CCVA principal outlines changes after low test results; district explains legal limits on student placement

Mister Johnson, principal of the Coffee County Virtual Academy and the district’s alternative‑setting leader, told the board the CCVA is piloting live synchronous instruction in tested courses and bringing students into in‑person summative testing to limit the potential for cheating and to familiarize students with test environments.

Johnson said CCVA has 54 enrolled students (grades 6–12) and a cap at 70 plus five reserve slots for transfers. He described current steps to improve scores: weekly live algebra‑2 sessions led by a volunteer district teacher, live sessions for English I and II, “Workshop Wednesdays” focusing on ACT/test strategies, and plans to add 6–8 math and science synchronous sessions. The CCVA uses Edgenuity for asynchronous lessons and is experimenting with supplemental synchronous instruction to raise tested‑course performance.

On alternative placements and discipline, Johnson and special‑education staff explained an underused but legal option: placing chronically disruptive secondary students in a remote or alternative learning setting when they are “detrimental to the success of other students.” Johnson said he has placed two students in alternative settings and that those students subsequently produced more work. District special‑education leadership and legal advisors cautioned the board that change‑of‑placement decisions are governed by state and federal guidelines; collecting sufficient data and meeting legal and procedural requirements can take weeks to months, and courts have overturned placements conducted without due process.

Johnson described CCVA procedures for attendance and progress: students’ weekly work completion determines attendance status; falling behind triggers probationary steps that include in‑person lab time and outreach by advisors. CCVA requires students to sit in‑person summative assessments and to participate in interventions and tutoring. He said the program is not a default alternative for attendance problems or discipline cases; CCVA’s enrollment application screens applicants for motivation, parental support and self‑management capacity.

Why it matters: CCVA’s approach — adding synchronous instruction for tested subjects and stricter in‑person testing — is designed to address the academy’s reported performance issues. District leaders also urged trustees to recognize legal limits around moving disruptive students and to consider capacity for behavior‑support placements.

Ending: Johnson asked the board to consider modest funding to support synchronous instruction (stipends for additional live teachers) and to recognize CCVA and alternative school capacity constraints as the district weighs budgets and student supports.