school improvement plan (sip) -...

LEA Name: Campus Name:CDN: Campus Number:Date: Date SIP was Approved by Local Board:

Performance Area Targeted

Major System Targeted Components Strategies, Initiatives, and Redesign Evidence of Implementation Evidence of ImpactResources Required and Person(s)

Responsible TAKS Curriculum_Assessment Alignment – TEKS / Vertical /

HorizontalDevelopment of CSI (Collaborative/Study/Inquiry groups - PLCs) which will serve as intimate professional learning communities allowing teachers to work both vertically and horizontally within their core departments to develop lessons, investigate curriculum, and share successful strategies and programs to improve student learning. During CSI, teachers will disaggregate meaningful test data to identify specific needs in targeted sub populations (ELL, African American, At-Risk, Low Socio-Economic)

Scheduled CSI's twice each week, including an accountability component requiring teachers to document curriculum and instruction planning, common assessments, student data and differentiation. Documentation forms are submitted to the appropriate assistant principal for review. Attendance is mandatory.

Development of CSI groups will result in: 1.) increased student achievement as measured by scores on CBA's, student grades and state assessment test scores; 2.) increased faculty collaboration as measured by CSI planning forms (collected, monitored and reviewed twice weekly by administrative team).

1.) Campus Administration 2.) Department Chairs 3.) Instructional Coaches 4.) Teacher Leaders

TAKS Parents_Community Parent Involvement Addition of support position serving as parent liaison in the ELL program to assist in the development of a positive and meaningful parent/ teacher/ school connection

Weekly parent contact log; home visit log identifying visits each six week period; parent communication night scheduled during the second six week grading period; ongoing scheduled teacher/parent visits in school setting

Adding the ELL parent liaison support position will result in: 1.) an increased number of parent visits both to campus and after hour activities involving their children as measured by the weekly parent contact log updated by ELL Parent Liaison and reviewed by both ELL Facilitator and administration; 2.) increased attendance for ELL students as measured by reviewing weekly attendance reports; 3.) augment parental support at home through increased exposure to English language interaction as measured by parent contact log (updated by ELL instructors); 4.) increased student achievement as measured by student grades, improved TELPAS scores, and state assessment test scores.

1.) Administrative Team 2. ) ELL Facilitator 3.) ELL Instructors 4.) LEP SSI Cycle 5 Grant Funds

School Improvement Plan (SIP)

010Birdville High SchoolBirdville Independent School District

220-902

TAKS - Mathematics; African American sub population did not minimum standards Current data suggests that the ELL sub population will struggle to meet future minimum standard requirements, and is considered an area of concern in future assessments. Proactive measures are articulated in the SIP.

Section I: Area(s) of Low Performance and Target Groups Identify the areas of low performance and each group not meeting the 2011 state standards (include all areas not meeting state standards without required improvement (RI).

Section III: SIP Development

Weekly Objective Assessments in Math and Science; District Benchmark Testing ("Snapshots" on October 3rd, November 14th, February 27th, April 16th and "STAAR Lite" assessment on Nov. 8); Released TAKS Tests on Feb. 6-24.

Section II: Process for Evaluating Progress Toward Meeting Performance StandardsDescribe the assessment process, rigorous TEKS-aligned instruments, and the measures that will be used to evaluate progress toward meeting performance standards. Example: administer curriculum-based assessments at the end of the first grading period;

administer released assessment tests in December; administer benchmark tests at the end of the first semester.

2011-2012School Improvement Plan

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Responsible TAKS Instruction Technology Integration Purchase and implementation of educational software

programs for ELL students to be utilized in both the regular classroom and tutorial opportunities. Primary focus of each program will be to accelerate English language development through content- based instruction with an emphasis on literacy and mathematical language (CatchUp Math; ESL ReadingSmart)

Weekly data tracking using software provided by ESL ReadingSmart and CatchUp Math to chart progress each grading period; ELL teachers will collaborate with core teachers during CSI meetings to create an individual educational plan for each ELL student at the beginning of each six week grading period

Purchase of ELL software will result in: 1). increased student achievement as measured by student grades, TELPAS scores, state assessment tests, and software-generated assessments (CatchUp Math and ESL Reading Smart)

1.) Administrative Team 2. ) ELL Facilitator 3.) Ell Instructors

TAKS Instruction Targeted Professional Development (PD) with Support

Providing meaningful professional development opportunities for sheltered instruction math and science teachers to better assist them in developing successful teaching strategies for ELL students (SIOP Conference and Workshop; BISD Workshops ELPS and TELLIT Math (available both semesters)

Provide opportunities for teacher leaders to work directly with colleagues to implement more rigorous and successful teaching strategies gathered through professional development (ongoing throughout the school year) Documentation: Sign-in sheets and conference materials for professional development; updated lesson plan design outlining strategies for sheltered instruction; walkthrough documentation

Providing professional development for sheltered instruction math teachers will result in: 1.) increased student achievement as measured by increase in TELPAS scores, student grades and state assessment scores; 2.) increased use of teaching strategies for ELL students as measured by administrative walkthroughs documented weekly in Eduphoria ; 3.) evidence of shared strategies and meaningful conversations resulting from professional development opportunities as observed and measured through weekly walkthroughs, annual teacher observations, and CSI planning forms provided to administration twice weekly for review and documentation of collaboration.

1.) Administrative Team 2. ) ELL Facilitator 3.) ELL Instructors

TAKS Instruction Data Driven Instructional Decisions

Addition of two instructional coaching positions (math and science)

Instructional coaches will attend Kilgo Data training in September and Kilgo Assessment training in November to become proficient in both disaggregating/analyzing student data and developing meaningful assessment tools in order to assist principals and teachers in data interpretation in order to measure and improve student achievement and/or program effectiveness, as well as facilitate the use of research-based teaching strategies and best practices to address the needs of teachers and students.

Adding instructional coaching positions in math and science will result in: 1.) increased student achievement as measured by scores on CBA's, student grades and state assessment scores; 2.) increased teacher collaboration and data driven decision-making as measured by weekly lesson plans and CSI meeting notes provided to administration twice weekly.

1.) Administrative Team 2.) Instructional Coaches


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Responsible TAKS Curriculum_Assessment Assessment Development Math teachers and instructional coaches will develop

weekly TAKS assessments/quizzes designed to target specific math objectives.

Teachers will be afforded an opportunity each week to collaboratively analyze this data, discuss findings with colleagues and students, and develop intervention plans for learning gaps.

Development of weekly TAKS assessments/quizzed will result in: 1.) increased student achievement as measured by scores on CBA's, student grades and state assessment scores; 2.) increased teacher collaboration with regard to curriculum assessment and common assessment development as measured by CSI meeting forms provided to administration twice weekly and teacher lesson plans updated each week.

1.) Administrative Team 2.) Instructional Coaches 3.) Department Chairs

TAKS Student_Support Extended Learning Opportunities Securing math and science tutors for struggling students (provide transportation before or after school as necessary) LEP grant funds will provide tutors for ELL students.

Identification of students to participate in tutoring based on data collected through assessments and teacher collaboration; Create attendance log for tutorials, including parent contact/communication to be updated and reviewed weekly during CSI's

Incorporating math and science tutors will result in: 1.) increased math and science scores for all ELL students as measured by student grades and improved scores on state assessment test.

1.) Administrative Team 2.) ELL Facilitator 3.) ELL Instructors 4.) LEP SSI Cycle 5 Grant Funds

TAKS Student_Support Effective Intervention Strategies ZAP (Zeros Aren't Permitted) program is designed for Algebra 1 and Geometry students who fail to complete assignments or turn in assignments that are incorrect or incomplete.

Program expectations will be communicated to parents and students during the first week of school. Teachers will notify students each Monday if they are recommended for ZAP based on Skyward grading data. Parents/guardians are then notified that the student will attend Saturday school to complete any missing/failing assignments as well as to receive any needed tutorials. Student attendance for the Saturday session is recorded by the Saturday school teacher and provided to the 9th grade assistant principal. Attendance information as well as assignments are given to the students' teacher.

Utilizing the ZAP program will result in: 1.) the reduction in missing and/or failing assignments as measured by student grades in Skyward; 2.) an increase in student achievement in math as documented by improvement in Algebra I and Geometry grades, CBA's, and state assessment test scores.

1.) Administrative Team 2.) Algebra I and Geometry Teachers


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Responsible TAKS Student_Support Adult Advocate / Mentor /

AdvisorDevelopment of a successful bridge and mentoring program for incoming 9th graders that will assist in identifying and successfully meeting academic, social, and emotional student needs of targeted student sub populations (ELL, African American, At-Risk, Low Socio-Economic).

Personalized academic support for all incoming freshman (Personal Graduation Plan documentation within the first 6 weeks of school); Provide study skills resources to all freshman through ELA classes and tutorials; Incorporate student celebrations/recognitions throughout the school year; Offer freshman parent/student orientation at the beginning of the year, as well as parent/student meetings at the middle school in the spring prior to the students' freshman year.

The development of the 9th grade bridge program will result in: 1.) successful completion of the student's 9th grade year (academic success in all classes) as measured by increase of student grades at the end of each semester, as well as increase in state assessment test scores; 2.) increase in 9th grade attendance rate as measured by attendance reports each six week grading period reviewed by administrative team (admin. and/or counselor meeting with student/parent regarding attendance issues as necessary/appropriate; home visits regarding attendance issues as necessary/appropriate); 3.) increase the number of student involved in co-curricular and extra-curricular activities during their freshman year as measured by student participation coaches.

1.) Administrative Team (Specifically 9th Grade Assistant Principal) 2.) Bridge Cadre 3.) 9th Grade Teachers 4.) Counselors

TAKS Curriculum_Assessment Assessment Development Core area instructors will collaborate with colleagues teaching the same courses to develop common instructional goals, formative assessments, units, and summative assessments.

Teachers of the same core area course will utilize their conference periods and CSI planning time to establish uniform instructional calendars and plan common units and assessments, as well as evaluate student academic performance and plan appropriate remedial activities as needed (occurs every Monday and Wednesday in CSI)

Required teacher partnership meetings will result in: 1.) increased teacher collaboration as measured by weekly CSI meeting documentation provided to PDAS appraiser; 2.) common assessments, instructional goals, and remediation activities measured by review of weekly lesson plans and administrative walkthrough forms documented in Eduphoria.

1.) Administrative Team 2.) Department Chairs 3.) Instructional Coaches (Math and Science)

TAKS Instruction Targeted Professional Development (PD) with Support

Math and science teachers will expand learning opportunities, improve instructional practices and state assessment scores for students as a result of increased participation in meaningful professional learning opportunities.

Math and science teachers will attend training in best practices for teaching strategies in their specific teaching area throughout the school year. Planned professional development sessions include but are not limited to CollegeBoard AP Math, Inclusion Training, District Technology Workshops, Smartboard Training, Algebra I and Algebra II EOC Training (District and Region XI), Geometry EOC Training (District and Region XI), TCEA Conference, AP Strategies Workshops, Instructional Coaching Training, ELL Intervention Training

Increasing professional learning opportunities will result in: 1.) an increase in student achievement as measured by CBA's, student grades, and state assessment test scores; 2.) evidence of new instructional practices as measured by weekly classroom walkthroughs and weekly lesson plans reviewed by PDAS appraiser; 3.) an increase in personal professional development and continuous learning as measured by workshop documentation and/or sign-in sheets.



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Responsible TAKS Instruction Data Driven Instructional

DecisionsMath and science teachers will utilize data to guide decision-making regarding instruction in order to increase student achievement, specifically in targeted sub populations (ELL, African American, At-Risk, Low Socio-Economic)

Math and science teachers will review and log prior year state assessment data to identify prior knowledge and remediation needs, determine best practices and deliver curriculum. Teachers will administer benchmark tests to gather data as well as attend professional learning regarding meaningful disaggregating of data. 1.) CSI meeting notes provided to PDAS appraiser outlining the use of meaningful data as a tool for guiding instruction (data discussions through CSI will be documented each six week grading period). 2.) Benchmark test scores are available in EdSoft; teachers are required to gather data pertaining to their students during the first grading period to identify needs

The effectiveness of using data to guide instruction will result in: 1.) increased student achievement as measured by CBA's, student grades, benchmark testing and state assessment test scores.


TAKS Curriculum_Assessment Curriculum Sequence / Pacing Core area instructors will deliver an aligned curriculum using "Curriculum Central Online", the districts' curriculum and instruction tool, and use recommended instructional strategies housed in the "Curriculum Central Online" (CCO) site

Core area instructors will implement district curriculum as evidenced by lesson plans created using CCO. All core teachers will attend and participate in their Action Learning Teams (ALT's / district horizontal and vertical professional learning communities) to continue training on the various instructional strategies referenced in CCO.

Using aligned curriculum outlined in CCO will result in: 1.) increased student achievement as measured by student grades, benchmarks, and state assessment test scores; 2.) the development of vertical and horizontal alignment as measured by documentation and review of weekly lesson plans, and weekly classroom walkthroughs by administration (documented in Eduphoria).


TAKS Instruction Data Informed Instructional Placement

The master schedule will be configured to improve and support student achievement.

The master schedule has been manipulated based on meaningful data to support student achievement in math and science in the following manner:

TAKS remediation classes for Math & Science; Split Geometry classes into 9th grade Geometry (EOC) and 10th grade Geometry (TAKS) courses (these course were previously combined); establishment of common planning periods where possible (i.e. two Algebra I teachers sharing the same conference period) for collaboration purposes

Making significant changes to the master schedule will result in: 1.) increasing student achievement as measured by CBA's, student grades, and state assessment tests.

1.) Administrative Team 2.) Counselors 3.) Teacher Leadership/ Dept. Chairs


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Responsible TAKS Instruction Use of Technology Teachers in core area classes will enhance their

technology skills and increase the rigor of teacher-made assessments

All teachers must complete the district required Computer Competency Initiative based on technology standards developed by SBEC and the National Educational Technology Standards. BISD teachers demonstrate knowledge and application of digital skills and how they can be used for productivity, student engagement, rigorous teaching, and lesson / assessment development. Core teachers will also participate in training for Birdville Curriculum 21, which is The Partnership for 21st Century Skills organization comprised of business, political, and academic leaders who have put together a Framework for 21st Century Learning which outlines key technology skills needed by students to enter a competitive workforce. All teachers are encouraged to attend bi-monthly campus based "Lunch and Learn" sessions designed by the principal to enhance technology instruction in the l

Requiring teacher technology training will result in: 1.) 100% of BHS teachers successfully completing all areas of the Competency Initiative as measured by District professional development data; 2.) core teachers will participate in online modules and/or district training sessions in order to become familiar with available curriculum and technology assistance as measured by session sign-in sheets and/or registration in on-line professional development training site (ERO); 3.) increased attendance in the Lunch and Learn sessions provided by the campus principal measured through sign-in sheets at bi-monthly workshops. Teachers will have the opportunity to request specific topics as well as incorporate these ideas into their weekly lesson plan; 4.) teachers utilizing the campus Instructional Technology Specialist (ITS) to assist in technology lesson

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1.) Administrative Team 2.) Instructional Technology Specialist

Completion Student_Support Effective Intervention Strategies Routines will be established so that all students experiencing chronic attendance issues will be referred to their assistant principal for immediate intervention, as well as to the truancy officer when appropriate.

Communication between teachers, the attendance office, and the appropriate assistant principal will be required at the end of each week when a student exceeds four unexcused absences. The campus automated call-out system will alert parents to unexcused absences per class period. Assistant Principals will work closely with campus Truancy Officers to ensure that parent contact is made with regard to students who have excessive unexcused absences (3 absences per six week period). Students who are at high risk of dropping out will be counseled by an academic counselor /graduation coach who will assist the student and parent with an achievable plan for graduation.

Student attendance will improve resulting in increased student achievement as documented by: 1.) weekly attendance reports provided to administrative team; 2.) digital print-out of weekly attendance call-outs regarding unexcused attendance per grade level provided to appropriate AP; 3.) documentation of required attendance meeting with student and parent when a student exceeds 4 or more unexcused absences in a course during a six week period (as necessary throughout each grading period); 4.) teachers, counselors and attendance clerks alerting assistant principals weekly when a student is perceived as at-risk for graduation based on attendance, failure, or other pertinent information, providing administration an opportunity to intervene.

1.) Administrative Team 2.) Attendance Clerks 3.) Teachers 4.) Counselors 5.) Truancy Officer


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Responsible TAKS Instruction Instructional Processes /

PedagogyWe will require on-going professional development for all special education and inclusion teachers to enhance instructional strategies and increase student achievement.

Implementation of inclusion program at all grade levels in math, English and science. Regular education and special education teachers will receive initial and ongoing inclusion training to form a supportive professional relationship and teamwork approach that supports the needs of all students in the classroom. Special education teachers will attend all district-led training with regard the development of successful inclusion strategies and instructional techniques that will provide depth to classroom lessons, as well as prepare student for the TAKS and upcoming STAAR test.

Implementation of professional development for special education and inclusion teachers will result in: 1.) an increase in student achievement as measured by CBA's, student grades, and state assessment test data; 2.) differentiated lesson planning as measured by weekly lesson plans provided to PDAS appraiser; 3.) active attendance in outside professional development with the expectation of collaborative sharing of acquired knowledge as measured by workshop documentation and/or sign-in sheets, as well as CSI meeting notes (twice weekly) outlining new and successful instructional strategies; 4.) an increase in enhanced instructional strategies as measured by weekly administrative walkthroughs;

1.) Administrative Team 2.) Department Chairs 3.) Counselors 4.) Diagnostician (when appropriate or necessary)

TAKS Instruction Ongoing Monitoring of Instruction by Administrators

Campus administrative team will increase the amount and quality of classroom walkthroughs throughout the year specifically to improve instruction and document curriculum alignment.

Consistent walkthroughs will affect instruction with positive outcomes that include:1.) Teacher sharing of best practices. Attention will be given to the low performing area of African American math.2.) Increase the administration's awareness of what is happening in classrooms3.) Increase in teacher time on task4.) Better understanding ofcurriculum gaps and inconsistencies5.) Better understanding ofprofessional development needs6.) Improvement in the quality of student work7.) Improved quality of conversations about instruction 8.) Development of a common language regarding instruction

Increasing the amount of classroom walkthroughs will result in: 1.) meeting the administration goal of 20 walkthroughs per teacher per year as measured by documentation in Eduphoria; 2.) meaningful discussions regarding walkthrough evaluations at administrative meeting each week as measured by administrative meeting notes and agendas; 3.) the opportunity for companion walkthroughs (AP and Principal) each week as measured by observation/walkthrough data located in Eduphoria; 4.) documentation of perceived professional development needs at each weekly admin meeting as measured by meeting notes and agendas; 5.) an increased number of dialogue meetings between administration team and teachers after each walkthrough to stimulate discussion

1.) Administrative Team


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Responsible TAKS Culture_Climate Professional Learning Community Staff members will participate in the Teacher Cadre

Leadership Program (small professional learning communities), allowing teachers to serve as leaders and change agents in the school environment. All cadres are teacher-created and teacher-led. Examples of campus cadres include: AVID (at-risk); instructional development; instructional technology; campus climate; 9th grade transition; new teacher mentoring; Gallup strengths; advanced academics; special education; deaf and hearing impaired; safety and discipline; attendance; student achievement

Teacher cadres provide teachers the opportunity to work together in small groups to improve instruction, impact policy and procedures, and develop sustainable programs that will prove beneficial for students and teachers. Cadre meetings will be scheduled before and after school, as well as during professional development days. Each cadre must complete a cadre goal sheet at the beginning of the year outlining the impact the cadre will have on student achievement and/or campus quality. The cadre leader is responsible for forwarding that document to administration. Cadres will also complete a semester reflection form designed so that each cadre to review progress and make goals for the upcoming semester/school year. Cadres can request to meet with administration at any point during the school year to discuss progress, ideas or issues related to their cadre. Cadres are provided an avenue to showcase th i t th d f h

Implementation of Teacher Cadres will result in: 1.) building leadership capacity and ownership among teachers as measured by cadre goal sheets provided to administration at the beginning of each semester as well as cadre progress forms turned in to administration as needed/appropriate; 2.) increased student achievement and attendance as measured by CBA's, student grades, state assessment data, and attendance data (specifically as they relate to academic-based teacher leadership cadres).

1.) Administrative Team 2.) Cadre Leaders

TAKS Parents_Community Parent Involvement Development of "STAAR Parent Night" - Informational meeting for 9th grade parents/students/community members to review important details regarding the impact of the new state accountability system (STAAR).

Avenue to provide specific information regarding the STAAR test and the changes that will impact graduation requirements as well as discuss the various graduation plans available to students. A question and answer session will be provided. 1.) STAAR Parent Night scheduled at the end of the first six week grading period 2.) Parent attendance recorded 3.) Provide updates/reminders regarding the STAAR test, parent meetings, as well as other state and local assessments each six week grading period through social media, phone call-out system, electronic marquee, student announcements and parent newsletter.

Implementation of STAAR Parent Night will result in: 1.) an increase in parent involvement/attendance with regard to student achievement as measured by event attendance

1.) Principal 2.) Freshman Assistant Principal 3.) Counselors


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Responsible TAKS Instruction Instructional Leadership,

Monitoring, and SupervisionDistrict-level core area consultants will be utilized to assist in addressing instructional campus needs, giving attention to the low performance area of African American math.

Core area consultants will be utilized to assist the administrative team in addressing specific concerns regarding walkthrough evaluations (diagnosis of instructional issues/gaps), curriculum continuity (both vertically and horizontally), as well as providing co-teaching opportunities and instructional assistance to teachers as appropriate and necessary. 1.) Core area consultants will be asked to attend specific campus administrative meetings to discuss issues/problems cited in walkthroughs with regard to curriculum and instruction. (Ongoing/as needed each six week period) 2.) Supported by benchmark or other meaningful data, core area consultants will be utilized to provide instructional support to struggling teachers (C&I mentoring; companion walkthroughs with admin; lesson plan development; co-teaching opportunities) (ongoing/as

d d h i k i d)

Utilization of district consultants will result in: 1.) an increase in student achievement as measured by CBA's, student grades, and state assessment test scores; 2.) an increase in teacher support as measured by agendas and sign-in sheets for mentoring meetings (occurring each grading period); 3.) more meaningful walkthrough feedback regarding curriculum and instruction as measured by weekly walkthroughs documented in Eduphoria.

1.) Administrative Team 2.) District Consultants

TAKS Student_Support Effective Intervention Strategies Campus administration will establish remediation sessions and workshop opportunities for 12th grade students who fail to pass any section of the TAKS state assessment test.

If a student has failed to meet their applicable exit level testing requirement at the end of the school year, they are required to attend remediation sessions (including testing sessions) to participate in commencement activities. 1.) BHS will provide a total of 8 remediation session opportunities during the fall semester: 9/17; 9/20-22; 10/1; 10/8; 10/11-13; 10/15. 2.) Students must attend a minimum of 5 out of the possible 8 sessions. 3.) Attendance at each session will be recorded and provided to campus administration. 5.) Each student that will be impacted by this policy must sign a contract during the first week of school stating that they are aware of the available sessions and agree to attend in order to receive assistant via tutorials to pass the TAKS test and to participate in graduation. The contract is turned in to their counselor by the end of the second week of school, where they are

Creating TAKS remediation sessions will result in: 1.) increased student achievement as measured state assessment test data 2.) campus completion rates increased as measured by state assessment data.

1.) Administrative Team 2.) Core Area Teachers 3.) Counselors


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Responsible TAKS Student_Support Effective Intervention Strategies Establish remediation sessions / tutorial opportunities for

9-11th grade students who fail to pass any section of the TAKS / STAAR state assessment test, or are deemed at-risk of failing

All core area teachers will identify students who will benefit from intense tutorials with regard to the state assessment test. This confidential list will be provided to the campus administration team, who will put in place specific tutorial times/dates based on numbers and test information. Veteran teachers will be hired to both create and oversee the tutorial program for each core area. Benchmarks will be provided along with specific objective analysis information to target the needs of each individual student. 1.) Student needs assessment/identification will be completed by the end of the first grading period. 2.) Parents will be contacted regarding the necessity of student participation in the tutorial program by the end of the first grading period, and thereafter as necessary and appropriate. 3.) Sign-in sheets will be required at each session. 4 ) All l t d t t i l l

Establishing remediation sessions will result in: 1.) increased student achievement as measured by benchmark testing, student grades, and state assessment test data.

1.) Administrative Team 2.) Core Area Teachers 3.) Counselors

TAKS Other Continuous Improvement Planning

The campus administrative team will improve instructional leadership and increase student achievement through active collaboration with other campus/district leaders.

The campus administrative team will visit other local districts/school to collect ideas and information that will assist in making positive changes in leadership and system development. Administrative team and math coach will meet with Michael Smith, Administrator at L.D. Bell High School in the HEB School District to review strategies put in place by their campus to improve achievement in math scores, particularly with African American subpopulation. After this visit, the administrative team and math coach will meet with BHS math department to review findings and create new systems that will assist in increasing math grades and math scores on the state assessment test.

Collaboration with other campus and district leaders will result in: 1.) increased student achievement in math as measured by using weekly CBA's, student grade each six weeks, and state assessment test scores; 2.) evidence of shared ideas and systems as documented by visit notes

1.) Administrative Team 2.) Math Coach 3.) Math Dept.

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school improvement plan (sip) -...

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