Hawkins County Virtual Academy 2024 - 2025 2023 - 2024 2022 - 2023 2021 - 2022 Export Export

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A 1.1.1 Virtual Attendance Video

HCVA faculty will develop a back to school presentation defining Chronic Absenteeism and how absences are calculated through the Skyward program. The video will be on the school’s website for referencing throughout the year.

A 1.1.2 Daily Google Meets with students to promote positive attendance

Teachers will meet with students daily online to track attendance and progress of students.

A 1.1.3 Student Corrective Action Plans

Identified students will be placed on an individualized corrective plan of action which will include various strategies to correct any problematic areas. Strategies will include mandatory in-person school days for students who would otherwise be virtual.

A 1.2.1 Weekly Continuous Enrollment Evaluation Staff Meeting

HCVA teachers will meet weekly with the HCVA administrator and school counselor to discuss any student not meeting attendance, performance, and participation standards.

A 2.1.1 Standards Review and Alignment Professional Development

The HCVA curriculum utilizes various resources including; state/district adopted textbooks, teacher created Google Classrooms and Canvas Classrooms, utilization of asynchronous video instruction software, synchronous instruction and hybrid models of instruction. The HCVA faculty will participate in a series of professional development opportunities, which review all resources being utilized to ensure they align with state standards. 

A 2.1.2 Professional Development

Once a resource is identified and targeted as lacking the appropriate state standard coverage by the standards alignment and review professional development noted in action step 1, HCVA faculty and administration will seek professional development opportunities and utilize district resources such as instructional coaches and content specialist to assist HCVA teachers with supplemental resources to ensure all standards are fully covered and presented to HCVA students.

A 2.2.1 Data Review

HCVA faculty and staff will review student CASE and Benchmark assessment data after each assessment, identify students’ deficit gaps in RLA courses, and update individual learning plans with needed interventions.After each assessment, HCVA faculty and staff will use assessment data to determine student progress and evaluate interventions on student individualized learning plans to decrease the number of students served in Tier II and III.

A 2.2.2 Individualized Learning Plans

After each assessment, HCVA faculty and staff will use CASE and Benchmark Assessment data to determine student progress and evaluate interventions on student individualized learning plans to decrease the number of students served in Tier II and III.

A 2.3.1 Walkthrough Schedule

HCVA administration will develop a detailed schedule for ELA walkthroughs that includes dates, times, and specific classrooms or grade levels to be observed and will ensure that HCVA faculty and HCBOE leadership are informed and available to participate. HCVA administration will use a shared calendar to manage and coordinate walkthroughs. efficiently. HCVA faculty will use the information collected during walkthroughs at weekly PLCs and develop an agenda for the PLC meetings that includes time for reviewing walkthrough data, discussing instructional strategies, and sharing feedback. THe HCVA administrator will use the information gained in walkthroughts to leverage educator strengths and weaknesses.

A 2.3.2 Using Walkthrough Information at PLCs

HCVA faculty will use the information collected during walkthroughs at weekly PLCs and develop an agenda for the PLC meetings that includes time for reviewing walkthrough data, discussing instructional strategies, and sharing feedback.

A 2.4.1 Establishing Effective PLCs

HCVA administration will establish effective PLCs for HCVA faculty to enhance collaboration and improve instructional practices. The purpose of these PLC meetings is to provide a structured environment where educators can share best practices, analyze student data, and develop strategies to address student needs.

All staff will be trained on highly effective PLCs using Solution Tree publications and training materials.

A 2.4.2 Monitoring PLCs

HCVA administration will start the meetings to clarify roles and objectives and will oversee them throughout the year. The principal will monitor a shared Google Drive spreadsheet to track PLC progress and goals. We'll assess PLC effectiveness by collecting feedback from teachers and reviewing changes in teaching and student performance. Regular evaluations will ensure that PLC activities remain relevant and impactful. Adjustments will be made based on these assessments to continuously improve the PLC process

A 3.1.1 District and Regional Math PD

HCVA faculty and staff will participate in district and regional professional development opportunities to strengthen instruction in the use of Math Instructional Focus Documents and best practices for providing rigorous instruction that meets the needs of the students. 

A 3.2.1 Math ILPs

HCVA faculty will review and analyze data from student work, lesson unit assessments, CASE Benchmark Assessments, and AIMSWebPlus Assessments to identify gaps in learning and areas of student need. The principal is responsible for overseeing this data analysis process and ensuring that the findings are used to guide instructional decisions. At HCVA, we implement targeted math interventions to address learning gaps. Math Intervention includes using specific programs and strategies such as small group instruction, tailored practice exercises, and specialized intervention programs to help students close gaps in their understanding and improve their math skills. These interventions are designed to provide additional support where needed and to ensure that all students have the opportunity to succeed.

A 3.2.2 Collaboration with the RTI Specialist

By working with the district RTI specialist, Amber Davidson, the HCVA teachers can gain insights into effective intervention strategies and best practices for addressing specific areas of need in math instruction. Amber assists in using AimsWeb Data to move student in to Tier 2 and 3 groups. She helps monitor these groups and make moves un and down as needed. This partnership helps ensure that the strategies implemented are aligned with district-wide goals and standards.

A 3.3.1 Data Analysis in PLCs

Professional Learning Communities (PLCs) will use collaborative data examination as a key strategy. This approach enables teachers to discuss and analyze student performance, identify trends, and pinpoint areas where students may be struggling.

Feedback from walkthroughs drives PLC meetings by providing specific insights into instructional practices observed in the classroom. This feedback helps inform discussions, guiding teachers in refining their strategies based on real-time observations and supporting data-driven decision-making.

A 3.3.2 Driving Daily Instruction

Walkthrough feedback is given by observing classroom instruction and providing detailed, actionable comments on teaching practices. This feedback helps teachers understand how their instructional strategies align with best practices and student needs. Teachers then use this feedback, along with insights gained from data analysis and collaboration, to make informed adjustments to their instruction, such as adapting lesson plans, implementing targeted interventions, and employing strategies that address specific student needs. By incorporating this feedback into their teaching, teachers can better tailor their instruction to support student learning and growth.

A 3.4.1 HCVA Math PLC Weekly Meetings

HCVA faculty will conduct weekly PLC meetings to foster collaboration and enhance teaching strategies. Agendas, PLC protocol documentation, and notes from the PLC meetings will be utilized. Analysis and discussion of data will help identify areas of where instruction can be improved. Action plans will be developed to identify specific strategies, resources and timelines. These plans will be implemented with the students and will ensure a system for monitoring and adjusting as needed. 

A 4.1.1 CTE Training

The HCVA high school instructors will participate in an online CTE course covering the essentials of work-based learning and their responsibilities as facilitators. Those taking on the role of work-based learning facilitators will need to build connections with local businesses to discuss student involvement and grading in the program.

A 4.1.2 TCAT Externship

The HCVA school counselor will engage in a yearly CTE externship. During this one-week program, she will have the chance to visit the TCAT Morristown campus and take part in a panel discussion with local manufacturing firms. Additionally, the counselor will tour four manufacturing sites to observe firsthand how industry certifications are applied in the workplace.

A 4.2.1 Counselor Coordination

The HCVA school counselor will work with counselors from Volunteer and Cherokee to offer virtual students the chance to enroll in CTE courses on campus and obtain an industry certification.

A 4.2.2 Work-Based Learning

The HCVA school counselor will work with Hawkins County WBL Director, Seth Rhoton, to create work-based learning opportunities for seniors who have finished their three required CTE courses.

A 4.2.3 STEAM and Career Courses

The HCVA school counselor will enroll all K-8 students in a STEAM and Career Exploration course for the 24-25 school year. The STEAM course will focus on helping students address real-world problems, use design thinking, work collaboratively, and foster creativity. The Career Exploration class will introduce students to a variety of career paths and outline the necessary education, training, and skills for each. Additionally, students will take an interest inventory assessment to align their preferences and interests with potential career fields.

A 4.3.1 FAFSA Frenzy

The HCVA staff will host a FAFSA Frenzy night to provide students and their parents with information and support while completing the FAFSA application.

A 4.3.2 Dual Enrollment Registration

The HCVA school counselor will invite representatives from Walters State Community College and East Tennessee State University to talk about dual enrollment opportunities available to eligible HCVA juniors, seniors and their parents.

A 4.3.3 9th Grade School Registration

The school counselor will organize a transition meeting with students and their parents at the end of 8th grade to discuss high school courses, CTE opportunities, and career paths. Based on career interest inventory results, the counselor will assist students in choosing a career path and provide information on available CTE courses, both virtually and on-campus.

A 4.4.1 ACT Prep Course

Students will finish an ACT prep course, provided by the EPSO Team, by the end of their junior year. This course is designed to prepare students by familiarizing them with the terminology and question formats found on the ACT.

A 4.4.2 ACT Registration

The HCVA school counselor will collaborate with 11th grade students and local testing coordinators to ensure all students are registered for the ACT. The test will be administered to all HCVA juniors in March 2025. Students who miss this opportunity will work with the school counselor to schedule a Saturday test date.

A 4.5.1 Academic CrossWalk

All HCVA teachers will complete a crosswalk for their respective subjects. This crosswalk will compare the curriculum from the online vendor with state standards to ensure that all required standards are being covered.

A 4.5.2 Special Lessons

Standards not covered by the online vendor or those needing reinforcement, as identified through benchmark testing, will be addressed with special lessons. These lessons will be posted in Google Classrooms and will include questions formatted similarly to those on the ACT.

A 4.6.1 CTE/SPED Training

In conjunction with the district’s efforts, the HCVA staff will coordinate with SPED teachers at students’ zoned schools to ensure that SWDs are engaging in CTE opportunities. Hawkins County SPED teachers will attend workshops that will focus on best practices for integrating CTE into the curriculum for students with disabilities (SWDs). The training will include hands-on sessions, resource sharing, and strategies for adapting CTE instruction to meet the needs of SWDs.