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 25-26 school year, HCS will meet the following metrics:
- Percentage of students meeting or exceeding the standard on ELA and Math state assessments (TCAP). - 45.3% / 58th percentile
- TVAAS overall composite score of Level 4 or Level 5 - Level 5
- Percentage of K-2 students scoring below the 25th percentile nationally. - 28% / 48th percentile
Performance Measure
- Percentage of students meeting or exceeding the standard on ELA and Math state assessments (TCAP). - 45.3% / 58th percentile
- TVAAS overall composite score of Level 4 or Level 5 - Level 5
- Percentage of K-2 students scoring below the 25th percentile nationally. - 28% / 48th percentile
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 2026 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.
HCVS has achievement scores below the district average. HCVS has lost the ability to personalize instruction. Courses have limited teacher developed lessons or synchronous sessions.
Benchmark Indicator
Student benchmark assessments and screener data
Academic Press and Personalization walk through data.
Student report card and portrait of a graduate data
Supporting Data
Fall 2024
End of Course scores
33.3% English I Met/Exceeded Expectations, 47.1% English II Met/Exceeded Expectations
6.3% Algebra I Met/Exceeded Expectations, 16.2% Geometry Met/Exceeded Expectations, 2% 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%
Spring 2025
HCS Benchmark Scores
ELA-All 50.4% Proficient, BHN 40%, Econ Dis 29.6%, Ex Ed 27.3%, Super Sub 42.2%
Math- All 45.8% Proficient, BHN 44.3%, Econ Dis 37.1%, Ex Ed 21.4%, Super Sub 42.7%
Science- All 43.8% Proficient, BHN 37.8%, Econ Dis 29.2%, Ex Ed 20%, Super Sub 37.3%
Soc Stud- All 49.5% Proficient, BHN 43.9%, Econ Dis 32.0%, Ex Ed 36.4%, Super Sub 44.8%
A 1.1.1 HCVS students will demonstrate the ability to appropriately use technology.
Description
HCVS Advisors will serve as tech coaches for their advisory group.
Implementation
Beginning in August, Each advisor will serve as the technology coach for their advisory.
Identify the indicator(s) used to measure implementation of the action step.
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 | 2025-12-18 |
S 1.2 Aligning measures of success
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.
Benchmark Indicator
Student benchmark assessments and screener data
Academic Press and Personalization walk through data.
Student report card and portrait of a graduate data
Fall 2024
End of Course scores
33.3% English I Met/Exceeded Expectations, 47.1% English II Met/Exceeded Expectations
6.3% Algebra I Met/Exceeded Expectations, 16.2% Geometry Met/Exceeded Expectations, 2% 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%
Spring 2025
HCS Benchmark Scores
ELA-All 50.4% Proficient, BHN 40%, Econ Dis 29.6%, Ex Ed 27.3%, Super Sub 42.2%
Math- All 45.8% Proficient, BHN 44.3%, Econ Dis 37.1%, Ex Ed 21.4%, Super Sub 42.7%
Science- All 43.8% Proficient, BHN 37.8%, Econ Dis 29.2%, Ex Ed 20%, Super Sub 37.3%
Soc Stud- All 49.5% Proficient, BHN 43.9%, Econ Dis 32.0%, Ex Ed 36.4%, Super Sub 44.8%
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.
A school level assessment plan will be created and reviewed. We will compare progress at the mid-year benchmark to the HCS quarter exams. The % of students scoring at the top two levels on the district benchmark and quarter exams will show an increase throughout the year.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Admin/Teachers | 2026-05-20 |
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.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Counselor, Grade Band Teams | 2026-05-20 |
|
S 1.3 Delivering high-quality lessons with rigorous instructional materials
Equipping educators with integrated, compelling, and research-based resources, materials, and methods.
*Provide a rationale for choosing the strategy/intervention.*
HCVS utilizes on-line courses for courseware. For the 2025-2026 school year, HCVS will incorporate a diagnostic software to increase math scores.
The diagnostic software will be utilized to strengthen and increase math skills.
Benchmark Indicator
Student benchmark assessments and screener data
Academic Press and Personalization walk through data.
Student report card and portrait of a graduate data
Supporting Data
Fall 2024
End of Course scores
6.3% Algebra I Met/Exceeded Expectations, 16.2% Geometry Met/Exceeded Expectations, 2% Algebra II Met/Exceeded Expectations
TNReady
3rd Math-0%, 4th Math-9.1%, 5th Math-0%
6th Math- 23.1% ,7th Math-10%, 8th Math-16%
Student Group Breakdown
Math BHN-6.5%, Econ Dis-3.3%, SWD-3.6% Super-6.5%
A 1.3.1 HCVS will align high school Math courses with HCS pacing, standards, and curriculum.
*Provide a brief narrative of the proposed action step.*
HCVS utilizes on-line courses for courseware. For the 2025-2026 school year, HCVS will utilize Hamilton County Schools curriculum for Algebra I and Geometry.
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, TVAAS scores, and EOC scores. These scores will be compared to 2024-2025 data.
As the year progresses, our benchmark data should show improvements to the district average. 2025 data will be compared to 2026 data to gage effectiveness. Benchmark data will be analyzed. Standards with the lowest scores will be identified upon completion of the Benchmark Test.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Mary Neff-Algebra I and Geometry teacher, HCVS Admin | 2025-12-18 |
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 | 2026-05-20 |
|
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.
Benchmark Indicator
Student benchmark assessments and screener data
Academic Press and Personalization walk through data.
Student report card and portrait of a graduate data
Fall 2024
End of Course scores
33.3% English I Met/Exceeded Expectations, 47.1% English II Met/Exceeded Expectations
6.3% Algebra I Met/Exceeded Expectations, 16.2% Geometry Met/Exceeded Expectations, 2% 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%
Spring 2025
HCS Benchmark Scores
ELA-All 50.4% Proficient, BHN 40%, Econ Dis 29.6%, Ex Ed 27.3%, Super Sub 42.2%
Math- All 45.8% Proficient, BHN 44.3%, Econ Dis 37.1%, Ex Ed 21.4%, Super Sub 42.7%
Science- All 43.8% Proficient, BHN 37.8%, Econ Dis 29.2%, Ex Ed 20%, Super Sub 37.3%
Soc Stud- All 49.5% Proficient, BHN 43.9%, Econ Dis 32.0%, Ex Ed 36.4%, Super Sub 44.8%
College Readiness
Class of 23-21%
Class of 24-33%
District-52.6%
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.
Implementation
--------------
*How will the turnaround strategy/intervention be monitored for implementation, including frequency.?*
The strategy/intervention will be monitored 3 times per year. We will track our HCS quarterly exam scores and benchmark data and compare 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. 2025 data will be compared to 2026 data to monitor effectiveness. Benchmark data will be analyzed one time a year. Standards with the lowest scores will be identified two times a year.
Benchmark success rate improves by 5% points between the previous year's benchmark.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Teachers/Counselor | 2026-05-20 |
S 1.5 Responding and intervening to student needs
Operationalizing systems to support demonstrated learning needs as they occur through extended learning programs, just-in-time tutoring, and differentiated classroom supports.
*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.
Benchmark Indicator
Student benchmark assessments and screener data
Academic Press and Personalization walk through data.
Student report card and portrait of a graduate data
Fall 2024
End of Course scores
33.3% English I Met/Exceeded Expectations, 47.1% English II Met/Exceeded Expectations
6.3% Algebra I Met/Exceeded Expectations, 16.2% Geometry Met/Exceeded Expectations, 2% 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%
Spring 2025
HCS Benchmark Scores
ELA-All 50.4% Proficient, BHN 40%, Econ Dis 29.6%, Ex Ed 27.3%, Super Sub 42.2%
Math- All 45.8% Proficient, BHN 44.3%, Econ Dis 37.1%, Ex Ed 21.4%, Super Sub 42.7%
Science- All 43.8% Proficient, BHN 37.8%, Econ Dis 29.2%, Ex Ed 20%, Super Sub 37.3%
Soc Stud- All 49.5% Proficient, BHN 43.9%, Econ Dis 32.0%, Ex Ed 36.4%, Super Sub 44.8%
College Readiness
Class of 23-21%
Class of 24-33%
District-52.6%
A 1.5.1 HCVS students will demonstrate confidence and initiative to take action and ask questions that further develop ideas.
*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.
Quarterly Exam/Benchmark success rate improves by 5% points between each benchmark or quarterly exam.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Teachers/Counselors | 2026-05-20 |
A 1.5.2 RTI Monitoring
-----------
*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: 11-40% 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 Microsoft Teams.
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), Mrs. McAnulty-RTI, Principal, Teachers | 2026-05-20 |
|
A 1.5.3 Increased use of tutoring/synchronous sessions
*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 with the Dean of Students. This lab 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. 2025 data will be compared to 2026 data to gage effectiveness. Benchmark data will be analyzed. Standards with the lowest scores will be identified upon each quarterly exam and benchmark.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Mrs. Montgomery-Dean, Teachers | 2026-05-20 |
|
A 1.5.4 HCVS students will be academically thriving by demonstrating the ability to appropriately use technology.
*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 ixl for 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. 2025 data will be compared to 2026 data to gage effectiveness. Benchmark data will be analyzed. Standards with the lowest scores will be identified upon completion of each quarterly exam and benchmark.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| K-5 teachers, ACT Prep teacher, Guidance, MS Math Teacher | 2026-05-20 |
|
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 25-26 school year, HCS will meet the following metrics:
- Percentage of students with active connections aligned to identified strengths or needs through Student Success Planning. - 53%
- Percentage of students showing evidence of self-management and social awareness. - 70%
- Percent of families responding favorably to questions focused on student belonging. - 85%
- Percentage of students receiving one or more discipline infractions. - K-5 = 2.4% / 6-12 = 9.9%
Performance Measure
- Percentage of students with active connections aligned to identified strengths or needs through Student Success Planning. - 53%
- Percentage of students showing evidence of self-management and social awareness. - 70%
- Percent of families responding favorably to questions focused on student belonging. - 85%
- Percentage of students receiving one or more discipline infractions. - K-5 = 2.4% / 6-12 = 9.9%
By June 2026, HCVS will see an increase of student attendance with at least a 93% attendance rate.
Sections
- Climate and Access
S 2.1 Developing strong character and self-management
Dedicating attention to cultivating students’ personal traits, such as courage, curiosity, integrity, leadership, and empathy.
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 2.1.1 Increase advisor meetings
*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 | 2026-05-20 |
A 2.1.2 HCVS students will take responsibility for their actions and understand the impact of their decisions.
*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 | 2026-05-20 |
S 2.2 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.
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 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 |
|---|---|---|
| Dean, Principal | 2026-05-20 |
A 2.2.2 HCVS will provide Social Emotional Learning Materials and Supplies to support students in overcoming barriers related to student behavior and attendance.
-----------
*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.*
Dean 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 |
|---|---|---|
| Dean | 2025-12-18 |
G 3 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 25-26 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. - 93.9%
- Percentage of effective employees retained. - 88.0%
- Percentage of employees attending at least one professional development opportunity aligned to their scope of work. - 80%
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. - 93.9%
- Percentage of effective employees retained. - 88.0%
- Percentage of employees attending at least one professional development opportunity aligned to their scope of work. - 80%
Sections
- Educators
S 3.1 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.
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 3.1.1 HCVS will implement an HCVS Flame program to recognize and praise faculty.
HCVS will implement a Google Form for increasing recognition and praise. Due to faculty working remotely, staff recognition and praise become more difficult.
Faculty can be recognized and praised by admin and other faculty through the use of a Google form. Admin and faculty complete the form, and the feedback is emailed to the faculty member.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| All faculty | 2026-05-20 |
G 4 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 25-26 school year, HCS will meet the following metrics:
- Percentage of on-time graduates. - 90.4%
- Percentage of Students Chronically Absent. - 16.2%
- Number of community strategic partners. - 93
- Percentage of seniors with a post-secondary plan. (College Acceptance, Military Enlistment, Trade School, Apprenticeship, Internship, Work) - 80%
Performance Measure
- Percentage of on-time graduates. - 90.4%
- Percentage of Students Chronically Absent. - 16.2%
- Number of community strategic partners. - 93
- Percentage of seniors with a post-secondary plan. (College Acceptance, Military Enlistment, Trade School, Apprenticeship, Internship, Work) - 80%
Sections
- Academic Achievement & Growth
- College & Career Readiness
- Climate and Access
S 4.1 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.
Benchmark Indicator
Student Success Planning number of connections to programs
Student attendance
Number of strategic partners
A 4.1.1 Establish Dual Enrollment courses/EPSO opportunities so that 25% of high school students will receive at least 1 EPSO for the upcoming school year.
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*Provide a brief narrative of the proposed action step.*
HCVS will increase the number of student participating in Dual Enrollment courses.
Implementation
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*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
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*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 2024-2025 to 2025-2026.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Counselor/Principal | 2026-01-26 |
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S 4.2 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.
Benchmark Indicator
Student Success Planning number of connections to programs
Student attendance
Number of strategic partners
A 4.2.1 HCVS will strengthen a CTE pathway and work to offer Work-based Learning.
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*Provide a brief narrative of the proposed action step.*
HCVS will increase a CTE pathway to meet the needs of a student population participating in the work force.
HCVS will offer a CTE Computer Science pathway. HCVS will offer Web Design 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 increase the amount of students participating in the ASVAB testing.
Implementation
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*Identify the indicator(s) used to measure implementation of the action step.*
lesson plans
Effectiveness
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*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
% of students taking CTE courses
% of students earning Industry Certifications
Benchmark success rate improves by 5 percentage points.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Counselor, Computer Science Teacher | 2026-05-20 |
S 4.3 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 4.3.1 HCVS students will set strategic short and long-term goals and have a college and/or career plan.
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*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, 93% in 2023-2024, 93% in 2024-2025, to 94% in 2025-2026.
Implementation
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*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
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*Identify the benchmark(s) to be used to measure effectiveness toward increasing student achievement.*
Bi-weekly to generate Seniors in danger
Comparison '25 grad rate to the '26 grad rate.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Principal, Counselor, High School Teachers | 2027-07-30 |
A 4.3.2 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.
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*Provide a brief narrative of the proposed action step.*
HCVS will monitor attendance weekly to ensure students are not falling behind.
Implementation
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*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
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*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 |
|---|---|---|
| Principal, Dean, Guidance, Social Worker | 2026-05-20 |
A 4.3.3 Continue Tier I, II, III Attendance Plan (supplemental to district Tiered Intervention program)
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*Provide a brief narrative of the proposed action step.*
HCVS will follow the Tiered Attendance Plan for Truant students.
Implementation
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*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 5 or more unexcused absences. Implement a Tier III attendance plan with 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
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*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 |
|---|---|---|
| Principal, Dean, Guidance, Social Worker | 2026-05-20 |
S 4.4 Organizing support from the community
Collaborating with families and local providers to provide wraparound supports meeting immediate student needs.
Benchmark Indicator
Student Success Planning number of connections to programs
Student attendance
Number of strategic partners
A 4.4.1 Parent/Teacher School Committee
*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
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*Identify the indicator(s) used to measure implementation of the action step.*
The committee will meet quarterly to discuss topics to increase school culture, climate and communication. The board will consist of the Principal, Counselor, Dean of Students and approximately 6 parents.
Results from the meetings will be discussed at our monthly faculty meetings.
Effectiveness
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*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 26-27 school year will be completed annually at the end of the year.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Principal, Counselor, Dean, Parents | 2026-05-20 |
A 4.4.2 HCVS will host Family engagement nights to support student achievement.
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*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
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*Identify the indicator(s) used to measure implementation of the action step.*
Family Engagement Agendas and Sign in sheets
Effectiveness
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*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 | ||||
|---|---|---|---|---|---|---|
| Dean, Pricipal | 2026-05-20 |
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