Virtual School offers rich online learning communities for several populations. We have students grouped by grade-level. We also offer Parent Schoology groups and a school-wide School Counseling Schoology group. The purpose of these groups to increase engagement and foster community.
Family Fun Day and other events to promote family and community engagement. Families and community representatives have the ability to learn more information about the school and ways in which they can show support.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lavette Dunham, Assistant Principal Grades 4-8 | 2021-12-31 |
A 2.3.3 Vision & Hearing Screenings
Benchmark Indicator - By June 2022, the school will increase the number of engagement opportunities for families, community stakeholders, and business partners from no business partnerships to at least two established business partners.
MNPS Virtual School will check cumulative records to ensure students have had vision and hearing screenings for all students in grades 4, 6, and 8. The school nurse in partnership with the Metro health department will ensure all necessary screenings take place.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Sherry Hill, Enrollment Specialist | 2021-12-31 |
S 2.4 Math Interventions for Students with Disabilities:
Improve access to most intensive math interventions for Students with Disabilities.
Benchmark Indicator
- By June 2022, the percentage of Students with Disabilities scoring above the 25th percentile on the MAP Math assessment will increase by 3 percentage points.
- By June 2022, the graduation rate for high school Students with Disabilities will increase to 65%.
A 2.4.1 Math Interventions for Students with Disabilities
Benchmark Indicator: By June 2022, the percentage of Students with Disabilities scoring above the 25th percentile on the MAP Math assessment will remain at 100%.
Improve access to most intensive numeracy interventions for Students with Disabilities.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Parris Malone, Dean of Instruction Grades 9-12 | 2021-12-31 |
G 3 Improve Student Attendance
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 Priority Plan.
Performance Measure
By the end of 2021-22, students will achieve satisfactory attendance with an attendance rate of 95% or above.
The current rate for satisfactory attendance rate at MNPS Virtual School is 100%. The goal is to maintain the data point.
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 June 2022, MNPS will decrease the number of students without devices and hotspots, while increasing the number of students logging in using online platforms.
- By June 2022, MNPS will develop and build a personalized student dashboard that includes student performance metrics on literacy, numeracy, attendance, behavior, and other district priorities.
- By June 2022, MNPS will decrease the number of students with failing grades.
A 3.1.1 Decrease Failure Rate
Benchmark Indicator - By June 2022, decrease the number of students with failing grades from 6.68% to 4%.
Students who are failing one or more courses are required to meet weekly with the Interventionist. This meeting will discuss strategies and allow for the student to self-reflect and set goals for improvement. When a student successfully improves their grades, they will be removed from the list for weekly meetings.
(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 all tested subject areas. The purpose of offering standards-based benchmark assessments is to identify areas for intervention prior to students taking the state assessment. Success is measured by benchmark completion rates and benchmark results and TNReady achievement data as well as TVASS growth. The results of the benchmark will guide the creation of the Inquiry-based tasks.
(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. Inquiry-Based Tasks are offered each semester during the middle of both the second and fourth quarters. Success is measured by Inquiry-Based Task completion rates and TNReady achievement data as well as TVASS growth.
(3) Guided Notes: Provide a template for students to complete notes as an additional learning activity in each lesson at the start of each semester alongside the course syllabus.
(4) Supplemental: Add supplemental content, resources, and assignments to address any standards not being met with the current course curriculum. Teachers are encouraged to add supplements to courses each week in their course updates.
(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. The 2020-2021 program will run from May 27, 2021-June 29, 2021. During the Summer of 2020, 100% of students earned credit in the program. The success measure is 100% course completion
Data Used to Justify Action Step:
During the 2018-2019 school year, MNPS Virtual School noticed the highest chronic absentee rate of 19.1%. The instructional practices listed above have already made a dramatic impact on our attendance rates.
During the 2019-2020 school year, MNPS Virtual School noticed a nearly 10% decrease in the rate of chronically absent students. The chronic absentee rate was 9.3%.
This current year, 2020-2021, MNPS Virtual School noticed an additional 9.3% decrease as this year the school noticed a 0% chronic absentee rating.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Laquilla Nabors, Family Engagement Specialist Grades 4-8 & Mr. Charles Van Hawk, Family Engagement Specialist Grades 9-12 | 2021-12-31 |
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 2022, MNPS will increase average daily attendance from 91.6% to 95% for all students.
- By June 2022, MNPS will assign 100% of collaborative referrals to service providers.
A 3.2.1 Average Daily Attendance
Benchmark Indicator - By June 2022, increase average daily attendance from 99.72 to 99.8 for all students.
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.
Virtual Intervention Checkpoints take place weekly following assignment due dates. Students who earn failing grades in one or more course two weeks in a row will be required to attend a group Intervention meeting. The intervention meetings will occur every other week. During the meeting the students will receive structured academic counseling by the intervention team in a group setting. Failure to attend the meeting will result in an unexcused absence. Success is measured by increased passage rates week by week starting August 2021.
Data Used to Justify Action Step:
The Average Daily Attendance for MNPS Virtual School has exceeded the target set by MNPS Research and Assessment from last year.
According to the Fall 2020 Panorama Survey, School Engagement is up by 13%. Students feel focused on their activities in class, but the data also shows student are not excited to participate.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. LaQuilla Nabors, Family Engagement Specialist Grades 4-8 & Mr. Charles Hawk, Family Engagement Specialist Grades 9-12 | 2021-12-31 |
G 4 Culture and Social & Emotional Learning
Provide a positive school climate with opportunity for students to explore, understand and value others in a safe, nurturing, and diverse learning environment, with every student known, supported, and connected. (Strategic Framework, Our Students 2)
*Also a goal for Schools of Innovation (SOI) in the District Priority Plan.
Performance Measure
Performance Indicator: By the end of 2021-22, 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 behavior incidents and discipline responses.
Sections
- Climate and Access
S 4.1 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
- By June 2022, 100% of MNPS students will be assigned a Navigator with at least 8 check-ins per semester.
- By June 2022, 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 Academic Supports
Benchmark Indicator - By June 2022, 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).
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. Success is measured by increased passage rates as well as daily attendance rates.
Elevate Student Voice: Administrators and staff will invite 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. Elections will begin at the start of the fourth quarter each year for the upcoming school year. Student Council members will serve as panelists for new student induction programs, and assist in planning student body activities and incentives.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Parris Malone, Dean of Instruction Grades 9-12 & Julie Ann Mirse, Dean of Instruction Grades 4-8 | 2021-12-31 |
S 4.2 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 June 2022, 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 Belonging, Connection, and Voice
Benchmark Indicator - By May 2022, student scores for the Student Voice, Belonging, and School Engagement categories of the MNPS School Climate Survey will increase from 2019 (Student Voice: 48%, Belonging: 56%, and Engagement: 39% ) to (Student Voice: 50%, Belonging: 60%, and Engagement: 45%).
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 includes all students both full and part-time with a fully functioning online store and monthly curbside pickup dates from August-April.
Synchronous Learning Opportunities (SLO): Students will engage quarterly in Synchronous Learning Opportunities via live class sessions with teacher to increase engagement and foster community. Success is measured by participation rates. Teachers noticed on average students who attend these sessions scored 20 points higher on the final exam than students who did not participate in the SLO's.
School Clubs & Organizations: Club meetings will occur once a month online as a way to build community at MNPS Virtual School. Success is measured by participation rates. According to Fall 2020 Panorama survey data, student to student relationships received the highest growth from Fall 2019. We want to continue promoting safe and positive relationships.
Community Schoology Groups: MNPS Virtual School offers rich online learning communities for several populations. We have students grouped by grade-level. We also offer Parent schoology groups and a school-wide School Counseling Schoology group. The purpose of these groups to increase engagement and foster community.
Data Used to Justify Action Step:
According to the results of the Fall 2020 Panorama Survey, the student-student relationships grew by 16%. This item moved from 61% to 77%. The action items have proven growth and the data shows a consistent increase over the years.
The chronic absentee rate of MNPS Virtual School has dropped by over 9% points based on data from last year. The action steps above can be attributed 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.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lavette Dunham, Assistant Principal Grades 4-8 | 2021-12-31 |
S 4.3 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 2022, every student in the transition grade levels (grades 4/5, 8, and 12) will have a transition plan that includes academic and SEL goals to prepare for successful transition to middle school, high school, or college/career.
- By Fall 2021, MNPS will have increased the number of students served in targeted summer experiences designed to grow academic skills, fill gaps, and prevent summer learning loss by more than 25 times for summer 2021 (as compared to summer 2019).
- By June 2022, 50 MNPS high school sophomores will participate in the inaugural Nashville Promising Scholars Residency and 100% earn at least 3 hours of college credit.
A 4.3.1 Benchmark Transitions
Benchmark Indicator - By June 2022, every student in the transition grade levels (grades 4/5, 8, and 12) will have a transition plan that includes academic and SEL goals to prepare for successful transition to middle school, high school, or college/career.
Students in grades 4/5 will meet with their School Counselor to develop a transition plan to the middle school level. Students will be celebrated and provided with strategies and goals for success.
Students in 8th grade will participate in a Bridge Ceremony transitioning them to high school in May 2022. This ceremony will celebrate student success and acknowledge their completion of middle school.
Graduating seniors will meet with their School Counselor individually to develop their post-secondary plans. Students will decide on next steps (college, trade/vocational school, military, employment, etc.) and prepare a success plan. Graduation will be held May 25, 2022.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Adrienne McNew, School Counselor Grades 9-12 & Teryn Brielle Patrick, School Counselor Grades 4-8 | 2021-12-31 |
S 4.4 Address Disproportionate Suspensions of Students with Disabilities
Provide support for schools to decrease suspensions for Students with Disabilities and reduce disproportionality.
Benchmark Indicator
By the end of 2021-22, the disproportionality of suspensions for Students with Disabilities will decrease below 2.0.
A 4.4.1 Disproportionality
Benchmark Indicator - By the end of 2021-22, the disproportionality of suspensions for Students with Disabilities will maintain the status of zero suspensions.
Restorative practices and student interventions will be used to eliminate the need for suspensions. Behavior contracts will be used to assist with discipline and behavior issues at all levels. Historically, MNPS Virtual School has had minimal to zero suspensions and we intend to maintain that data by implementing these procedures.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dr. Brent Luther, Assistant Principal Grades 9-12 & Lavette Dunham, Assistant Principal Grades 4-8 | 2021-12-31 |