Plan for Continuous Improvement

2021-22 Concept Map

Plan for Continuous Improvement (PCI)

2021-22 Plan for Continuous Improvement (PCI)

Frank W. High School

School: Frank W. Cox High School

School Year(s): 2021-2025

Date of Plan/Update: December 2021

Compass to 2025: Student-Centered For Student Success

Educational Excellence (literacy, core knowledge, and transferable life skills)

Student Well-Being (physical, mental health of all students, resilient learners who are personally and socially responsible)
Student Ownership of Learning (student agency)
An Exemplary, Diversified Workforce (fosters a climate that values and invests in a high-quality, diversified workforce)
Mutually Supportive Partnerships (family, school, the division, businesses, military, faith-based, civic and city agencies that support student well-being)
Organizational Effectiveness & Efficiency (division resources, operations, and processes to support the division’s strategic goals.)

School Mission & Vision (Concept Map)

https://drive.google.com/drive/folders/1-ANhot1iABUM17dZF5F9VI2j6XjjayHL

What outcomes (SMART Goals) do we want for our students?

(Specific, Measurable, Attainable, Results-based, and Time-bound)

On-time Graduation Goal:

Annually, Frank W. Cox High School will attain an on-time graduation rate of at least 96%.

Future Ready/SEL Goal:

Beginning with the class of 2025, all graduates will have a clear, documented “post high school” plan.

Literacy Goal

(meet or exceed accreditation standard)

As measured by SOL Reading and Writing scores combined, Frank W. Cox students will perform in the top quartile of Virginia Beach Schools annually and/or achieve a combined pass rate of at least 90%.

Numeracy Goal

(meet or exceed accreditation standard)

As measured by SOL mathematics scores combined, Frank W. Cox students will perform in the top quartile of Virginia Beach Schools annually and/or achieve a combined pass rate of at least 90%.

What is your why? Overall SOL Pass Rates and Rankings within VBCPS 2015-2019 On Time Graduation Report for Cox HS and VBCPS 2019 On Time Graduation Report for Cox HS and VBCPS 2020
On-Time Graduation Goal 1 Justification: (hyperlink OTG data)	The vision and mission of Frank W. Cox HS are to prepare students for life after graduation. The first step is to ensure student graduation. While Cox students have surpassed the state On-Time Graduation (OTG) rate, they have underperformed other Virginia Beach schools.
Future Ready/SEL Goal 2 Justification: (hyperlink potential data: CCCRI, diploma seals, other)	Schools need to grow and transform with the changing needs of the student population. Students are finding more diverse career and academic paths after high school. Beginning with the class of 2025, students will accomplish this goal by graduation.
Literacy Goal 3 Justification: (hyperlink SOL Five Year Fact Sheet)	Virginia Beach has always exceeded other divisions in the state in the area of literacy. Frank W. Cox HS has been a leader within the Virginia Beach school system. Schools need to grow and transform with the changing needs of the student population. Cox intends to maintain its status as a top tier school in Virginia in the area of literacy.
Numeracy Goal 4 Justification: (data and concise narrative)	Virginia Beach has always exceeded other divisions in the state in the area of numeracy. Frank W. Cox HS has been a leader within the Virginia Beach school system. Schools need to grow and transform with the changing needs of the student population. Cox intends to maintain its status as a top tier school in Virginia in the area of mathematics.

On-Time Graduation Goal

What intermediate measures can you use to monitor? ( i.e. Attendance, failure rates)
Measure	Progress Monitoring Timeline (Quarterly, monthly, etc.)
Progress Reports/Report Cards	Quarterly
Attendance Profile	Quarterly
VDOE Graduation Cohort Report	Quarterly
OTG at Risk List	Weekly

How will you accomplish this goal?
Action Steps (List each action step on a separate line.)	Timeframe ( i.e., Oct.-May)	Person(s) Responsible	Mark X when Complete
Identification of students who should be graduating, who should have already graduated, or are not identified as a senior in their graduation cohort.	September	Grad Coach Counselors	Complete
Student Support Team Meeting	November	Grad Coach, Counselors, AP, SRT Coordinator	Complete
Identification of seniors needing to pass SOL assessments in order to graduate. (Term-grads)	September	SIS Grad Coach Counselors	Complete
The drop-out task force/on-time grad task force, guidance counselor, school social worker, the assistant principal in charge of attendance and the assistant principal in charge of drop out and on-time graduation will identify, counsel, and meet with students and parents with excessive absences. This includes students who have withdrawn but have not graduated.	September	Grad Coach AP over OTG AP over Attendance Attendance Associate	Complete But ongoing
Teachers will complete a quarterly D & E report including interventions to meet student needs. Administration and school counselors will institute additional interventions such as attendance tracking, attendance contracts, and initiating the Student Response Team into action.	Quarterly	Teachers Counselors Grad Coach APs	Complete for Q2
Progress monitoring and meeting to discuss status and updates for at-risk students.	Bi-weekly beginning in October	Grad coach, AP over seniors, SRT Coordinator, Counselors, SIS	ongoing
Teachers work with students who fall behind on an individual basis to improve grades. (Credit Recovery)	Quarterly	Senior Teachers AP over OTG Grad Coach	Ongoing
Administration meets with seniors in jeopardy of failing	Quarterly	AP over seniors
Home visits to those seniors not attending school	Quarterly	Grad coach, AP, counselors, Student Support Specialist

CHECK	How are you progressing?	What must you adjust?
	Findings Based on Review of the Action Plan (Describe progress based on the immediate measures and/or link brief summary of data.)	Adjustments or Improvements (Describe changes necessary to achieve the goal; new action steps above should be indicated in red.)
Q1
Q2	Students failing due to not completing work.	SRT has formed a class for struggling students to stay and receive academic support while completing work.
Q3

Future Ready/SEL Goal

What intermediate measures can you use to monitor? ( i.e. CCCRI, Diploma Seals, SEL data)
Measure	Progress Monitoring Timeline (Quarterly, monthly, etc.)
Monitor # students applying for the Tech Center and ATC	Annually
Counselor Post Secondary Goal Advising	Quarterly
Student Portfolios	Annually

How will you accomplish this goal?
Action Steps (List each action step on a separate line.)	Timeframe ( i.e., Oct.-May)	Person(s) Responsible	Mark X when Complete
Strategic scheduling providing multiple AP and Dual Enrollment Courses	March-June	Administration
Examining Staff Data to identify those qualified to teach Dual Enrollment	Feb-March	Administration
Schedule to offer a variety of courses that include student interest: Art, Music, Culinary, Mechanical, etc.	March-June	Counselor
Job Shadowing	April-May	Administration Counselors Teachers (content specific)
Mock Interviews	April- May	Counselors Teachers (content specific)
Work Experience	September- June	Counselor
Students development of and reflection on future ready goals.	Nov-June	Advisor counselor
Research and develop online student portfolios	Nov-June	Advisor Counselor

CHECK	How are you progressing?	What must you adjust?
	Findings Based on Review of the Action Plan (Describe progress based on the immediate measures and/or link brief summary of data.)	Adjustments or Improvements (Describe changes necessary to achieve the goal; new action steps above should be indicated in red.)
Q1
Q2	All students have: Completed an ACP (academic and career plan) with their school counselor Completed an interest inventory in Advisory Created SMART goals in Advisory Created a resume in Advisory Participated in lessons on: entering the military, applying to college, entering the workforce and attending vocational / trade schools, graduation requirements, and courses and career programs available in VBCPS (Advisory and School Counseling)
Q3

Literacy Goal

What intermediate measures can you use to monitor? (DTAL Assessment, RI)
Measure	Progress Monitoring Timeline (Quarterly, monthly, etc.)
Bench Mark Assessments	Semester
Student grades in English class	Quarterly
Teacher Recommendations	Quarterly

How will you accomplish this goal?
Action Steps (List each action step on a separate line.)	Timeframe ( i.e., Oct.-May)	Person(s) Responsible	Mark X when Complete
Flexible grouping is evident in every classroom, thus whole group instruction is not the predominant method of instruction.	ongoing	Teachers APs
Allowing for student choice.		Teachers APs
A school wide behavioral support system is in place and results in a positive and respectful learning environment for all students.		Teachers APs PBIS Team
Collaborative teams in all subjects will meet once a week to unpack course standards, make pacing decisions, and plan aligned lessons.		Department chairs
Using data, plan for and use varied, effective strategies to instruct diverse learners.		Teachers APs
Incorporate learning opportunities that include higher order thinking and questioning and foster globally competitive skills.		Teachers APs
All collaborative teams will use standards based common assessments at least one time for each unit.		Collaborative Teams
Teachers will utilize a balanced assessment system.		Department Chairs APs
Students who have not met the benchmark will be identified and targeted remediation implemented.		SIS Teachers
The literacy coach will work with collaborative teams in non-English courses to increase the use of effective literacy strategies in their classes.		Literacy Coach Teachers APs

CHECK	How are you progressing?	What must you adjust?
	Findings Based on Review of the Action Plan (Describe progress based on the immediate measures and/or link brief summary of data.)	Adjustments or Improvements (Describe changes necessary to achieve the goal; new action steps above should be indicated in red.)
Q1	English 11 Overall Pass rate 95% English 10 Overall Pass rate 92%	English is on track to achieve this goal, but is continuing to monitor individual SOLs for mastery.
Q2	English 11 Overall Pass rate 90% English 10 Overall Pass rate 87%	We will target students that are struggling in order to do our best to help them to succeed in the third quarter. Averages were lower this quarter due to student apathy and missing work. This quarter contained the research project for many teachers, which is a long-standing, multi-step project, and some students did not turn in the final project.
Q3

Numeracy Goal

What intermediate measures can you use to monitor? ( DTAL Assessment)
Measure	Progress Monitoring Timeline (Quarterly, monthly, etc.)
Individual Support/Tutoring
Allowing for student choice
Student reflection on their personal goals

How will you accomplish this goal?
Action Steps (List each action step on a separate line.)	Timeframe ( i.e., Oct.-May)	Person(s) Responsible	Mark X when Complete
Flexible grouping is evident in every classroom, thus whole group instruction is not the predominant method of instruction.		Teachers APs
Allowing for student choice.		Teachers APs
A school wide behavioral support system is in place and results in a positive and respectful learning environment for all students.		Teachers APs PBIS Team
Collaborative teams in all subjects will meet once a week to unpack course standards, make pacing decisions, and plan aligned lessons.		Department chairs
Using data, plan for and use varied, effective strategies to instruct diverse learners.		ARDT tutor Teachers APs
Incorporate learning opportunities that include higher order thinking and questioning and foster globally competitive skills.		Teachers APs
All collaborative teams will use standards based common assessments at least one time for each unit.		Collaborative Teams
Teachers will utilize a balanced assessment system.		Department Chairs APs
Students who have not met the benchmark will be identified and targeted remediation implemented.		SIS Teachers
Develop plans with collaborative teams in non-mathematics courses to increase the use of effective numeracy strategies in their classes.		Teachers APs

CHECK	How are you progressing?	What must you adjust?
	Findings Based on Review of the Action Plan (Describe progress based on the immediate measures and/or link brief summary of data.)	Adjustments or Improvements (Describe changes necessary to achieve the goal; new action steps above should be indicated in red.)
Q1	Algebra I - 89.7% of all students passing Q1 standards. Geometry - 90% of all students passing Q1 Standards.	Math departments are tracking individual SOLs for mastery and reteaching where necessary. The overall scores are showing that students are on track.
Q2	Algebra I - of all students passing Q1 standards. Geometry - 92% of all students passing Q2 Standards.	Math departments are tracking individual SOLs for mastery and reteaching where necessary. The overall scores are showing that students are on track.
Q3

Quality Standards for Inclusive School

Place a √ in each box on the matrix that best describes inclusive practices in your school today.

3 - Excellence	1. Clear and Consistent Vocabulary for Inclusive Schools	2. Legislative and Accountability Standards	3. Strong Tier 1 Instruction in All Classrooms
3 - Excellence	Stakeholders were involved in creating a clear and consistent vision for the school. A continuum of services is maintained to eliminate confusion over inclusive options. School leadership and faculty can articulate the district vision regarding inclusive support. Staff members feel a strong sense of shared responsibility for all students. Organizational structure reflects shared ownership (e.g. there are no silos, no separate departments, separate wings, etc.) Inclusive practices are not dependent on a single individual or group of individuals for continuation as a belief and practice.	The percentage of students enrolled in special education reflects national and state incidence rates (8% - 12%). 80% of the time students with disabilities are educated with non-disabled peers at least 80% of the time. Students with disabilities are educated on their home campus. The achievement gap, if present, has closed measurably. Facilities used by students with disabilities (when specialized services are required) are not stigmatizing with regard to location, appearance or design.	Instruction is differentiated to accommodate diverse learner needs in every classroom. A school wide behavioral support system is in place and results in a positive and respectful learning environment for all students. Flexible grouping is evident in every classroom, thus whole group instruction is not the predominant method of instruction. Tier II and Tier III interventions support the core curriculum. Clear criterion exists for entering and exiting interventions within MTSS.
2 - Implementation	Staff members can articulate the main points of the school vision regarding inclusive support. Staff members can articulate the benefit of inclusive support. General and Special Ed teachers have an opportunity to participate in collaborative planning sessions where student-centered planning is conducted. School climate supports a shared responsibility for every student.	Progress is realized in aligning the percentage of students receiving special education services with regard to national and state figures (LRE). Movement of students with disabilities to their neighborhood school is planned and in progress. The percentage of time students with disabilities are educated in the general setting is increasing. Formal steps are implemented to close the achievement gap between general education students and students with disabilities.	Differentiated instruction techniques are implemented for all learners in at least two-thirds of our classrooms. Scaffolds, accommodations and modifications are used to support learning. Universal screening tools are used to identify and support targeted needs for students. Instruction is student centered and promotes student voice to enhance academic rigor and relevance. The school team uses data-based decision making with ongoing progress monitoring.
1 - Initiation	Staff members share a common understanding of the meaning of inclusive support. Misconceptions about inclusion have been identified and dispelled. All staff members understand the importance of student-centered planning.	Students with disabilities who are currently not being educated at their home school are identified. The percentage of time each eligible student spends in the general class is determined. Actions are begun to implement in-class support options. School personnel can articulate student performance on the state assessment and are aware of any achievement gaps that exist.	Teachers recognize and accept that learning outcomes will vary for the students they serve. Teachers understand that they are responsible for implementing instructional accommodations and modifications as needed. Teacher training supports the need for differentiation.

3 - Excellence	4. Staffing & Scheduling	5. Effective Use of Resources	6. Collaboration Among Educators
3 - Excellence	Staffing and scheduling decisions are based solely on the needs of individual students through an objective, student-centered process. Decisions are not made on the basis of labels, places or available services. Administrators and teachers know that schedules must be flexible as students move in and out of the school and as individual student’s needs change over time. The times when high needs subjects are scheduled (such as ELA) are varied throughout the day in order to provide needed services to all students.	Hiring methods are aligned with the vision of the school. Practices are in place to recruit and retain highly qualified educators who are skilled in implementing services for students with disabilities. All teachers have access to Teacher’s Editions of texts and professional development opportunities relative to the district curriculum. When one-to-one Paraprofessional support is needed it is reviewed at least annually and a plan is developed to fade that level of support as the student becomes more independent.	Faculty members view themselves as members of a ‘seamless’ system working together on behalf of all students. General and Special Ed co-teachers use a variety of instructional strategies and collaborative teaching approaches. General and special education teachers providing in-class support equally share roles as appropriate. Special education teachers are welcomed in the general classroom and are recognized as professionals of equal status. Faculty members are comfortable with and use teacher-to-teacher coaching models.
2 - Implementation	The natural proportion of students with disabilities in general education classrooms (8% - 12%) is maintained if special education support is not provided for the whole class period or every day. Scheduling for students with disabilities is competed at the beginning of the master scheduling process. Special education teachers and paraprofessionals are incorporated into the schedule to minimize duplication of services and increase the pool of in-class support providers.	Each Paraprofessional’s schedule reflects a minimum of 90% of their day is devoted to instructional support ( as opposed to cafeteria monitor, playground monitor, clerical tasks). Regularly scheduled transition meetings are held between sending and receiving schools to provide for smooth transition of services for students. Teachers and Paraprofessionals recognize that natural peer supports are preferable to adult support when this is sufficient to meet the needs of individual students.	Staff members accept role sharing. Teachers possess collaborative planning skills and use structured formats to guide their meetings. The roles and responsibilities for each teaching partner (whether advance, in-class, or specialized support) are clearly defined. Collaborative teaching/in-class support options (i.e. co-teaching, consulting teacher, team teaching) are increasing in amount and quality. Scheduling of collaborative teaching partners is based on the needs of students – not on the needs of the system.
1 - Initiation	The first consideration for placement for students with disabilities is the general education class with their age/grade peers. Individual student needs are determined prior to creating the master schedule. Hand vs computer scheduling is used to accommodate support needs of individual students. Special populations teachers recognize that they may serve multiple roles throughout the day on the basis of student needs. Their roles are no longer defined by location or disability category.	A clear and objective criterion is used for providing one-to-one paraprofessional services. This practice is only considered when the health, safety, or participation of the student requires it. Training is provided for Paraprofessionals to enable them to assume their instructional roles with competence. Protected planning time is provided to coordinate planning, information sharing and service delivery for students with disabilities.	Special education personnel are assigned to grade level or subject area teams. Schoolwide and grade level teams meet on a regular basis to monitor student progress and plan instruction, enrichment and interventions. Common or protected planning time is provided to teaching partners. Teachers have a basic understanding of the value of collaborative teaching. Teachers who are new collaborative partners discuss potential roles, preferences and the importance of equitable responsibilities.

3 - Excellence	7. Specialized Support	8. Social Inclusion	9. Family and Community Engagement
3 - Excellence	Individual decisions about specialized support reflect student needs rather than what is available on the campus. Special Education and General Education teachers routinely communicate with one another and coordinate efforts to align the work in the special education classroom with the general education classroom. Placement in a specialized support setting is only recommended after completion of forms 1 and 2 in the Step-by-Step process. The need for services outside of the general classroom is reviewed often and objectively and when appropriate, students are returned to the general education classroom.	Students with disabilities are viewed as members of the general education classroom. Formalized systems are in place and effective in promoting accepting relationships among all students. Periodic evaluations document the success of the school’s efforts toward increased social opportunities and relationships for students with disabilities. Teachers are skilled in enhancing student-to-student interactions. All school activities include opportunities for all students.	Families are encouraged to assist in training other parents. Families are fully informed of the results of studies regarding the quality of services for students with disabilities. Decisions about placement location are made on an individual student basis and not on the basis of labels. Family members assist the school in evaluating the success of its efforts toward inclusive schools. The school team provides opportunities to celebrate positive student outcomes with family, staff and school partners.
2 - Implementation	Community-based instruction, when appropriate for the student, especially for transition aged students, is provided and the community is viewed as an inclusive setting. Research based instructional practices are used to support learning and improve outcomes for students with disabilities. The general education curriculum is the standard for each student. Unique or non-standard curricula are only used when necessary for the student.	Teachers are developing the skills to enhance student-to-student interactions. A formal peer-tutoring program is initiated. Peer interaction initiatives are initiated as appropriate (such as Circle of Friends, Peer Buddies). Students with disabilities participate with nondisabled peers in planning for increased peer interactions at school.	The team recognizes that needs and capacity vary from family to family. Parents are provided with varied opportunities to develop skills and expertise in advocacy. Family members are selected and prepared for a role as parent trainer/parent facilitator so that they can develop their own expertise and confidence.
1 - Initiation	Specialized support settings provide instruction to small groups of students who are working on the same, or closely related, learner objectives. Teachers understand the importance of academic learning time. Instructional time is not wasted or students left idle. Instructional tasks are age and grade appropriate. Assistive technology is used effectively based on the individual needs of students.	Students with disabilities are viewed as members of the school community. There are more “shared” versus “separate” activities for students with disabilities. General education students serve in the role of peer assistant as appropriate. Teachers recognize the importance of their role in creating a positive climate for increased peer interactions.	Families are included as active partners in educational decision-making. The team recognizes the importance of key family members (e.g. siblings and grandparents) in planning for meaningful family involvement. Families are provided with information about access to the general curriculum, including examples related to their child’s own program. The school team expands community partnerships to help align resources for students based on data across all levels of support.

In This Section

Elementary School

Middle School

High School

Speciality Centers

Plan for Continuous Improvement

2021-22 Concept Map

Plan for Continuous Improvement (PCI)

Quality Standards for Inclusive School