Hamilton County Virtual School Export Export
Goals
G 1 Every Student Learns
Every student will improve in their learning each school year.
Objectives
- Develop students as readers, writers, and thinkers
- Ensure student growth in the classroom and against the standard
- Strengthen early literacy supports for our youngest learners
By the end of the 24-25 school year, HCS will meet the following metrics:
- Percentage of students meeting or exceeding the standard on ELA and Math state assessments (TCAP). - 41.6% / 56th percentile
- TVAAS overall composite score of Level 4 or Level 5 - Level 5
- Percentage of K-2 students scoring below the 25th percentile nationally. - 30% / 48th percentile
- Percentage of students showing evidence of self-efficacy. - 56%
District Turnaround Plan Goal 3: Every Student Learns: Increase the percentage of students who are on track or mastered by 2 percentage points on TN Ready for all grade bands in ELA and Math for the 2025 assessment.
Turnaround Lever: Effective Instruction
Performance Measure
- Percentage of students meeting or exceeding the standard on ELA and Math state assessments (TCAP). - 41.6% / 56th percentile
- TVAAS overall composite score of Level 4 or Level 5 - Level 5
- Percentage of K-2 students scoring below the 25th percentile nationally. - 30% / 48th percentile
- Percentage of students showing evidence of self-efficacy. - 56%
Increase the percentage of students who are on track or mastered by 2 percentage points on TN Ready for all grade bands in ELA and Math for the 2025 assessment.
Sections
- Academic Achievement & Growth
S 1.1 Supporting all HCS students to achieve
Believing in and acting on the capabilities of all of our students in becoming readers, writers, and thinkers.
District Benchmark Indicators:
Student benchmark assessments and screener data.
Academic Press and Personalization walk-through data.
Student well-being survey data
Rationale
---------
HCVS has achievement scores below the district average. HCVS has lost the ability to personalize instruction. Courses have not incorporated teacher developed lessons or synchronous sessions.
Supporting Data
---------------
End of Course scores
33% English I Met/Exceeded Expectations, 47.1% English II Met/Exceeded Expectations
% Algebra I Met/Exceeded Expectations, % Geometry Met/Exceeded Expectations, % Algebra II Met/Exceeded Expectations
14% Biology Met/Exceeded Expectations, 22.8% US History Met/Exceeded Expectations
TNReady
3rd ELA-30.8%,4th ELA-27.3%,5th ELA-18.2% 3rd Math-0%, 4th Math-9.1%, 5th Math-0%
6th ELA-53.8%,7th ELA-30%, 8th ELA-29.6% 6th Math- 23.1% ,7th Math-10%, 8th Math-16%
Student Group Breakdown
ELA BHN-20.3%, Econ Dis-23%, SWD-17.6%
Math BHN-6.5%, Econ Dis-3.3%, SWD-3.6% Super-6.5%
Science BHN-12.7%, Econ Dis-15%, SWD-14.3%
Social Studies BHN-9.1%, Econ Dis-17.1%, SWD-14.3%
HCS Benchmark Scores
ELA-All 39.8% Proficient, BHN 29.9%, Econ Dis 34.3%, Ex Ed 26.1%, Super Sub 34.6%
Math- All 30.6% Proficient, BHN 25.6%, Econ Dis 22.7%, Ex Ed 30.6%, Super Sub 26.3%
Science- All 32.7% Proficient, BHN 18.6%, Econ Dis 27.2%, Ex Ed 19.2%, Super Sub 26%
Soc Stud- All 36.6% Proficient, BHN 25.6%, Econ Dis 23.8%, Ex Ed 30.8%, Super Sub 28.9%
*If this is an existing strategy/intervention, provide school data to support the effective outcomes. If this is a new strategy/intervention, indicate that it is a new strategy/intervention.*
Implementation
--------------
*How will the turnaround strategy/intervention be monitored for implementation, including frequency.?*
The strategy/intervention will be monitored 4 times per year. We will track our benchmark date three times and compare the the third benchmark to our standardized test data results.
Effectiveness
-------------
*How will the turnaround strategy/intervention be monitored for effectiveness toward increasing student achievement, including the frequency?*
As the year progresses, our benchmark data should show improvements to the district average. 2024 data will be compared to 2025 data to gage effectiveness. Benchmark data will be analyzed three times per year. Standards with the lowest scores will be identified three times a year (October, December, March).
Benchmark success rate improves by 5% points between each benchmark.
Benchmark Indicator
Student benchmark assessments and screener data
Academic Press and Personalization walk through data.
Student report card and portrait of a graduate data
End of Course scores
33% English I Met/Exceeded Expectations, 47.1% English II Met/Exceeded Expectations
% Algebra I Met/Exceeded Expectations, % Geometry Met/Exceeded Expectations, % Algebra II Met/Exceeded Expectations
14% Biology Met/Exceeded Expectations, 22.8% US History Met/Exceeded Expectations
TNReady
3rd ELA-30.8%,4th ELA-27.3%,5th ELA-18.2% 3rd Math-0%, 4th Math-9.1%, 5th Math-0%
6th ELA-53.8%,7th ELA-30%, 8th ELA-29.6% 6th Math- 23.1% ,7th Math-10%, 8th Math-16%
Student Group Breakdown
ELA BHN-20.3%, Econ Dis-23%, SWD-17.6%
Math BHN-6.5%, Econ Dis-3.3%, SWD-3.6% Super-6.5%
Science BHN-12.7%, Econ Dis-15%, SWD-14.3%
Social Studies BHN-9.1%, Econ Dis-17.1%, SWD-14.3%
HCS Benchmark Scores
ELA-All 39.8% Proficient, BHN 29.9%, Econ Dis 34.3%, Ex Ed 26.1%, Super Sub 34.6%
Math- All 30.6% Proficient, BHN 25.6%, Econ Dis 22.7%, Ex Ed 30.6%, Super Sub 26.3%
Science- All 32.7% Proficient, BHN 18.6%, Econ Dis 27.2%, Ex Ed 19.2%, Super Sub 26%
Soc Stud- All 36.6% Proficient, BHN 25.6%, Econ Dis 23.8%, Ex Ed 30.8%, Super Sub 28.9%
Benchmark success rate improves by 5% points between each benchmark.
A 1.1.1 HCVS students will demonstrate the ability to appropriately use technology.
Description
-----------
*Provide a brief narrative of the proposed action step.*
HCVS Advisors will serve as tech coaches for their advisory group.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
Beginning in August, Each advisor will serve as the technology coach for their advisory.
Students will have a technology contact for all school functions.
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
HCVS advisors will monitor student check ins on a weekly basis. Advisors will provide tech support as needed. Advisors will record weekly appointments.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Advisors | 2024-12-16 |
S 1.2 Aligning measures of success by providing support to ensure an effective instructional model is implemented.
Producing student achievement gains by focusing on and measuring what matters most for both academic press and personalization in the classroom.
Rationale
HCVS utilizes on-line courses for courseware. For the 2024-2025 school year, HCVS will utilize Hamilton County Schools curriculum for Algebra I, Geometry and English 9.
These courses will run through Canvas, and will follow the HCS pacing guides.
Supporting Data
Fourth and sixth grade ELA proficiency percentages increased by more than ten percentage points when compared to the previous school year.
Evidence
E.1.2.1.1 EFFECTIVE PRACTICES Research Briefs and Evidence Rating
All teachers and teacher teams plan instruction based on the aligned and expanded curriculum that includes objectives for student management of their learning.
Tier 1-Strong Evidence
E.1.2.1.2 EFFECTIVE PRACTICES Research Briefs and Evidence Rating
All teachers are guided by a document that aligns standards, curriculum, instruction, and assessment. All teachers develop weekly lesson plans based on aligned units of instruction. All teachers use objectives-based unit pre-tests and posttests. All teachers individualize instructional plans in response to individual student performance on pre-tests and other methods of assessment to provide support for some students and enhanced learning opportunities for others. All teachers maintain a record of each student’s mastery of specific learning objectives.
Tier 1-Strong Evidence
E.1.2.2 CORE FUNCTION: High School: Opportunity to Learn
The school expects all students to participate in activities to develop skills outside of the classroom (e.g., service learning, athletics, enrichment, internships).
Tier 1/2-Moderate/Strong Evidence
Benchmark Indicator
Implementation:
* Coaching logs and minutes will be reviewed monthly
* Professional Development agendas and sign-in sheets will be reviewed quarterly
* Learning Walk logs will be reviewed monthly
Effectiveness:
We will demonstrate at least a two-percentage-point increase in the percentage of students demonstrating proficiency on the ELA and Math benchmarks when compared to the same trimester of the previous year, measured trimesterly.
Student benchmark assessments and screener data
Academic Press and Personalization walk through data.
Student report card and portrait of a graduate data
End of Course scores
33% English I Met/Exceeded Expectations, 47.1% English II Met/Exceeded Expectations
% Algebra I Met/Exceeded Expectations, % Geometry Met/Exceeded Expectations, % Algebra II Met/Exceeded Expectations
14% Biology Met/Exceeded Expectations, 22.8% US History Met/Exceeded Expectations
TNReady
3rd ELA-30.8%,4th ELA-27.3%,5th ELA-18.2% 3rd Math-0%, 4th Math-9.1%, 5th Math-0%
6th ELA-53.8%,7th ELA-30%, 8th ELA-29.6% 6th Math- 23.1% ,7th Math-10%, 8th Math-16%
Student Group Breakdown
ELA BHN-20.3%, Econ Dis-23%, SWD-17.6%
Math BHN-6.5%, Econ Dis-3.3%, SWD-3.6% Super-6.5%
Science BHN-12.7%, Econ Dis-15%, SWD-14.3%
Social Studies BHN-9.1%, Econ Dis-17.1%, SWD-14.3%
HCS Benchmark Scores
ELA-All 39.8% Proficient, BHN 29.9%, Econ Dis 34.3%, Ex Ed 26.1%, Super Sub 34.6%
Math- All 30.6% Proficient, BHN 25.6%, Econ Dis 22.7%, Ex Ed 30.6%, Super Sub 26.3%
Science- All 32.7% Proficient, BHN 18.6%, Econ Dis 27.2%, Ex Ed 19.2%, Super Sub 26%
Soc Stud- All 36.6% Proficient, BHN 25.6%, Econ Dis 23.8%, Ex Ed 30.8%, Super Sub 28.9%
School Benchmark Indicators:
% of students scoring at the top two levels on district benchmarks will show an increase throughout the year. (3 times a year)
A 1.2.1 HCVS teachers will increase teacher-led lessons and assignments embedded into our courseware.
Description
-----------
*Provide a brief narrative of the proposed action step.*
HCVS teachers will develop teacher-led assignments and embed them into the student's courseware. This will help fill alignment gaps and help with varying assignment types.
In our August in-service, HCVS teachers will integrate teacher-developed lessons/assignments into our existing on-line courseware. These lessons will be based on writing prompts/writing projects for students to write in different styles. These lessons will be implemented in every unit of every course. Federal funds will be utilized to support stipends to allow for additional planning time of teachers throughout the school year.
For math, our teachers will meet weekly with synchronous sessions. These sessions will conclude with teacher-developed lessons based on unifying course standards.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
Teacher lesson plans
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
School Benchmark Indicators:
All core content teachers will have at least 2 opportunities per week to collaborate with colleagues in developing lesson plans or improving instructional practices.
% of students scoring at the top two levels on district benchmarks will show an increase throughout the year. (3 times a year)
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Admin/Teachers | 2025-05-19 |
|
A 1.2.2 HCVS will implement field trips to expand learning and build student relationships.
Description
-----------
*Provide a brief narrative of the proposed action step.*
Equipping educators with integrated, compelling, and research-based resources, materials, and methods. This includes classroom instructional supplies, interactive boards, a math fluency program, and materials and supplies for enrichment clubs. HCVS will include field trips to contribute to a well-rounded education.
HCVS will implement field trips to support a well-rounded education and build relationships.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
usage reports, field trip request forms
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
HCS Pulse surveys will be evaluated monthly.
Student Progress will be checked each week.
Student Attendance will be checked each week.
Benchmark success rate improves by 5% points between each benchmark, measured trimesterly.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Counselor, Family Partnership Specialist, Grade Band Teams | 2025-05-19 |
|
S 1.3 Delivering high-quality lessons with rigorous instructional materials
Equipping educators with integrated, compelling, and research-based resources, materials, and methods.
Rationale
---------
*Provide a rationale for choosing the strategy/intervention.*
HCVS utilizes on-line courses for courseware. For the 2024-2025 school year, HCVS will utilize Hamilton County Schools curriculum for Algebra I, Geometry and English 9.
These courses will run through Canvas, and will follow the HCS pacing guides.
Supporting Data
---------------
End of Course scores
33% English I Met/Exceeded Expectations, 47.1% English II Met/Exceeded Expectations
% Algebra I Met/Exceeded Expectations, % Geometry Met/Exceeded Expectations, % Algebra II Met/Exceeded Expectations
14% Biology Met/Exceeded Expectations, 22.8% US History Met/Exceeded Expectations
TNReady
3rd ELA-30.8%,4th ELA-27.3%,5th ELA-18.2% 3rd Math-0%, 4th Math-9.1%, 5th Math-0%
6th ELA-53.8%,7th ELA-30%, 8th ELA-29.6% 6th Math- 23.1% ,7th Math-10%, 8th Math-16%
Student Group Breakdown
ELA BHN-20.3%, Econ Dis-23%, SWD-17.6%
Math BHN-6.5%, Econ Dis-3.3%, SWD-3.6% Super-6.5%
Science BHN-12.7%, Econ Dis-15%, SWD-14.3%
Social Studies BHN-9.1%, Econ Dis-17.1%, SWD-14.3%
HCS Benchmark Scores
ELA-All 39.8% Proficient, BHN 29.9%, Econ Dis 34.3%, Ex Ed 26.1%, Super Sub 34.6%
Math- All 30.6% Proficient, BHN 25.6%, Econ Dis 22.7%, Ex Ed 30.6%, Super Sub 26.3%
Science- All 32.7% Proficient, BHN 18.6%, Econ Dis 27.2%, Ex Ed 19.2%, Super Sub 26%
Soc Stud- All 36.6% Proficient, BHN 25.6%, Econ Dis 23.8%, Ex Ed 30.8%, Super Sub 28.9%
*If this is an existing strategy/intervention, provide school data to support the effective outcomes. If this is a new strategy/intervention, indicate that it is a new strategy/intervention.*
New Strategy
Benchmark Indicator
Implementation
--------------
*How will the turnaround strategy/intervention be monitored for implementation, including frequency.?*
HCVS teachers will share their Canvas courses with HCVS admin. HCVS admin will ensure courses are matching HCS pacing. Canvas courses will be compared to HCS pacing guides monthly by the Coordinator.
Effectiveness
-------------
*How will the turnaround strategy/intervention be monitored for effectiveness toward increasing student achievement, including the frequency?*
HCVS will analyze data from TVAAS, Benchmarks and EOC testing to compare to 2023-2024 levels.
School Benchmark Indicators:
As the year progresses, our benchmark data should show improvements to the district average. 2024 data will be compared to 2025 data to monitor effectiveness. Benchmark data will be analyzed three times per year. Standards with the lowest scores will be identified three times a year (October, December, March).
Evidence
Moderate
1.3.2 Effective Evidence Based Practices CORE FUNCTION: Personalized Learning: Digital Learning
School leaders and peer mentors regularly observe and measure instances of online, hybrid, or blended teaching to ensure instruction is implemented fully and with fidelity. Online programs generate accessible and actionable student data about their use, performance, and progress. All teachers use appropriate technological tools to enhance instruction. All teachers use online curricula with content, assignments, and activities clearly aligned to identified standards (state or national).
Benchmark Indicator
Student benchmark assessments and screener data
Academic Press and Personalization walk through data.
Student report card and portrait of a graduate data.
A 1.3.1 HCVS will align high school Math and English courses with HCS pacing, standards, and curriculum.
Description
-----------
*Provide a brief narrative of the proposed action step.*
HCVS utilizes on-line courses for courseware. For the 2024-2025 school year, HCVS will utilize Hamilton County Schools curriculum for Algebra I, Geometry and English 9.
These courses will run through Canvas, and will follow the HCS pacing guides.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
HCS admin will monitor Canvas courses bi-weekly to HCS pacing guides to ensure courses are aligned.
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
HCVS will monitor Benchmark scores (3x per year), TVAAS scores, and EOC scores. These scores will be compared to 2023-2024 data.
As the year progresses, our benchmark data should show improvements to the district average. 2024 data will be compared to 2025 data to gage effectiveness. Benchmark data will be analyzed three times per year. Standards with the lowest scores will be identified three times a year (October, December, March).
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Mary Neff-Algebra I, Geometry Teacher Stacy Bandy-English I teacher HCVS Admin | 2024-12-19 |
A 1.3.2 HCVS students will be academically thriving by demonstrating the ability to appropriately use technology.
HCVS will incorporate educational websites and providers to increase student achievement.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Teachers | 2025-05-19 |
|
S 1.4 Embracing strategies for building self-efficacy
Infusing growth opportunities for students and educators around students’ belief in themselves and their own capacity to achieve.
Evidence
E.1.4.1.1 EFFECTIVE PRACTICES Research Briefs and Evidence Rating
All teachers and teacher teams plan instruction based on the aligned and expanded curriculum that includes objectives for student management of their learning.
Tier 1-Strong Evidence
E.1.4.1.2 EFFECTIVE PRACTICES Research Briefs and Evidence Rating
All teachers are guided by a document that aligns standards, curriculum, instruction, and assessment. All teachers develop weekly lesson plans based on aligned units of instruction. All teachers use objectives-based unit pre-tests and posttests. All teachers individualize instructional plans in response to individual student performance on pre-tests and other methods of assessment to provide support for some students and enhanced learning opportunities for others. All teachers maintain a record of each student’s mastery of specific learning objectives.
Tier 1-Strong Evidence
Benchmark Indicator
Student benchmark assessments and screener data
Academic Press and Personalization walk through data.
Student report card and portrait of a graduate data
End of Course scores
33% English I Met/Exceeded Expectations, 47.1% English II Met/Exceeded Expectations
% Algebra I Met/Exceeded Expectations, % Geometry Met/Exceeded Expectations, % Algebra II Met/Exceeded Expectations
14% Biology Met/Exceeded Expectations, 22.8% US History Met/Exceeded Expectations
TNReady
3rd ELA-30.8%,4th ELA-27.3%,5th ELA-18.2% 3rd Math-0%, 4th Math-9.1%, 5th Math-0%
6th ELA-53.8%,7th ELA-30%, 8th ELA-29.6% 6th Math- 23.1% ,7th Math-10%, 8th Math-16%
Student Group Breakdown
ELA BHN-20.3%, Econ Dis-23%, SWD-17.6%
Math BHN-6.5%, Econ Dis-3.3%, SWD-3.6% Super-6.5%
Science BHN-12.7%, Econ Dis-15%, SWD-14.3%
Social Studies BHN-9.1%, Econ Dis-17.1%, SWD-14.3%
HCS Benchmark Scores
ELA-All 39.8% Proficient, BHN 29.9%, Econ Dis 34.3%, Ex Ed 26.1%, Super Sub 34.6%
Math- All 30.6% Proficient, BHN 25.6%, Econ Dis 22.7%, Ex Ed 30.6%, Super Sub 26.3%
Science- All 32.7% Proficient, BHN 18.6%, Econ Dis 27.2%, Ex Ed 19.2%, Super Sub 26%
Soc Stud- All 36.6% Proficient, BHN 25.6%, Econ Dis 23.8%, Ex Ed 30.8%, Super Sub 28.9%
A 1.4.1 HCVS students will become effective communicators by analyzing, interpreting, and presenting information to support their ideas in multiple presentation formats.
Rationale
---------
HCVS had achievement scores below the district average. HCVS has lost the ability to personalize instruction. Courses have not incorporated teacher developed lessons or synchronous sessions.
Supporting Data
---------------
*If this is an existing strategy/intervention, provide school data to support the effective outcomes. If this is a new strategy/intervention, indicate that it is a new strategy/intervention.*
End of Course scores
33% English I Met/Exceeded Expectations, 47.1% English II Met/Exceeded Expectations
% Algebra I Met/Exceeded Expectations, % Geometry Met/Exceeded Expectations, % Algebra II Met/Exceeded Expectations
14% Biology Met/Exceeded Expectations, 22.8% US History Met/Exceeded Expectations
TNReady
3rd ELA-30.8%,4th ELA-27.3%,5th ELA-18.2% 3rd Math-0%, 4th Math-9.1%, 5th Math-0%
6th ELA-53.8%,7th ELA-30%, 8th ELA-29.6% 6th Math- 23.1% ,7th Math-10%, 8th Math-16%
Student Group Breakdown
ELA BHN-20.3%, Econ Dis-23%, SWD-17.6%
Math BHN-6.5%, Econ Dis-3.3%, SWD-3.6% Super-6.5%
Science BHN-12.7%, Econ Dis-15%, SWD-14.3%
Social Studies BHN-9.1%, Econ Dis-17.1%, SWD-14.3%
HCS Benchmark Scores
ELA-All 39.8% Proficient, BHN 29.9%, Econ Dis 34.3%, Ex Ed 26.1%, Super Sub 34.6%
Math- All 30.6% Proficient, BHN 25.6%, Econ Dis 22.7%, Ex Ed 30.6%, Super Sub 26.3%
Science- All 32.7% Proficient, BHN 18.6%, Econ Dis 27.2%, Ex Ed 19.2%, Super Sub 26%
Soc Stud- All 36.6% Proficient, BHN 25.6%, Econ Dis 23.8%, Ex Ed 30.8%, Super Sub 28.9%
School Benchmark Indicators:
Implementation
--------------
*How will the turnaround strategy/intervention be monitored for implementation, including frequency.?*
The strategy/intervention will be monitored 4 times per year. We will track our benchmark date three times and compare the the third benchmark to our standardized test data results.
Effectiveness
-------------
*How will the turnaround strategy/intervention be monitored for effectiveness toward increasing student achievement, including the frequency?*
As the year progresses, our benchmark data should show improvements to the district average. 2024 data will be compared to 2025 data to monitor effectiveness. Benchmark data will be analyzed three times per year. Standards with the lowest scores will be identified three times a year (October, December, March).
Benchmark success rate improves by 5% points between each benchmark.
| Person Responsible | Estimated Completion | Funding Sources | ||||||
|---|---|---|---|---|---|---|---|---|
| Teachers/Counselor | 2025-05-19 |
|
S 1.5 Responding and intervening to student needs by providing additional supports to students who are failing to make academic progress
Operationalizing systems to support demonstrated learning needs as they occur through extended learning programs, just-in-time tutoring, and differentiated classroom supports.
Supporting Data: Students with Disabilities percentage of students demonstrating proficiency on state testing increased from 5% in school year 22-23 to 26.1% in ELA.
Evidence
E 1.5.1 Effective Practices Research Briefs and Evidence Rating
Strong evidence
The school implements a reliable and valid systemwide screening process for academics and behavior that includes the assessment of all students multiple times per year and establishes decision rules to determine those students in need of targeted intervention.
The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.
The school’s tiered instructional system includes documentation that describes what interventions are provided and how interventions are selected and assigned to students and how fidelity will be monitored.
The school implements a systemwide monitoring process that utilizes collaborative instructional teams who meet regularly to review student data from screening, progress monitoring, and outcome assessment to identify next steps for instruction for students across all tiers.
E 1.5.2 Effective Practices Research Briefs and Evidence Rating
Strong evidence
Instructional Teams review the results of unit pre-/posttests to make decisions about the curriculum and instructional plans and to “red flag” students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives).
E 1.5.3 Effective Evidence Based Practices
Strong Evidence
The school implements a reliable and valid systemwide screening process for academics and behavior that includes the assessment of all students multiple times per year and establishes decision rules to determine those students in need of targeted intervention. The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers. The school’s tiered instructional system includes documentation that describes what interventions are provided and how interventions are selected and assigned to students and how fidelity will be monitored. The school implements a systemwide monitoring process that utilizes collaborative instructional teams who meet regularly to review student data from screening, progress monitoring, and outcome assessment to identify next steps for instruction for students across all tiers. or Elementary and Middle Schools
Schools and districts systematically use universal screening to screen all students to determine which students have mathematics difficulties and require research-based interventions. Schools should evaluate and select screening measures based on their reliability and predictive validity, with particular emphasis on the measures’ specificity and sensitivity. Schools should also consider the efficiency of the measure to enable screening many students in a short time.
E 1.5.5 Effective Evidence Based Practices CORE FUNCTION: Personalized Learning: Digital Learning
Moderate Evidence
School leaders and peer mentors regularly observe and measure instances of online, hybrid, or blended teaching to ensure instruction is implemented fully and with fidelity. Online programs generate accessible and actionable student data about their use, performance, and progress. All teachers use appropriate technological tools to enhance instruction. All teachers use online curricula with content, assignments, and activities clearly aligned to identified standards (state or national).
Benchmark Indicator
Implementation:
RTI monthly meeting agendas will be reviewed monthly
Intervention schedules will be reviewed trimesterly
Effectiveness:
We will demonstrate at least a two-percentage-point increase in the percentage of students demonstrating the same or increased degree of mastery on the ELA and Math benchmarks when compared to the same trimester of the previous year, measured trimesterly.
Student benchmark assessments and screener data
Academic Press and Personalization walk through data.
Student report card and portrait of a graduate data
Rationale
---------
*Provide a rationale for choosing the strategy/intervention.*
HCVS needs to strengthen relationships and become more personal for students. Students need a go-to person from the school.
Supporting Data
End of Course scores
33% English I Met/Exceeded Expectations, 47.1% English II Met/Exceeded Expectations
% Algebra I Met/Exceeded Expectations, % Geometry Met/Exceeded Expectations, % Algebra II Met/Exceeded Expectations
14% Biology Met/Exceeded Expectations, 22.8% US History Met/Exceeded Expectations
TNReady
3rd ELA-30.8%,4th ELA-27.3%,5th ELA-18.2% 3rd Math-0%, 4th Math-9.1%, 5th Math-0%
6th ELA-53.8%,7th ELA-30%, 8th ELA-29.6% 6th Math- 23.1% ,7th Math-10%, 8th Math-16%
Student Group Breakdown
ELA BHN-20.3%, Econ Dis-23%, SWD-17.6%
Math BHN-6.5%, Econ Dis-3.3%, SWD-3.6% Super-6.5%
Science BHN-12.7%, Econ Dis-15%, SWD-14.3%
Social Studies BHN-9.1%, Econ Dis-17.1%, SWD-14.3%
HCS Benchmark Scores
ELA-All 39.8% Proficient, BHN 29.9%, Econ Dis 34.3%, Ex Ed 26.1%, Super Sub 34.6%
Math- All 30.6% Proficient, BHN 25.6%, Econ Dis 22.7%, Ex Ed 30.6%, Super Sub 26.3%
Science- All 32.7% Proficient, BHN 18.6%, Econ Dis 27.2%, Ex Ed 19.2%, Super Sub 26%
Soc Stud- All 36.6% Proficient, BHN 25.6%, Econ Dis 23.8%, Ex Ed 30.8%, Super Sub 28.9%
---------------
*If this is an existing strategy/intervention, provide school data to support the effective outcomes. If this is a new strategy/intervention, indicate that it is a new strategy/intervention.*
New Strategy/intervention
Benchmark Indicator
Implementation
--------------
*How will the turnaround strategy/intervention be monitored for implementation, including frequency.?*
Teachers will report lack in participation in advisory blocks to the deans. These will be checked weekly.
Effectiveness
-------------
*How will the turnaround strategy/intervention be monitored for effectiveness toward increasing student achievement, including the frequency?*
The effectiveness will be monitored through the use of HCS Pulse Surveys, School Climate Surveys, and monitoring student items such as grades and attendance.
HCS Pulse surveys will be checked monthly. School Climate Surveys are given yearly. Grades and attendance will be reviewed weekly.
School Benchmark Indicators:
**Student Satisfaction: **% of students indicating positive response on district-wide climate survey (yearly).
A 1.5.1 HCVS students will demonstrate confidence and initiative to take action and ask questions that further develop ideas.
Description
-----------
*Provide a brief narrative of the proposed action step.*
HCVS will create weekly advisory groups to check student progress and well being.
Equipping educators with integrated, compelling, and research-based resources, materials, and methods. This includes classroom instructional supplies, interactive boards, a math fluency program, and materials and supplies for enrichment clubs.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
With current staffing, each HCVS teacher will have an advisory of 15 students. Each student will meet weekly with their advisor. These meetings will address academic and social/emotional needs.
usage reports, field trip request forms
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
**Student Satisfaction: **% of students indicating positive response on district-wide climate survey (yearly).
Advisory teachers will check the climate survey results monthly and report weaknesses to our Counselors.
Benchmark success rate improves by 5% points between each benchmark.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Teachers/Counselors | 2025-05-19 |
A 1.5.2 RTI Monitoring
Description
-----------
*Provide a brief narrative of the proposed action step.*
HCVS will continue an RTI monitoring program to help identify and close gaps.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
HCVS will utilize district screeners 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 the screener– These students will receive 30 minutes a day of ELA or Math instruction.
Tier III students: Below 10th percentile on the screener. These students will receive 45 minutes a day of ELA or Math instruction.
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.
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
Grade 3-5, 6-8, and 9-12 achievement in English Language Arts, Math, Science, and Social Studies. (End of Year)
Intervention scores will be collected weekly. These scores will be reviewed monthly to determine continued placement in RTI.
| Person Responsible | Estimated Completion | Funding Sources | ||||||
|---|---|---|---|---|---|---|---|---|
| Mrs. Ayers-RTI Facilitator (Title I set aside), Mr. Henderson-RTI Guidance, Coordinator, Teachers | 2025-05-19 |
|
A 1.5.3 Increase use of tutoring/synchronous sessions
Description
-----------
*Provide a brief narrative of the proposed action step.*
HCVS will increase the synchronous sessions and tutoring opportunities available to students.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
HCVS will increase the use of daily synchronous sessions and subject specific tutoring for all students to support student learning.
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 establish two in-person labs for tutoring. One lab will be for grades K-8, and the other will be for high school. Two Deans of Students will target students in need of gap closure and tutoring.
Content teachers will also rotate in-person for tutoring. Students will have access to English and Math tutoring on the odd weeks and Science and Social Studies tutoring on the even weeks.
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
Grade 3-5, 6-8, and 9-12 achievement in English Language Arts, Math, Science, and Social Studies. (End of Year)
As the year progresses, our benchmark data should show improvements to the district average. 2023 data will be compared to 2024 data to gage effectiveness. Benchmark data will be analyzed three times per year. Standards with the lowest scores will be identified three times a year (October, December, March).
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Mrs. Montgomery-HS Dean Mrs. Hickman-K-8 Dean Teachers | 2025-05-19 |
|
A 1.5.4 High-dosage ELA and Math tutoring.
Description
-----------
*Provide a brief narrative of the proposed action step.*
HCVS will begin high-dosage ELA tutoring for identified students in grades K-8. Additional extended day tutoring/remediation opportunities will be offered during extended school breaks (winter, spring, and/or summer) as well as an extended day ACT Boot Camp for students needing additional support in preparing for the ACT.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
HCVS will schedule tutoring for a minimum of twice a week for 30 minutes with a 1:3 teacher to student ratio.
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
Grade 3-5, 6-8, and 9-12 achievement in English Language Arts, Math, Science, and Social Studies. (End of Year). I-ready scores will be monitored weekly. Our tutor will monitor progress five days a week through the small group setting.
| Person Responsible | Estimated Completion | Funding Sources | ||||||
|---|---|---|---|---|---|---|---|---|
| Mrs. McAnulty-Title I Funded Interventionist | 2025-05-19 |
|
A 1.5.5 HCVS students will be academically thriving by demonstrating the ability to appropriately use technology.
Description
-----------
*Provide a brief narrative of the proposed action step.*
HCVS will incorporate educational websites and providers to increase student achievement.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
HCVS will utilize Learning A-Z for elementary students. This site will both help reduce learning gaps and provide enrichment. We will also use MaGoosh to boost our ACT scores and help eliminate our ACT gap. HCVS will also include MobyMax for middle school math enrichment and gap reduction.
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
Grade 3-5, 6-8, and 9-12 achievement in English Language Arts, Math, Science, and Social Studies. (End of Year)
As the year progresses, our benchmark data should show improvements to the district average. 2024 data will be compared to 2025 data to gage effectiveness. Benchmark data will be analyzed three times per year. Standards with the lowest scores will be identified three times a year (October, December, March).
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| K-5 teachers, ACT Prep teacher, Guidance, MS Math Teacher | 2025-05-19 |
|
G 2 Every Student Belongs
Every student will have connections to their school through educators, staff, other students, and their community.
Objectives
- Create a sense of belonging in school and community
- Strengthen relationships between schools and families
- Continuously Improve Student Well-Being
By the end of the 24-25 school year, HCS will meet the following metrics:
- Decrease the number of buildings currently rated as unsatisfactory or poor condition. - 16
- Average time to resolution for IT support tickets. - 5 days
- Decrease the average kBTU per square footage to increase energy efficiency - 40.1 KBTU
- Percentage of schools receiving a satisfactory or higher school safety rating on a comprehensive school safety rubric. - 90%
District Turnaround Plan Goal 2: Every Student Belongs: By June 2025, HCS will see an increase of student attendance with at least a 92% attendance rate, a decrease in chronic absenteeism of at least 8 percentage points and schools will add at least 5 additional community partnerships.
Turnaround Lever: Student Supports and Services
Performance Measure
- Percentage of students with active connections aligned to identified strengths or needs through Student Success Planning. - 46%
- Percentage of students showing evidence of self-management and social awareness. - 68%
- Percent of families responding favorably to questions focused on student belonging. - 85%
- Percentage of students receiving one or more discipline infractions. - K-5 = 2.6% / 6-12 = 10.8%
By June 2025, HCVS will see an increase of student attendance with at least a 92% attendance rate.
Sections
- Climate and Access
S 2.1 Developing strong character and self-management by supporting students in overcoming barriers related to student behavior
Dedicating attention to cultivating students’ personal traits, such as courage, curiosity, integrity, leadership, and empathy.
Supporting Data: This is a new strategy.
Evidence 2.2.1
CORE FUNCTION: Personalized Learning: Social/Emotional Competency
Strong Evidence
The school selects, implements, and evaluates evidenced-based programs that enhance social/ emotional competency.
The school’s key documents explain the value of social/ emotional competency and how it is enhanced through specific roles and relationships.
The school promotes social/ emotional competency in school rituals and routines, such as morning announcements, awards assemblies, hallway and classroom wall displays, and student competitions.
All teachers teach and reinforce positive social skills, self-respect, relationships, and responsibility for the consequences of decisions and actions.
Benchmark Indicator
Implementation:
RTI2B Team meeting agendas and minutes will be reviewed monthly
School counselor contact logs
Effectiveness
We will realize a 5% reduction in all discipline events when compared to the same quarter of the previous school year, measured quarterly.
Student report card and portrait of a graduate data
Academic Press and Personalization walkthrough data
Student discipline infraction data
Family pulse check data
Student Success Planning plan and connection completion rates
A 2.1.1 HCVS will provide Social Emotional Learning Materials and Supplies to support students in overcoming barriers related to student behavior and attendance.
Description
-----------
*Provide a brief narrative of the proposed action step.*
HCVS will implement multiple resources to support Social Emotional Learning. This will include a calming reset space with calming materials available for student use and student incentives for positive academic, attendance, and behavioral choices.
Criteria for receiving incentives would include perfect attendance, perfect attendance during testing, improvement in grades, and/or improvement in behavior/time on task.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
FPS meeting agendas and minutes
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
The benchmark to be used to measure effectiveness include a 10% decrease in student suspension rate.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Deans | 2024-10-11 |
|
S 2.2 Building student-centered relationships outside the school day
Increasing opportunities to demonstrate respectful behavior, collaboration, and sportsmanship through clubs, extracurricular activities, and sports.
Rationale
---------
*Provide a rationale for choosing the strategy/intervention.*
HCVS was on the Priority List for Graduation Rate. Working with families will increase our graduation rate.
HCVS does not have a connected student body. Our school operates as an asynchronous virtual school.
Supporting Data
---------------
*If this is an existing strategy/intervention, provide school data to support the effective outcomes. If this is a new strategy/intervention, indicate that it is a new strategy/intervention.*
Truancy rate decreased to 15% when compared to the previous school year.
Benchmark Indicator
Implementation
--------------
*How will the turnaround strategy/intervention be monitored for implementation, including frequency.?*
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.
The Family Partnership Specialist will also schedule HCVS Family Nights and Parent Workshops.
Effectiveness
-------------
*How will the turnaround strategy/intervention be monitored for effectiveness toward increasing student achievement, including the frequency?*
Student attendance rate will be checked monthly.
Student truancy rate will be checked monthly.
Monthly Chronic Absenteeism rate will be evaluated.
Evidence 2.3.1
Strong Evidence
Family Engagement in a School Community
Parent (Family) representatives advise the School Leadership Team on matters related to family-school relations.
The school’s key documents (Parent Involvement Guidelines, Mission Statement, Compact, Homework Guidelines, and Classroom Visit Procedures) are annually distributed and frequently communicated to teachers, school personnel, parents (families), and students.
The school’s Parent (Family) Involvement Guidelines include a vision statement about the importance of family-school partnership in a school community.
Benchmark Indicator
Student report card and portrait of a graduate data
Academic Press and Personalization walkthrough data
Student discipline infraction data
Family pulse check data
Student Success Planning plan and connection completion rates
A 2.2.1 Family Partnership Specialist will provide supports to students and families to support engagement.
Description
-----------
*Provide a brief narrative of the proposed action step.*
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.
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.
The Family Partnership Specialist will also schedule HCVS Family Nights and Parent Workshops. HCVS will offer one Family night per month.
A shared District Family Partnership Specialists Project Manager will provide training and coaching to the FPS and ensure consistency in the quality of support provided to all students and families. The Project Manager will coordinate resources to ensure equitable and timely access to school and community resources.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
FPS meeting minutes, FPS Project Manager consulting logs
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
HCVS will have a monthly attendance rate of no less than 94%. Monthly truancy rates will not exceed11%. Monthly chronic absenteeism rate will not exceed 10%.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Rauelle Bonner, FSP | 2025-05-19 |
|
S 2.3 Creating a welcoming space for all
Equipping and sustaining all educators, including our teachers, staff members, and administrators, to design supports that include and encourage every learner.
Rationale
---------
*Provide a rationale for choosing the strategy/intervention.*
Students will meet with an advisor weekly to reduce any barriers to learning.
Supporting Data
---------------
*If this is an existing strategy/intervention, provide school data to support the effective outcomes. If this is a new strategy/intervention, indicate that it is a new strategy/intervention.*
Student attendance rate, student referrals, students on pace with courseware.
Benchmark Indicator
Implementation
--------------
*How will the turnaround strategy/intervention be monitored for implementation, including frequency.?*
Each student will meet weekly with their advisor. These meetings will address academic and social/emotional needs.
Advisor meeting logs and minutes
Effectiveness
-------------
*How will the turnaround strategy/intervention be monitored for effectiveness toward increasing student achievement, including the frequency?*
HCVS faculty will monitor students participating in their advisories each week.
HCVS faculty will monitor student pacing, student interactions, and attendance weekly.
HCVS will have a monthly attendance rate of no less than 94%. Monthly truancy rates will not exceed 11%. Monthly chronic absenteeism rate will not exceed 10%.
Evidence 2.4
CORE FUNCTION: Personalized Learning: Social/Emotional Competency
Strong Evidence
The school selects, implements, and evaluates evidenced-based programs that enhance social/ emotional competency.
The school’s key documents explain the value of social/ emotional competency and how it is enhanced through specific roles and relationships.
The school promotes social/ emotional competency in school rituals and routines, such as morning announcements, awards assemblies, hallway and classroom wall displays, and student competitions.
All teachers teach and reinforce positive social skills, self-respect, relationships, and responsibility for the consequences of decisions and actions.
Benchmark Indicator
Student report card and portrait of a graduate data
Academic Press and Personalization walkthrough data
Student discipline infraction data
Family pulse check data
Student Success Planning plan and connection completion rates
A 2.3.1 Increase advisor meetings
Description
-----------
*Provide a brief narrative of the proposed action step.*
HCVS students will meet with their advisors each week. This meeting will be a one on one meeting.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
Each student will meet weekly with their advisor. These meetings will address academic and social/emotional needs.
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
Weekly meeting percentages, student referrals, student pacing, student attendance
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Teachers | 2024-10-11 |
A 2.3.2 HCVS will create a welcoming space for all by supporting students in overcoming barriers related to student attendance.
Student incentives to be added to the PBIS store for positive academic, attendance, and behavioral choices in alignment with the Positive Behavior Interventions and Supports reinforcement system. Students earn tokens for meeting expectations in the PBIS system to spend within the PBIS store such as journals, art supplies, pencils, pens, erasers, wireless earbuds, STEM kits, robotics kits, wireless speakers, headsets with mic, keyboards)
Implementation: Student success plan meeting agendas and minutes
Effectiveness: The benchmark(s) to be used to measure effectiveness include a 10% decrease in student suspension rate.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| FPS, Deans | 2024-10-10 |
|
S 2.4 Constructing solid, equity-based foundations in every school, born from shared purpose, responsibility, caring, and mutual respect
Optimizing systems and processes to gauge connections, belonging, and social development.
Rationale
---------
*Provide a rationale for choosing the strategy/intervention.*
HCVS students will take responsibility for their actions and understand the impact of their decisions.
Supporting Data
---------------
*If this is an existing strategy/intervention, provide school data to support the effective outcomes. If this is a new strategy/intervention, indicate that it is a new strategy/intervention.*
New Strategy
School Benchmark Indicators:
Implementation
--------------
*How will the turnaround strategy/intervention be monitored for implementation, including frequency.?*
HCVS will continue 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.
Our HCVS counselor will report the findings of these meetings during our monthly faculty meetings and strategies will be created accordingly.
Effectiveness
-------------
*How will the turnaround strategy/intervention be monitored for effectiveness toward increasing student achievement, including the frequency?*
Student well-being surveys will be evaluated monthly.
Student discipline infraction data will be evaluated weekly.
Family pulse check data will be evaluated monthly.
District Benchmark Indicators:
Student well-being survey
Academic Press and Personalization walkthrough data.
Student discipline infraction data
Family pulse check data
Student Success Planning plan and connection completion rates
Benchmark Indicator
Student report card and portrait of a graduate data
Academic Press and Personalization walkthrough data
Student discipline infraction data
Family pulse check data
Student Success Planning plan and connection completion rates
A 2.4.1 HCVS students will take responsibility for their actions and understand the impact of their decisions.
HCVS students will take responsibility for their actions and understand the impact of their decisions.
Description
-----------
*Provide a brief narrative of the proposed action step.*
HCVS will focus on student social and emotional topics through meetings with our counselors.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
HCVS will continue 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.
Our HCVS counselor will report the findings of these meetings during our monthly faculty meetings and strategies will be created accordingly.
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
Student well-being survey will be monitored each month.
Student discipline infraction data will be checked weekly.
Family pulse check data will be monitored each month.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Counselor | 2025-05-19 |
G 3 Every School Equipped
Every school will have equitable access to resources such as facilities, technology, and operations that provide for their individual student needs.
Objectives
- Create Environments that Support Learning
- Prioritize Safe and Secure School Environments
- Invest in Resources that Remove Barriers
By the end of the 24-25 school year, HCS will meet the following goals:
- Decrease the number of buildings currently rated as unsatisfactory or poor condition. - 16
- Average time to resolution for IT support tickets. - 5 days
- Decrease the average kBTU per square footage to increase energy efficiency - 40.1 KBTU
- Percentage of schools receiving a satisfactory or higher school safety rating on a comprehensive school safety rubric. - 90%
Turnaround Goal 3: Every Student Learns: Increase the percentage of students who are on track or mastered by 2 percentage points on TN Ready for all grade bands in ELA and Math for the 2025 assessment.
Turnaround Lever: Effective Instruction
Performance Measure
- Decrease the number of buildings currently rated as unsatisfactory or poor condition. - 16
- Average time to resolution for IT support tickets. - 5 days
- Decrease the average kBTU per square footage to increase energy efficiency - 40.1 KBTU
- Percentage of schools receiving a satisfactory or higher school safety rating on a comprehensive school safety rubric. - 90%
Increase the percentage of students who are on track or mastered by 2 percentage points on TN Ready for all grade bands in ELA and Math for the 2025 assessment.
Sections
- Other Needs
S 3.1 Overcoming technological barriers to opportunity and access
Making technology use in support of learning an everyday routine by expanding connections to high-speed internet and integrated technological devices and systems.
HCVS teachers work remotely, but do not have access to technology to increase efficiency or increase teacher strategies/materials.
Supporting Data: We have maintained a graduation rate above 90%, which is higher that both the federal rate (85.3%) and state rate (86.7%).
Evidence 3.4.1Personalized Learning: Digital Learning
Moderate Evidence
All teachers use appropriate technological tools to enhance instruction.
All teachers use online curricula with content, assignments, and activities clearly aligned to identified standards (state or national).
Implementation: PLC minutes, lesson plans
Effectiveness: Benchmark success rate improves by 5 percentage points between each benchmark assessment, measured trimesterly.
Benchmark Indicator
Custodial survey response data
School Safety Rubric ratings
Fire Marshall walkthrough assessments
District energy reviews
Support ticket metrics
A 3.1.1 HCVS will provide teachers with supplemental resources to increase efficiency and increase pedagogy.
HCVS will provide supplemental instructional materials and supplies to provide an enhanced rigorous instructional experience including mouse, earbuds, charging towers, calculators, science lab materials , chromebook cases, and supplemental eBooks for K-2 students.
HCVS will provide teachers with technology to increase efficiency and increase pedagogy. These resources will allow teachers to have multiple applications running. They will also be able to increase teacher developed materials into their courseware.
Implementation: lesson plans
Effectiveness: Benchmark success rate improves by 5 percentage points between each benchmark, measured trimesterly.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Coordinator | 2024-10-04 |
|
G 4 Every Employee Valued
Every educator and staff member is valued while feeling empowered, supported and connected to their work.
Objectives
- Increase Employee Satisfaction
- Invest in Employee Development
- Enhance HCS as applicants employer of choice
By the end of the 24-25 school year, HCS will meet the following metrics:
- Percent of employees responding favorably to questions on employee satisfaction. - 70%
- Percentage of all posted positions filled by the first day of school. - 93.6%
- Percentage of effective employees retained. - 86.8%
- Percentage of employees attending at least one professional development opportunity aligned to their scope of work. - 80%
District Turnaround Plan Goal 4: Every Employee Valued: By June 2025, 85.8% of teachers with individual effect scores will earn a Level 3, 4, or 5 Subject-Level TVAAS Score
Turnaround Lever: Strong Leadership
Performance Measure
- Percent of employees responding favorably to questions on employee satisfaction. - 70%
- Percentage of all posted positions filled by the first day of school. - 93.6%
- Percentage of effective employees retained. - 86.8%
- Percentage of employees attending at least one professional development opportunity aligned to their scope of work. - 80%
Every Employee Valued: By June 2025, 85.8% of teachers with individual effect scores will earn a Level 3, 4, or 5 Subject-Level TVAAS Score
Sections
- Educators
S 4.1 Expanding employee retention efforts
Sourcing attractive employee supports, such as employee compensation, benefits and local partnerships, to support the well-being of our employees and their families.
Rationale
---------
*Provide a rationale for choosing the strategy/intervention.*
Increase the quality of highly effective staff for HCVS to improve student achievement.
Supporting Data
---------------
*If this is an existing strategy/intervention, provide school data to support the effective outcomes. If this is a new strategy/intervention, indicate that it is a new strategy/intervention.*
All eligible effective teachers were retained in school year 24-25.
Benchmark Indicator
Implementation
--------------
*How will the turnaround strategy/intervention be monitored for implementation, including frequency.?*
Early commitment contracts
-------------
*How will the turnaround strategy/intervention be monitored for effectiveness toward increasing student achievement, including the frequency?*
85% of staff in good standing will be retained for the upcoming school year.
Evidence 4.2.1
Tier 2- Moderate Evidence
How Teaching and Learning Conditions Affect Teacher Retention and School Performance in North Carolina
The Learning Policy Institute, in collaboration with WestEd and North Carolina State University conducted research on the impact of teacher working conditions on teacher retention rates throughout school districts in North Carolina. Through regression analyses of teacher survey results, focus-group interviews throughout the state and four site visits in urban and rural schools throughout the state, 1) Invest in principal preparation and professional learning; 2) Build teacher leadership and a cadre of expert teachers; 3) Expand professional development resources; and 4) Invest in teaching and learning conditions that influence retention and effectiveness such as community engagement, dashboard accountability systems, and regular teacher working conditions surveys.
Benchmark Indicator
HCS staff and principal pulse check responses
HCS Professional Development tracking through PD software
Retirement and Resignation trends
Position posted to hire timeline
A 4.1.1 Recruitment and Retention Bonuses for teachers and leaders
Description
-----------
*Provide a brief narrative of the proposed action step.*
We will provide recruitment and retention bonuses for certified staff
Staff must meet both of the following criteria to receive a bonus: a) signed early commitment contract and b) receive a satisfactory evaluation for the current school year.
Principal Retention bonus: Principal will be eligible for a $10,000 bonus by meeting at least three of the following metrics, including at least one metric directly connected to federal designation accountability metrics (achievement, growth, grad rate).
Metric #1- Reduction of the number of Chronically Absent students by at least 10% from the previous school year. Metric #2- Reduction of the number of students suspended or expelled by at least 10% from the previous school year. Metric #3- Improvement in Overall Success Rate from the previous school year based upon the final benchmark data and/or TNReady data. Metric #4 Literacy TVAAS of 4 or 5. Metric #5 – Numeracy TVAAS of 4 or 5. Metric #6 School-wide TVAAS of 4 or 5. Metric #7 - Retention rate of at least 70% certified staff. Metric #8 – Overall growth in student and/or teacher Culture survey results of 5%+; Metric #9 improvement in state percentile; Metric #10 Project Coach rating of Effective or Highly Effective
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
Retention contracts, incentive contracts
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
80% of staff in good standing will have signed a retention contract for the next school year.
Leaders will achieve an overall rating of Effective or Highly Effective on at least 90% of indicators on formal Project Coach evaluations.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| HCS | 2024-10-31 |
|
S 4.2 Offering ongoing professional development opportunities for all employees
Encouraging a spirit of inquiry where employees are students of their vocation.
Rationale
---------
*Provide a rationale for choosing the strategy/intervention.*
HCVS will provide professional development to strengthen teaching methods for on-line teachers.
Supporting Data
---------------
*If this is an existing strategy/intervention, provide school data to support the effective outcomes. If this is a new strategy/intervention, indicate that it is a new strategy/intervention.*
Student subgroups of SWD, ED percentages of proficiency and mastery of grade level standards increased on state assessments in most content areas when compared to the previous school year.
Benchmark Indicator
Implementation
--------------
*How will the turnaround strategy/intervention be monitored for implementation, including frequency.?*
In our August in-service, HCVS teachers will integrate teacher-developed lessons/assignments into our existing on-line courseware. These lessons will be based on writing prompts/writing projects for students to write in different styles. These lessons will be implemented in every unit of every course.
For math, our teachers will meet weekly with synchronous sessions. These sessions will conclude with teacher-developed lessons based on unifying course standards.
Effectiveness
-------------
*How will the turnaround strategy/intervention be monitored for effectiveness toward increasing student achievement, including the frequency?*
HCS staff and principal pulse check responses monthly.
Evidence
E.4.5.1.1 EFFECTIVE PRACTICES Research Briefs and Evidence Rating
All teachers and teacher teams plan instruction based on the aligned and expanded curriculum that includes objectives for student management of their learning.
Tier 1-Strong Evidence
E.4.5.1.2 EFFECTIVE PRACTICES Research Briefs and Evidence Rating
All teachers are guided by a document that aligns standards, curriculum, instruction, and assessment. All teachers develop weekly lesson plans based on aligned units of instruction. All teachers use objectives-based unit pre-tests and posttests. All teachers individualize instructional plans in response to individual student performance on pre-tests and other methods of assessment to provide support for some students and enhanced learning opportunities for others. All teachers maintain a record of each student’s mastery of specific learning objectives.
Tier 1-Strong Evidence
E.4.5.1.3 CORE FUNCTION: High School: Opportunity to Learn
The school expects all students to participate in activities to develop skills outside of the classroom (e.g., service learning, athletics, enrichment, internships).
Tier 1/2-Moderate/Strong Evidence
Benchmark Indicator
HCS staff and principal pulse check responses
HCS Professional Development tracking through PD software
Retirement and Resignation trends
Position posted to hire timeline
A 4.2.1 HCVS teachers will participate in professional development to increase teacher-led lessons and assignments embedded into our courseware.
Description
-----------
*Provide a brief narrative of the proposed action step.*
HCVS will provide professional development designed to increase effectiveness and satisfaction. SSIG funds will be utilized for stipends to support professional development.
Professional Development will include collaborative planning team retreats, turnaround leadership expert speakers, and STEM instructional strategies.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
In our August in-service, HCVS teachers will integrate teacher-developed lessons/assignments into our existing on-line courseware. These lessons will be based on writing prompts/writing projects for students to write in different styles. These lessons will be implemented in every unit of every course.
For math, our teachers will meet weekly with synchronous sessions. These sessions will conclude with teacher-developed lessons based on unifying course standards.
lesson plans, professional development sign-in sheets and agendas
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
HCS staff and principal pulse check responses will be evaluated monthly.
90% or more of teachers state that they found value in the provided professional development opportunities on pulse check surveys.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| HCVS Admin/Teachers | 2025-05-19 |
|
G 5 Every Community Served
Every family, partner, mentor and advocate will be connected and empowered in their critical role in supporting our students to become life-ready.
Objectives
- Facilitate Thriving Futures for All
- Enhance Wraparound Supports
- Build Connections and Opportunities for Students and Families
By the end of the 24-25 school year, HCS will meet the following metrics:
- Percentage of on-time graduates. - 89.8%
- Percentage of Students Chronically Absent. - 18%
- Number of community strategic partners. - 73
- Percentage of seniors with a post-secondary plan. (College Acceptance, Military Enlistment, Trade School, Apprenticeship, Internship, Work) - 80%
District Turnaround Goal 2: Every Student Belongs: By June 2025, HCS will see an increase of student attendance with at least a 92% attendance rate, a decrease in chronic absenteeism of at least 8 percentage points and schools will add at least 5 additional community partnerships.
Turnaround Lever: Student Supports and Services
Performance Measure
- Percentage of on-time graduates. - 89.8%
- Percentage of Students Chronically Absent. - 18%
- Number of community strategic partners. - 73
- Percentage of seniors with a post-secondary plan. (College Acceptance, Military Enlistment, Trade School, Apprenticeship, Internship, Work) - 80%
Every Student Belongs: By June 2025, HCS will see an increase of student attendance with at least a 92% attendance rate, a decrease in chronic absenteeism of at least 8 percentage points and schools will add at least 5 additional community partnerships.
Sections
- Academic Achievement & Growth
- College & Career Readiness
- Climate and Access
S 5.1 Encouraging engagement through broad and inclusive co-curricular offerings
Offering and supporting a wide-range of engaging choice options that best suit student unique interests and needs.
Rationale
---------
*Provide a rationale for choosing the strategy/intervention.*
HCVS will increase the number of students participating in Dual Enrollment courses.
Supporting Data
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*If this is an existing strategy/intervention, provide school data to support the effective outcomes. If this is a new strategy/intervention, indicate that it is a new strategy/intervention.*
Compare number of students participating in early college opportunities in 2023-2024 to 2024-2025.
Benchmark Indicator
Implementation
--------------
*How will the turnaround strategy/intervention be monitored for implementation, including frequency.?*
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.
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.
Effectiveness
-------------
*How will the turnaround strategy/intervention be monitored for effectiveness toward increasing student achievement, including the frequency?*
Compare number of students participating in early college opportunities in 2023-2024 to 2024-2025.
Benchmark Indicator
Student Success Planning number of connections to programs
Student attendance
Number of strategic partners
A 5.1.1 Establish Dual Enrollment courses/EPSO opportunities so that 25% of high school students will receive at least 1 EPSO for the upcoming school year.
Description
-----------
*Provide a brief narrative of the proposed action step.*
HCVS will increase the number of student participating in Dual Enrollment courses.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
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.
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.
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
Compare the number of students participating in early college opportunities in 2023-2024 to 2024-2025.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Counselor/Coordinator | 2025-01-21 |
|
S 5.2 Expanding career exploration and exposure opportunities including Future Ready Institutes, Pre-Apprenticeships and Work Based Learning
Stimulating career-oriented ambitions through authentic post-secondary and work-based experiences via robust community and business partnerships.
Description
-----------
*Provide a brief narrative of the proposed action step.*
HCVS will implement a CTE course of study and a work-based learning program. HCVS seeks to meet the need of a large student population working.
Supporting Data: This is a new strategy.
Benchmark Indicator
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
HCVS will offer a CTE Computer Science pathway. HCVS will offer Computer Science Foundations this year and add one additional course each year until the entire pathway is offered.
HCVS will also begin a work-based learning course.
lesson plans
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
% of students taking DE Courses will be monitored each semester.
% of students enrolled in Work-based learning will be monitored each semester.
Evidence
5.2.1 Evidence
CORE FUNCTION: High School: Opportunity to Learn
The school provides all students with opportunities to enroll in and master rigorous coursework for college and career readiness.
The school provides all students with academic supports (e.g., supplemental interventions) when needed to enable them to succeed in rigorous courses designed for college and career readiness.
The school provides all students with supports and guidance to prepare them for college and careers (e.g., career awareness activities, career exploration, college visits, advising).
All teachers integrate college and career guidance and supports relevant to their subject areas into their taught curricula.
The school routinely provides all students with information and experience in a variety of career pathways.
The school expects all students to participate in activities to develop skills outside of the classroom (e.g., service learning, athletics, enrichment, internships). The school provides all students with opportunities to learn through nontraditional educational settings (e.g., virtual courses, dual enrollment, service learning, work-based internships).
Strong Evidence
Benchmark success rate improves by 5 percentage points between each benchmark
Benchmark Indicator
Student Success Planning number of connections to programs
Student attendance
Number of strategic partners
A 5.2.1 HCVS will strengthen a CTE pathway and work to offer Work-based Learning.
Description
-----------
*Provide a brief narrative of the proposed action step.*
HCVS will begin a CTE pathway and Work-based Learning to meet the needs of a student population participating in the work force.
HCVS will offer a CTE Computer Science pathway. HCVS will offer Computer Science Foundations this year and add one additional course each year until the entire pathway is offered.
HCVS will also offer OSHA 10 certification to increase our industry certifications.
HCVS will also begin a work-based learning course.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
lesson plans
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
% of students taking CTE courses
% of students participating in Work-based learning.
% of students earning Industry Certifications
Benchmark success rate improves by 5 percentage points between each benchmark, measured trimesterly.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Mrs. Clark-Computer Science, Mr. Dent-Work based learning | 2025-01-21 |
|
S 5.3 Meeting the needs of students through shared responsibility of schools and families
Individualizing learning plans and personalizing learning environments for every student together with schools and families.
Benchmark Indicator
Student Success Planning number of connections to programs
Student attendance
Number of strategic partners
A 5.3.1 HCVS students will set strategic short and long-term goals and have a college and/or career plan.
Description
-----------
*Provide a brief narrative of the proposed action step.*
HCVS will continue our Graduation Committee to increase the Graduation Rate from 53.8% in 2020-2021, 86.7% in 2021-2022, 90.8% in 2022-2023, 96% in 2023-2024 t0 97% in 2024-2025.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
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.
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
Bi-weekly to generate Seniors in danger
Comparison '24 grad rate to the '25 grad rate.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Coordinator, Counselor, High School Teachers | 2025-06-30 |
A 5.3.2 HCVS will continue an attendance committee to achieve student attendance of at least a 94% attendance rate, a decrease in chronic absenteeism of at least 2%, a decrease in truancy to 11%, and a continuation of a 90% graduation rate.
Description
-----------
*Provide a brief narrative of the proposed action step.*
HCVS will monitor attendance weekly to ensure students are not falling behind.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
HCVS will establish an attendance committee to target chronic absenteeism and truancy.
The committee will meet every Friday morning to evaluate students with 3 or more unexcused absences.
The coordinator will call and email parents when students have 3 unexcused absences.
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.
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
Weekly absence data
Truancy data
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Coordinator, Deans, Guidance, Social Worker | 2025-05-22 |
A 5.3.3 Continue Tier I, II, III Attendance Plan (supplemental to district Tiered Intervention program)
Description
-----------
*Provide a brief narrative of the proposed action step.*
HCVS will follow the Tiered Attendance Plan for Truant students.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
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.
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
Weekly attendance data.
Weekly truancy data
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Coordinator, Deans, Guidance, Social Worker | 2025-05-22 |
S 5.4 Organizing support from the community
Collaborating with families and local providers to provide wraparound supports meeting immediate student needs.
Rationale
--------
*Provide a rationale for choosing the strategy/intervention.*
HCVS will continue a Parent Advisory group to help guide and form school policies.
Supporting Data
---------------
*If this is an existing strategy/intervention, provide school data to support the effective outcomes. If this is a new strategy/intervention, indicate that it is a new strategy/intervention.*
This is a new strategy.
Implementation
--------------
*How will the turnaround strategy/intervention be monitored for implementation, including frequency.?*
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.
Effectiveness
-------------
*How will the turnaround strategy/intervention be monitored for effectiveness toward increasing student achievement, including the frequency?*
Parent participation % in the Advisory groups will be monitored monthly.
% of students remaining with HCVS for the 24-25 school year will be completed at the end of the year.
The benchmark(s) to be used to measure effectiveness include a 8% decrease in student chronic absenteeism rate.
Evidence 5.4.2
Strong Evidence
Family Engagement in a School Community
Parent (Family) representatives advise the School Leadership Team on matters related to family-school relations.
The school’s key documents (Parent Involvement Guidelines, Mission Statement, Compact, Homework Guidelines, and Classroom Visit Procedures) are annually distributed and frequently communicated to teachers, school personnel, parents (families), and students.
The school’s Parent (Family) Involvement Guidelines include a vision statement about the importance of family-school partnership in a school community.
Benchmark Indicator
Student Success Planning number of connections to programs
Student attendance
Number of strategic partners
Chronic Absenteeism, Enrollment data
A 5.4.1 Parent/Teacher School Committee
Description
-----------
*Provide a brief narrative of the proposed action step.*
HCVS will establish a Parent/Teacher Committee to ensure parent voice is heard and parent concerns are addressed.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
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.
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
Parent participation % in the Advisory will be monitored monthly.
% of students remaining with HCVS for the 25-26 school year will be completed annually at the end of the year.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Coordinator/Counselor/Parents | 2025-05-19 |
A 5.4.2 HCVS will host Family engagement nights to support student achievement.
Description
-----------
*Provide a brief narrative of the proposed action step.*
Family engagement activities will be designed and implemented to focus on equipping family members with the skills and tools necessary to support students in completing work and continuing learning at home. Funds will include student-centered incentives for families to attend, food for participants. Additional interpreters will be available for families of students who do not speak English when necessary to ensure equitable access to family engagement activities.
Implementation
--------------
*Identify the indicator(s) used to measure implementation of the action step.*
Family Engagement Agendas and Sign in sheets
Effectiveness
-------------
*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
25% of students will have family representation for at least one family engagement activity throughout the year.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Family Partnership Specialist, Coordinator | 2025-05-22 |
|