Hamilton County Virtual School Export Export
Goals
G 1 Accelerating Student Achievement to increase the percentage of students who are on track or mastered by 5% on TN Ready for all grade bands in ELA and Math for the 2023 assessment.
The board and community have articulated high expectations for student achievement. By spring of 2023, to improve student outcomes, we will focus on aligning standards, assessments, and instruction, as well as prioritizing educational equity so that all students can reach their full potential as measured by the specific performance measures listed below, with specific focus on two of our focus five measures - 3rd Grade ELA proficiency at or above 50% and Algebra 1 proficiency at or above 44%.
Performance Measure
3rd Grade English Language Arts: 50.0%
Algebra 1 (Including 7th/8th grade): 44.0%
District Accountability Status: Exemplary
Grade 3-5 ELA: 49.0%
Grade 6-8 ELA: 48.0%
HS ELA: 49.0%
Grade 3-5 Math: 54.0%
Grade 6-8 Math: 49.0%
HS Math: 38.0%
# of Schools with Growth 3 or higher: 63
Super Subgroup Success Rate: 40.0%
Super Subgroup Below Reduction: 25.0%
English Lang. Prof. Meet Growth Metric: 65.0%
District Turnaround Plan Goal
[G 4] Increase the percentage of students who are on track or mastered by 5% on TN Ready for all grade bands in ELA and Math for the 2023 assessment.
Sections
- Academic Achievement & Growth
S 1.1 Deeply Understand State Academic Standards
Tennessee's new academic standards set a high bar for what is expected of our students. These updated standards are a dramatic shift from prior standards adopted in Tennessee. Therefore, we must support educators to be clear on "what" students are expected to learn. This is the roadmap. We believe that we cannot build an effective plan to reach our destination without understanding the roadmap. The state standards are our compass, and we must ensure our educators have deep knowledge of the content standards to be able to facilitate student learning at the highest levels.
Benchmark Indicator
- Interim Benchmarks: % of students scoring at top two levels on district benchmarks will show increase throughout the year. (3 times a year)
- Universal Screening: % of students who improve or maintain percentile between each screening. (3 times a year)
- District Accountability Status: Overall state accountability designation - in need of improvement, marginal, satisfactory, achieving, or exemplary. (End of Year)
- District-wide TVAAS Heat Map: TVAAS matrix for literacy, numeracy, and overall for TCAP, EOC, and CTE. (End of Year)
- District-wide Achievement: Grade 3-5, 6-8, and 9-12 achievement in English Language Arts, Math, Science, and Social Studies. (End of Year)
- District-wide ACT: % of students earning a composite score of 21 or above (End of Year)
- Opportunity Gap Metrics: Metrics to be determined pending board direction of task force and board approval of any potential recommendations. (End of Year)
- School Accountability Grade Distribution: % of schools in each letter grade or point category A, B, C, D, and F (beginning with data from 2018-19 school year) (End of Year)
- School TVAAS Overall Distribution: % of schools in each performance category 1-5 (End of Year)
******Performance Measure for HCVS******
45% of students will score proficient or advanced in ELA for EOCs. 40% of students in grades 3-8 will score advanced or proficient in ELA TCAP assessements.
20% of students in Grades 3-12 will score proficient or advanced on Math TCAP/EOC.
40% of students will score proficient or advanced on Biology EOC or TCAP.
30% of students will score proficient or advanced in the US History EOC or grades 3-8 TCAP.
Evidence
Turning Around Chronically Low-Performing Schools
A 1.1.1 A 1.1.1 State standards and Edgenuity alignment
HCVS teachers will evaluate Edgenuity courses to align with HCS pacing guides over the Summer. The teachers will compare the Edgenuity course outlines with the Hamilton County Schools pacing guides and curriculum maps. Courses will be aligned in content and sequence to mirror their HCS brick and mortar counterparts.
HCVS teachers currently teach the entire grade band. Having the same teacher for the entire grade band allows for vertical alignment of the curriculum.
HCVS teachers will monitor Benchmark scores three times a year to identify potential gaps in curriculum alignment. These results will be reviewed in school grade band team meetings following each Benchmark assessment.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Teachers/Admin | 2022-06-30 |
|
S 1.2 Set Clear Learning Targets for Every Lesson
As our educators deepen their understanding of the state academic standards, it is important that students are able to clearly articulate their learning progression towards their mastery of those standards. Clear learning targets for every lesson ensure that both teachers and students are in sync regarding the goal of that lesson and how it connects to the standards. Clear learning targets define what students should know and/or be able to do at the end of each lesson. These learning targets establish the foundation for assessment of student learning. Students will be able to communicate what they learned and demonstrate the learning for every lesson.
Benchmark Indicator
- Interim Benchmarks: % of students scoring at top two levels on district benchmarks will show increase throughout the year. (3 times a year)
- Universal Screening: % of students who improve or maintain percentile between each screening. (3 times a year)
- District Accountability Status: Overall state accountability designation - in need of improvement, marginal, satisfactory, achieving, or exemplary. (End of Year)
- District-wide TVAAS Heat Map: TVAAS matrix for literacy, numeracy, and overall for TCAP, EOC, and CTE. (End of Year)
- District-wide Achievement: Grade 3-5, 6-8, and 9-12 achievement in English Language Arts, Math, Science, and Social Studies. (End of Year)
- District-wide ACT: % of students earning a composite score of 21 or above (End of Year)
- Opportunity Gap Metrics: Metrics to be determined pending board direction of task force and board approval of any potential recommendations. (End of Year)
- School Accountability Grade Distribution: % of schools in each letter grade category A, B, C, D, and F (beginning with data from 2018-19 school year) (End of Year)
- School TVAAS Overall Distribution: % of schools in each performance category 1-5 (End of Year)
Evidence
A 1.2.1 A 1.2.1 Clear Learning Target
HCVS teachers in grades 6-12 will create a link in Canvas to a document containing a clear learning target for each lesson. This document will assure students are fully understanding each lesson's target. Students will be directed to the resource via email at the beginning of each unit of study.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Teachers | 2022-09-05 |
|
S 1.3 Strengthening Intervention Practices
Once teachers and leaders understand the destination the needs of our students through the standards, assessments are the key to knowing when the student learning target is met. Student mastery of the standards is measured through a balanced assessment framework that includes both formative and summative assessment. Intervention is delivered to students given the data collection from assessments, in order to support all learners with what they need to be learning on grade level.
Benchmark Indicator
- Interim Benchmarks: % of students scoring at top two levels on district benchmarks will show increase throughout the year. (3 times a year)
- Universal Screening: % of students who improve or maintain percentile between each screening. (3 times a year)
- District Accountability Status: Overall state accountability designation - in need of improvement, marginal, satisfactory, achieving, or exemplary. (End of Year)
- District-wide TVAAS Heat Map: TVAAS matrix for literacy, numeracy, and overall for TCAP, EOC, and CTE. (End of Year)
- District-wide Achievement: Grade 3-5, 6-8, and 9-12 achievement in English Language Arts, Math, Science, and Social Studies. (End of Year)
- District-wide ACT: % of students earning a composite score of 21 or above. (End of Year)
- Opportunity Gap Metrics: Metrics to be determined pending board direction of task force and board approval of any potential recommendations. (End of Year)
- School Accountability Grade Distribution: % of schools in each letter grade category A, B, C, D, and F (beginning with data from 2018-19 school year) (End of Year)
- School TVAAS Overall Distribution: % of schools in each performance category 1-5 (End of Year)
Evidence
Snapshots of School Turnaround page 8
A 1.3.1 A 1.3.1 Increase use of tutoring/synchronous sessions
HCVS will increase the use of daily synchronous sessions and subject specific tutoring for all students to support student learning.
Elementary students will have access to a Live Tutor for each subject until 5 pm. Students can also schedule daily tutoring sessions with their teacher.
Middle school students will have access to daily synchronous sessions and tutoring opportunities. Middle school students will have daily synchronous sessions consisting of Math on Mondays, ELA on Tuesdays, Science on Wednesdays, and Social Studies on Thursdays. Students will also have the opportunity for face-to-face science labs on Wednesdays.
High school students will have access to tutoring for each content teacher. Students will schedule tutoring sessions through each teacher.
In-person tutoring will be established. HCVS will set tutoring availability during and after the standard school day.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Teachers | 2023-05-20 |
|
S 1.4 Consistently Implement Instructional Best Practices
The "what" is defined by our state academic standards, and we measure "how well" students are mastering those standards through assessment. Teachers have autonomy in terms of the "how" through their pedagogy - or instructional practice. We must ensure that our teachers understand best practices and are able to integrate them in their classrooms to facilitate student learning. Teachers will receive professional development and coaching around instructional best practices both digitally and in person throughout the year to support all aspects of student learning.
Benchmark Indicator
- Interim Benchmarks: % of students scoring at top two levels on district benchmarks will show increase throughout the year.
- Universal Screening: % of students who improve or maintain percentile between each screening.
- District Accountability Status: Overall state accountability designation - in need of improvement, marginal, satisfactory, achieving, or exemplary.
- District-wide TVAAS Heat Map: TVAAS matrix for literacy, numeracy, and overall for TCAP, EOC, and CTE.
- District-wide Achievement: Grade 3-5, 6-8, and 9-12 achievement in English Language Arts, Math, Science, and Social Studies.
- District-wide ACT: % of students earning a composite score of 21 or above
- Opportunity Gap Metrics: Metrics to be determined pending board direction of task force and board approval of any potential recommendations.
- School Accountability Grade Distribution: % of schools in each letter grade category A, B, C, D, and F (beginning with data from 2018-19 school year)
- School TVAAS Overall Distribution: % of schools in each performance category 1-5
Evidence
Evidence-based teaching practices
Reviewing the evidence on how teacher professional development affects student achievement
A 1.4.1 A 1.4.1 Increase Professional Development for HCVS teachers
HCVS will increase professional development opportunities.
Buzz Platform training will be provided for teachers in grades K-5 with Pearson Connexus representatives.
Edgenuity Platform training for teachers in 6-12 will be increased. HCVS will analyze grading weights and the use of additional categories for inclusion of more student-centered work.
HCVS teachers will be trained in the differences in accommodations and modifications to suit special populations.
HCVS teachers will be trained in strategies with working with homeless students to help strengthen opportunity.
HCVS teachers will be trained in Ellevation to promote strategies for ENL populations.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Administrator,Kim Parrish-ENL Teacher, Pearson Connexus reps, Teachers, Stephanie Montgomery-Inclusion, Laura Grier-HCS Homeless Liaison | 2022-10-18 |
|
S 1.5 Close the Opportunity Gap
Schools are charged to serve all students to reach their full academic potential. We understand that our students come from a variety of backgrounds and have different needs that must be addressed to guarantee their academic success. We fully commit to respond to individual student needs through staff development, individualized learning plans, and data analysis, such that every child can perform at high levels and access the range of social, emotional, and academic supports to develop the whole child.
***Performance Measure for HCVS***
TN Ready
All-Math-9.7%, Sci-20.4%, SS-16.6%, ELA-21.3%
BHN-Math-5.3%, Sci-8.4%, SS-7.9%, ELA-13.3%
ExEd-Math-4.8%, Sci-9.6%, SS-7.7%, ELA-4.5%
Benchmark
All-Math-37.9%, Sci-27.9%, SS-33.3%, ELA-36.8%
BHN-Math 34.2%, Sci-19.1%, SS-24.5%, ELA-26.9%
ExEd-Math-39.3%, Sci-20.9%, SS-26.7%,ELA-27.7%
ACT
All-English-33.7%, Math-3.4%,Reading-22%, Sci-11.9%
BHN-English-16.1%, Math-0%,Reading-15.2%, Sci-8.8%
ExEd-English-14.3%, Math-0%, Reading-0%, Sci-0%
Benchmark Indicator
- Interim Benchmarks: % of students scoring at top two levels on district benchmarks will show increase throughout the year.
- Universal Screening: % of students who improve or maintain percentile between each screening.
- District Accountability Status: Overall state accountability designation - in need of improvement, marginal, satisfactory, achieving, or exemplary.
- District-wide TVAAS Heat Map: TVAAS matrix for literacy, numeracy, and overall for TCAP, EOC, and CTE.
- District-wide Achievement: Grade 3-5, 6-8, and 9-12 achievement in English Language Arts, Math, Science, and Social Studies.
- District-wide ACT: % of students earning a composite score of 21 or above
- Opportunity Gap Metrics: Metrics to be determined pending board direction of task force and board approval of any potential recommendations.
- School Accountability Grade Distribution: % of schools in each letter grade category A, B, C, D, and F (beginning with data from 2018-19 school year)
- School TVAAS Overall Distribution: % of schools in each performance category 1-5
Evidence
Evaluation of Response to Intervention Practices for Elementary School Reading
A 1.5.1 A 1.5.1 Data Dives
HCVS will evaluate benchmark scores three times per year. Students needing additional supports will be identified and strategies will be developed. Teachers will report findings in bi-weekly grade band meetings.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Coordinator, Guidance, Teachers | 2023-05-20 |
|
A 1.5.2 A 1.5.2 RTI Monitoring
HCVS will establish an RTI monitoring program to help identify and close gaps.
HCVS will utilize I-Ready as the evaluation/progress monitoring tool for all students grades K-12.
Students will complete the Fall Universal Screener. Students will be identified as Tier I, II, or III based on the screener.
Tier II students: 11-25% percentile on iReady– These students will receive 30 minutes a day on iReady in ELA or Math.
Tier III students: Below 10th percentile on iReady- These student will receive 45 minutes a day on iReady in ELA or Math.
The RTI facilitator will assign 4 teacher assigned lessons and one progress monitoring assessment a week in the content area.
Teachers will offer a 45 minute block a day for RTI instruction via Zoom.
Grade band team will meet monthly to monitor student progress.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Mrs. Ayers-RTI, Guidance, Coordinator, Teachers | 2022-09-15 |
|
G 2 Engaged Community
We serve the Hamilton County community, and, therefore, our work should reflect the priorities of community members and taxpayers. By spring of 2023, We will proactively seek to understand community feedback and use that feedback to inform decision-making in the district. Whether it be fiscal policy or other essential areas of our operations, we want the community to point us in a direction that will garner widespread support and engagement. This will be specifically measured using the specific performance measures indicated below.
Performance Measure
Kindergarten Readiness - 70.0%
Chronic Absenteeism (K-12) - 8.0%
Parent Satisfaction - 85.0%
Parent Volunteer Hours - 45,000
District Turnaround Plan Goal
[G 2] By June 2023, HCS will see an increase of student attendance with at least a 92% attendance rate and a decrease in chronic absenteeism of at least 8%, and schools will add at least 5 additional community partnerships.
Sections
- Climate and Access
S 2.1 Promote Positive Culture, Climate, and Communication
Hamilton County Schools is a large organization that serves 45,000 students and their families, in communities across 79 schools. We must maintain strong communication at every level. Our families must feel welcome in our schools, as should educators and students. To maximize student success, the district will foster a culture and climate of collaboration involving staff, teachers, students, parents, and the community.
Benchmark Indicator
- Chronic Absenteeism Rates: % of students missing more than 18 days in schools (daily).
- Kindergarten Readiness: % of students meeting readiness criteria at start of kindergarten (yearly).
- Engagement/ Satisfaction: % of parents expression overall satisfaction and satisfaction with communication (yearly).
- Social Media Engagement: # and % increase of followers on Twitter and Facebook and view on You Tube Channel (monthly).
- Parent Volunteer Hours: Average number of volunteer hours per student (yearly).
- Website Engagement: # and % increase in view of homepage (monthly).
*** Performance Measure for HCVS***
Chronic absenteeism rates will decrease 41.6% in 2020-2021 to 30% in 2021-2022 to 20% in 2022-2023.
Evidence
Absenteeism and Truancy: Interventions and Universal Procedures (ATI-UP)
A 2.1.1 A 2.1.1 Increase advisor meetings
Each student will meet weekly with their advisor. These meetings will address academic and social/emotional needs.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Teachers | 2023-05-20 |
|
A 2.1.2 2.1.2 Implement SEAD meetings with Overcoming Obstacles
HCVS will implement monthly class meetings focusing on student social and emotional topics utilizing Overcoming Obstacles curriculum. These meetings will inform faculty of student needs.
These meetings are held weekly with middle school students and monthly with K-5 students.
Mrs. Bridges, HCVS counselor, will report the findings of these meetings during our monthly faculty meetings and strategies will be created accordingly.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Counselor | 2022-05-02 |
|
A 2.1.3 A 2.1.3 Establish an HCVS attendance committee to see an increase of student attendance with at least a 92% attendance rate, a decrease in chronic absenteeism of at least 8%, and a truancy rate decrease to under 5%.
HCVS will establish an attendance committee to target chronic absenteeism and truancy.
The committee will meet every Tuesday morning to evaluate students with 3 or more unexcused absences.
The coordinator will call and email parents when students have 3 unexcused absences.
Mrs. Barrow will handle all Tier 1 calls.
Mr. Blackburn, HCVS Truancy specialist, will handle all Tier 2 and Tier 3 truancy calls.
Students experiencing truancy will be placed on Performance Contracts and weekly check-ins. These meetings will track student progress and provide students with strategies to combat truancy.
This approach will help ensure students are not having lack of instruction and school dissociation.
We are seeking to drop chronic absenteeism from 42% in 2020-2021 to 30% in 2021-2022 to 20% in 2022-2023.
We are also seeking to drop our truancy rate to under 5%.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Coordinator, Secretary, Truancy officer, Social worker | 2023-05-20 |
|
A 2.1.4 A 2.1.4. Implement Tier I, II, III Attendance Plan (supplemental to district Tiered Intervention program)
Implement a Tier I attendance plan to encourage attendance through communication and positive reinforcements. The plan will focus on a proactive and positive approach around communication, relationships, and incentives. Implement a Tier II attendance plan to use an early warning system for any student with 4 or more unexcused absences the first full month of school or 2 or more unexcused absences in a quarter, cumulative. Implement a Tier III attendance plan, the Community Attendance Review Board. Families of students in the Tier III attendance category will be assigned by a truancy officer or school social worker to attend a community review board composed of school administration, representatives of the executive director, community-based support agencies, representatives from the county department of children and families, and representatives from juvenile justice. The board will review the steps taken at Tiers I and II with the family and discuss the circumstances leading to the continued absenteeism. Community-based life coaches are able to provide job training, community mental health agencies offer in-school and in-home counseling services, and school administration assists in creating a custom action plan for the student and their family in order to mitigate any further attendance issues. The family acknowledges that any additional unexcused absences or deviation from the action plan will result in a referral to the juvenile court system. By working with local governmental agencies, we are able to help the courts hold families accountable when the support system is rejected. School administration appoints a point of contact for the family, typically the truancy officer or a trusted teacher who will assist in monitoring the action plan and help to shorten the length of time between an attendance infraction and an active intervention.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Coordinator, Attendance clerk, Truancy officer | 2022-09-30 |
|
A 2.1.5 A 2.1.5. HCVS will begin an attendance incentive program.
HCVS will have monthly attendance incentives for students who have met perfect attendance for the month.
These incentives will consist of pizza parties, restaurant donation cards, and Jump Park passes.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Coordinator/Counselor | 2023-05-20 |
|
S 2.2 Empower Community in Decision Making
We will proactively seek to understand community feedback and use that feedback to inform decision-making in the district. Whether it be fiscal policy or other essential areas of our operations, we want the community to point us in a direction that will garner widespread support and engagement.
Benchmark Indicator
- Chronic Absenteeism Rates: % of students missing more than 18 days in schools (daily).
- Kindergarten Readiness: % of students meeting readiness criteria at start of kindergarten (yearly).
- Engagement/ Satisfaction: % of parents expression overall satisfaction and satisfaction with communication (yearly).
- Social Media Engagement: # and % increase of followers on Twitter and Facebook and view on You Tube Channel (monthly).
- Parent Volunteer Hours: Average number of volunteer hours per student (yearly).
- Website Engagement: # and % increase in view of homepage (monthly).
Evidence
TERA Evidence Guide page 28
A 2.2.1 A 2.2.1 Student Board
HCVS will establish a Student Board to ensure student voice is heard and student concerns are addressed.
The student board will meet monthly to discuss topics to increase school culture, climate and communication. The board will consist of the coordinator, counselor, and 7-10 students.
Results from the meetings will be discussed at our monthly faculty meetings.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Coordinator/Counselor | 2023-05-20 |
|
A 2.2.2 A 2.2.2 Parent/Teacher School Committee
HCVS will establish a Parent/Teacher Committee to ensure parent voice is heard and parent concerns are addressed.
The committee will meet monthly to discuss topics to increase school culture, climate and communication. The board will consist of the coordinator, counselor, and approximately 6 parents.
Results from the meetings will be discussed at our monthly faculty meetings.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Coordinator/Counselor/Parents | 2023-05-20 |
|
A 2.2.3 [A 2.2.3] A 2.2.3 Family Partnership Specialist will provide supports to students and families to support engagement.
Description
Family Involvement Specialist will provide supports to combat truancy and to provide supports to families to lead to student success.
The job of Family Partnership Specialist is purposed for providing support to the instructional program with specific responsibilities for providing information on programs/services available to students and families as well as school and/or district activities and procedures; in essence, the FPS will bridge the divide between home and school by aiding parents in conquering barriers that may impede from being present and successful in school. The goal of this position is to reduce chronic absenteeism and behavior infractions by increasing parental engagement; consequently, student achievement will increase as student attend school more regularly and are exposed to the regular rigorous instructional program, as well as, intervention program.
Implementation
Family Partnership Specialists will work with students and families of the Hamilton County Virtual School and other priority schools throughout the district. The role will include data analysis, providing supports to remove barriers, and coordination of community supports to meet the needs of students and families.
Effectiveness
HCVS will have a monthly attendance rate of no less than 95%. Monthly truancy rates will not exceed 7%. Monthly chronic absenteeism rate will not exceed 20%.
Evidence
Absenteeism and Truancy Tier III Promising
School Turnaround page 28-30 Shaver and Walls-Tier III Promising
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Coordinator, Family Partnership Specialist | 2023-05-22 |
|
S 2.3 Community Partnership
Develop stronger partnerships with community partners in engaging our students and community towards Furture Ready goals.
Benchmark Indicator
- Chronic Absenteeism Rates: % of students missing more than 18 days in schools (daily).
- Kindergarten Readiness: % of students meeting readiness criteria at start of kindergarten (yearly).
- Engagement/ Satisfaction: % of parents expression overall satisfaction and satisfaction with communication (yearly).
- Social Media Engagement: # and % increase of followers on Twitter and Facebook and view on You Tube Channel (monthly).
- Parent Volunteer Hours: Average number of volunteer hours per student (yearly).
- Website Engagement: # and % increase in view of homepage (monthly).
Evidence
TERA Evidence Guide page 28
A 2.3.1 A 2.3.1 Increase Weekly Communication
A weekly electronic email, "Weekly Check in" will be used to communicate and inform parents and students. The "Weekly Check in" also allows school families to communicate with HCVS. This two-way communication is our primary method.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Coordinator | 2023-05-20 |
|
A 2.3.2 A 2.3.2 Upgrade HCVS website
HCVS website will be redesigned as a resource for parents and students.
We are updating our school website to promote HCVS. The HCVS website will have important info, calendar events, and how to videos added.
Increasing and establishing a "go to" destination for parents will increase school culture.
The HVCS website will be updated weekly for current events.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Coordinator | 2023-05-20 |
|
G 3 Future Ready Students
Our overarching mission as a public school district is to ensure our students are successful after graduation. By spring of 2023, we will work to help students identify their interests and acquire the knowledge, skills, and abilities to pursue their preferred option for college and/or career, whatever it might be. This work will be measured using the specific performance indicators listed below.
Performance Measure
% of Students Completing 1+ EPSO - 75.0%
Average ACT Composite - 21.0
Graduation Rate - 90.0%
Student Satisfaction - 80.0%
Ready Graduates - 55.0%
Post-secondary Scholarship Awards - $45.0 MM
Post-secondary Matriculation - 75.0%
District Turnaround Plan Goal
[G 3] 25% of high school students will receive at least 1 EPSO for the upcoming school year.
Sections
- College & Career Readiness
S 3.1 Engage Every Child, Every Day
We are committed to transformative technology integration and rich learning experiences for all students in everyday classroom instruction. These investments will pay-off in improved digital literacy skills, greater student engagement, increased personalization of learning, and student ownership of learning. We must expand access to arts, technology, maker spaces, real-world experiences and other innovative learning tools because all of our students deserve a future ready learning environment.
Benchmark Indicator
- Student Satisfaction: % of students indicating positive response on district-wide climate survey (yearly).
- Student Attendance: % of students receiving regular instruction (excluding students on out of school suspension (daily).
- Graduation Rate: % of students graduating in four years and a summer after entering ninth grade (monthly).
- Ready Graduates: % of graduates in prior year meeting state criteria for "readiness" (monthly).
- ACT College-Readiness: % of graduates completing one or more AP or IB courses and earning a qualifying score on exam (monthly).
- Advanced Coursework: % of graduates earning at least 1 or more post-secondary credits (yearly).
- Dual Enrollment/ Dual Credit: % of graduates earning at least 1 or more post-secondary diploma and degree programs (yearly).
- Industry Certifications: % of students earning at least 1 industry certification in state approved pathways (yearly).
- Post-secondary Scholarship Awards: Total amount of dollars awarded to graduates for post-secondary diploma and degree programs (monthly).
- Post-secondary Matriculation: % of graduates enrolling in post-secondary fall after graduation (yearly).
- Post-secondary Persistence: % of graduates who maintain enrollment from first year to second year of post-secondary (yearly).
***Performance Measure for HCVS***
HCVS graduation rate will increase from 53.8% in 2020-2021 to 86.7 in 2021-2022, to 88% in 2022-2023%.
HCVS percent of ready graduates will increase from 13.5% to 20%.
HCVS will have 10% of seniors complete advanced coursework.
HCVS EPSO attainment will increase by 5% by May 2023.
Evidence
Preventing Dropout in Secondary Schools
How Did Successful High Schools Improve Their Graduation Rates?
Practices That May Help Prevent Students with Disabilities from Dropping Out of High School
Dropout Prevention in the Time of COVID-19
A 3.1.1 A 3.1.1 Increasing student resources
Teachers will use CANVAS to provide students with additional practice questions, lessons on video, and examples of exemplary student work.
Teachers will organize CANVAS by component. Students will have Guided notes, HCVS attendance policies, HCVS expectations, classroom learning targets, and help files.
The increased use of CANVAS will function as student hubs to promote student success.
Teachers will update these resources as needed, but the foundation will be established by the beginning of school.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Teachers | 2023-05-20 |
|
A 3.1.2 A 3.1.2 Increasing Graduation Rate
HCVS will establish a Graduation Committee to increase Graduation Rate from 53.8% in 2020-2021, 86.7% in 2021-2022, to 88% in 2022-2023.
The committee will monitor attendance, credits, and graduation requirements.
The committee will also monitor and complete documentation for students transferring out of HCVS.
The committee will meet bi-weekly to identify and assist students.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Coordinator, Counselor, High School Teachers | 2023-04-21 |
|
S 3.2 Prepare All Students for College and Career
Every student in Hamilton County will be prepared to pursue life after graduation based on their interest and passion. Our goal is that students are not limited by their academic preparation, but that a variety of options are available to them based on the knowledge, skills and abilities they have acquired on their path to earning a high school diploma. To accomplish this, we must prepare our students to be thinkers and lifelong learners, so they will be able to chart their own course towards defining success for their lives.
Benchmark Indicator
- Student Satisfaction: % of students indicating positive response on district-wide climate survey (yearly).
- Student Attendance: % of students receiving regular instruction (excluding students on out of school suspension (daily).
- Graduation Rate: % of students graduating in four years and a summer after entering ninth grade (monthly).
- Ready Graduates: % of graduates in prior year meeting state criteria for "readiness" (monthly).
- ACT College-Readiness: % of graduates completing one or more AP or IB courses and earning a qualifying score on exam (monthly).
- Advanced Coursework: % of graduates earning at least 1 or more post-secondary credits (yearly).
- Dual Enrollment/ Dual Credit: % of graduates earning at least 1 or more post-secondary diploma and degree programs (yearly).
- Industry Certifications: % of students earning at least 1 industry certification in state approved pathways (yearly).
- Post-secondary Scholarship Awards: Total amount of dollars awarded to graduates for post-secondary diploma and degree programs (monthly).
- Post-secondary Matriculation: % of graduates enrolling in post-secondary fall after graduation (yearly).
- Post-secondary Persistence: % of graduates who maintain enrollment from first year to second year of post-secondary (yearly).
Evidence
Broadening the Benefits of Dual Enrollment: Strategies to Increase Program Access and Participation
A 3.2.1 A 3.2.1 College and Career assistance meetings
HCVS students will have access to a College and Career advisor. Students will join our College Access Coordinator's Remind class. The advisor will communicate through Remind and host meetings through Zoom.
HCVS will implement monthly senior meetings. These meetings will focus on events such as college applications, ACT info, FAFSA dates, college visits, etc.
All meetings will consist of registration through Google Forms.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Guidance, College Access Coordinator, Sarah Malone-LEAD College and Career Advisor | 2022-05-20 |
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A 3.2.2 A 3.2.2 Establish Dual Enrollment courses/EPSO opportunities so that 25% of high school students will receive at least 1 EPSO for the upcoming school year.
HCVS will establish Early College options through local universities and HCS Future Ready Institutes.
HCVS will increase dual enrollment opportunities.
HCVS students will also attend various HCS Future Ready Institutes, such as the Polytech Academy at Chattanooga State.
HCVS will establish state dual credit courses.
These opportunities will increase the number of College Ready graduates.
Students will be allowed to access their Dual Enrollment Grant to cover the costs of the courses.
HCVS had 0 students participating in EPSO credits in 2020-2021. HCVS had 2 students completing EPSO credits in 2021-2022. HCVS has 15 students currently completing EPSO credits.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Coordinator/Counselor | 2022-12-15 |
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A 3.2.3 A 3.2.3 Establish CTE electives
HCVS will establish a CTE focused elective pathway to introduce and expose students to CTE options.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Coordinator/Guidance | 2022-12-15 |
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