bryan adams high school leadership academy … · bryan adams high school leadership academy -...

Bryan Adams High School Leadership Academy - Campus Improvement Plan

Bryan Adams High School Leadership Academy

Campus Improvement Plan

2015-2016

Vision:

“100 percent of Bryan Adams students will graduate with the confidence and skills to seek and solve complex problems of the

world”

Mission:

Every day Bryan Adams High School Leadership Academy ensures that each student is provided an excellent educational

experience that maximizes academic achievement, so that all students can compete successfully in a global market”


THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement in the school is essential for the maximum educational achievement of a child.

THE STATE OF TEXAS PUBLIC EDUCATION GOALS

GOAL #1: The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language. GOAL #2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics. GOAL #3: The students in the public education system will demonstrate exemplary performance in the understanding of science. GOAL #4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.

THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES

Objective #1: Parents will be full partners with educators in the education of their children. Objective #2: Students will be encouraged and challenged to meet their full educational potential. Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. Objective #4: A well-balanced and appropriate curriculum will be provided to all students. Objective #5: Qualified and highly effective personnel will be recruited, developed, and retained. Objective #6: The state’s students will demonstrate exemplary performance in the comparison to national and international standards. Objective #7: School campuses will maintain a safe and disciplined environment conducive to student learning. Objective #8: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning. Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and

administration.


COMPREHENSIVE NEEDS ASSESSMENT SUMMARY

SCHOOL YEAR: 2015- 2016

Data Sources Reviewed:

Campus Data Packet

STAAR/EOC Reports/TEA Accountability Reports

Student/Parent/Faculty Surveys

SAT/ACT Reports

Campus Survey – DISD Needs Assessment Survey

Area Reviewed Summary of Strengths What were the identified strengths?

Summary of Needs What were the identified needs?

Priorities What are the priorities for the campus, including how federal and state program funds will be used?

Demographics

Our “School achievement gap change” increased by 7.7 percentage points

Our campus has a high LEP population (27%) and a large SPED population (10%). 80 % of students are considered at-risk. This indicates the need to progress monitor students growth and to offer additional learning opportunities during and after school hours.

To provide targeted professional development to teachers emphasizing LEP/SPED strategies. To provide targeted interventions to students during the advisory period, during the school day, as well as target interventions after school and on Saturday.

Student Achievement

All EOC scores improved from the 2013-2014 to the 2014-2015 school years. Our advanced performance increased in all areas. The campus earned academic distinctions for ELA and Science

Advance Performance on EOC exams: Alg. (2.9), Biology (11.6), English I (3.3), English II (1.6), and US History (18.4). There is a strong need to improve the advanced performance for all student groups on all EOC tests. English I & II as well as Algebra are below district and state averages. Our SAT () and ACT (14) scores are below district and state averages.

This indicates the need to focus on English and Algebra with respect to curriculum alignment, progress monitoring, additional student interventions and DDI practices. Also, there is a need for upper level courses to offer test preparation opportunities for AP/SAT/ACT exams, as well as extended learning opportunities for AP/SAT/ACT preparation.

School Culture and Climate

There has been growth in all areas on the climate and culture survey. 80 percent of parents report a positive

Based on the climate survey data half (50%) of the staff feel there is a need for improved instructional feedback

Administrators, Instructional Coaches and CILT will evaluate current systems and train on providing quality and effective instructional


culture. and support and a (70%) need to improve campus morale.

feedback to all teachers. Additionally, we will create a plan for greater input from faculty and staff on improving campus climate a culture.

Staff Quality/ Professional Development

We have recruited and retained top tier teachers in the past two years, adding value to the instructional program.

We need to identify and retain the top tier teachers on campus to reduce the turnover rate (62.1 % Retention Rate for 2014-2015). We need to increase the percentage of teachers who remain on campus for more than three years.

Provide quality professional development for new teachers. Create opportunities for teachers to contribute to the instructional program. Build capacity in teachers by offering additional opportunities to grow their leadership skills

Curriculum, Instruction, Assessment

We have implemented a strong researched based curriculum, instruction and assessment system (backward design model). With strong systems for monitoring progress (DDI/Data Meetings)

Spot Observation scores are below the proficient level. Spot Observation Data: Avg. 2.1 = 1.52, Avg. 2.2 = 1.42, Avg. 2.3 = 1.55, Avg. 2.5 = 1.5, Avg. 3.1 = 1.59. This indicates the need to improve the quality of instruction on our campus.

We need to provide quality professional development (38.8 % positive), and increase the "Culture of Feedback and Support" for all teachers on campus (53.5 % positive). New teachers will require additional training and experienced teachers will require differentiated training based on needs. All teachers will need additional training on the TEI evaluation system.

Family and Community Involvement

There has been a strong increase in parent involvement in the past two years. An increase in Parent Portal numbers from 10 % (2012) - 55% (2015). Greater participation on SBDM and PTSA.

While Parent Portal numbers have increased from 10 % to 54%, there continues to be a need to engage more parents with respect to their students’ achievement and growth. The goal is 70% of parents on parent portal.

Increase Parent Portal numbers to above 70 % Offer parent training classes (English, college, high school requirements) Offer more opportunities to engage parents, such as an Open House, Cougars Running Wild 5k, College Fairs, FASFA fairs, etc.

School Context and Organization

Ratings on the systems review indicate that our campus is proficient and progressing in the right direction with philosophy, processes, implementation, and leadership capacity. Moving to a Leadership Model encourages personal and professional growth of all faculty and staff

Research indicates smaller class sizes help to increase student achievement. There is a need to ensure class sizes are appropriate for the course of study. Also, ensuring the appropriate use of the modified block schedule, as well as the use of the Advisory period to execute leadership lessons and prepare for portfolio defenses. .

Analyze the master schedule to ensure proper balance of courses and to increase pre-AP and AP participation. Provide targeted professional development for teaching on the block and for effective execution of Advisory lessons. Provide PD for performance assessments and portfolio defenses.

Technology

Over the past two years we have increased the availability and use of technology on campus. One new

Becoming a Leadership Academy in the 21st Century requires a greater need for more students to have access to

It is a campus priority to increase the ratio of computers or tablets to student on campus. As we progress to a blended learning model


computer lab, 3 new Ipad carts, and computers in every classroom. The campus uses Google Docs for professional responsibilities and students use technology to solve problems and communicate information.

technology on a regular basis (3-4 opportunities in a day) in order to meet the instructional needs of the Leadership Academy. (21st Century Skills)

within the Leadership Academy.


Title I, Part A

Schoolwide Components:

1. A comprehensive needs assessment of the entire school(including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1).

2. Schoolwide reform strategies that provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement, use effective methods and instructional strategies that are based on scientifically based research, and that include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement standards who are members of the target population of any program that is included in the schoolwide program.

3. Instruction by highly qualified teachers. 4. In accordance with section 1119 and subsection (a)(4), high-quality and ongoing professional development for teachers, principals, and

paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State’s student academic achievement standards.

5. Strategies to attract high-quality teachers to high-need schools. 6. Strategies to increase parental involvement in accordance with section 1118, such as family literary services. 7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run

preschool program, to local elementary school programs. (not applicable to secondary campuses) 8. Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information

on, and to improve, the achievement of individual students and the overall instructional program. 9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by

section 1111(b) (1) shall be provided with effective, timely additional assistance which shall include measures to ensure that student difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

10. Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.


Key Action 1 – Implementation: Increase student achievement using DDI practices (Data Driven Instruction) (District Key Action # Implement the TEI system, tying teacher evaluations to student achievement results)

Indicators of Success— 1. Students will achieve at the following rates: ● ELA: 65% will reach passing and 5% advanced ● BIOLOGY: 95% will reach passing and 15% advanced ● ALGEBRA 1: 80% will reach passing and 10% advanced ●US HISTORY: 95% will reach passing and 22% advanced 2. Teachers will average 1.5 or higher rating on the DOL (2.2) as measured by the Spot Observation Tracker (60% by MOY - 70% by EOY) 3. Students will achieve 60% mastery on targeted SEs by December 2015 and 70% mastery by May 2016 as measured by Interim exams 4. On district assessments, 58% (22 out of 38) of the ACP tests will score above district average on the Fall and 62% (21 out of 33) of the ACP tests will be above district average in the Spring (Baseline = Fall 19/38 (50%) and Spring 18/33 (54%))

Ref.

Strategies and Action Steps Person(s)

Responsible Resources Timelines

Evidence of Implementation

Evidence of Impact Formative/ Summative

Title I Schoolwide

Components (Code by #)

1A

Create an interim assessment “guide“ that outlines how to prioritize assessment items based on both new and spiraled skills (SEs) - Prioritize assessment items based on both new and (3-5 SEs) spiraled skills (Targeted SEs on SLOs)

Leadership Team, CICs and Teachers

211-Instructional Coaches PD on TEKS and Standards $11,000

7/27/15 – 4/22/16

Teacher Interim Assessments

Increase in ACP and EOC scores

IA, ACP, EOC 2,8

1B Provide Professional Development on backward planning model (Interim>DOL>LO), monitor progress throughout the year - Teachers Implement backward planning model (Interim>DOL>LO) throughout the year

Leadership Team, CICS, and Teachers

211 - Instructional Coaches 211 -PD Funds - $10,000

7/27/15 – 7/10/16

Lesson Plans, DOLs, Spot Observations

Increase on IA, ACP, and EOC scores

Formative: IA 1,4

1C Conduct formal and informal observations focused on executing effective DOLs and adjusting instruction in response to DOL data with feedback focused on the alignment to the Interim assessment and appropriate rigor of the DOLs - Adjust instruction based on formal/informal feedback on daily DOLs and data meetings. General supplies and technology such as iPads, laptops, Cameras will be used when performing observations and giving feedback.

Leadership Team, CILT and Teachers

211-Instructional Coaches PD on Calibration 211-Data Collection Devices ($3000)

8/24/15 – 5/25/16

Observations: Spot Observations CILT instructional rounds Leadership instructional rounds

Increase on DOL spot observation averages Increase in student achievement (STAAR/EOC)

IA, ACPs, EOCs 2,3




Ref.





Title I Schoolwide


1D Create comprehensive DDI Plan which includes: staff PD, gap analysis process, data meeting protocols, assessment creation and analysis, assessment dates, predictions, data meetings protocols and deadlines, student mastery tracking, reteach and reassessment, and follow-up - Teachers will bring DOL samples with student products to all face-to-face feedback sessions


211 - Summer planning ($20,000) Instructional Coaches Video Cameras ($2000) 211 - Data Analysis Tools (All In Learning) ($5000)

8/24/15 – 5/25/16 Each 6 Week Grading period

Agendas/Sign-In Sheets Tutoring participation, Feedback sessions, DOL alignment to IA

Increase in DOL averages, IA, ACP, and EOC scores

IA, ACPs, EOCs 2,8

1E Adjust PLC and PD offerings based on analysis of student DOL products every six weeks - Teachers will provide additional tutoring to students based on low performing SEs - Teachers will track DOL and Interim data to provide ongoing differentiated instruction and RtI. General supplies/snacks will be purchased for tutoring sessions. Transportation will be provided to the students who stay for after school tutoring.


199 - Tracking system, coaching on using data ($1,000) (Instructional Coaches)

8/24/15 – 5/25/16 Each 6 Week Grading period

Agendas/Sign-In Sheets Tutoring participation, Feedback sessions, DOL alignment to IA

Increase in DOL averages, IA, ACP, and EOC scores

IA, ACPs, EOCs 4, 9

1F Identify and schedule students with low achievement scores into the intervention advisory period – Targeted Intervention

Principal and Data Specialist

211 - Data Specialist Time

August, 2015 and – January 2016

Advisory lessons, Chancery Rosters

Increase in retest scores and percent passing

EOC retest 1,2,3,8,9




Ref.





Title I Schoolwide


Chancery

Key Action 2— Improve the quality of instruction [through observation, feedback, and high leverage instructional practices] (District Key Action #3 Expand teacher professional development)

Indicators of Success— 1. Campus average scores for four Spot Observation indicators (2.1, 2.3, 2.5, 3.1) will be 1.5 by December and 1.65 by May 2016 (baseline 1.54) 2. Campus Climate Survey results will increase to 60% positive or above on the category of “Culture of Feedback and Support” on the fall Campus Climate Survey and

65% positive or above on the spring Campus Climate Survey (baseline 53.5%)

Ref.





Title I Schoolwide


2A

Improve the quality of instruction through quality feedback and coaching by updating and implementing the current informal feedback tool with input from CILT – Teachers seek feedback from instructional

Leadership Team, CILT, and Teachers

211- CIC ($277, 000) Feedback Protocols (Bambrick)

8/19 – 9/10 CILT instructional rounds

Increase in climate scores and increase in spot observation averages

Climate Survey Spot Observation Data Increase EOC

3,4





Ref.





Title I Schoolwide


coaches, administrators, and peers and adjust instruction accordingly

($2000) 199 - PD during CILT ($800)

scores

2B Provide Professional Development to the Leadership team to Improve the quality of feedback - Align instruction to meet proficient criteria on TEI rubric. Technology to be used for PD will be MacBook Pro Laptop, iPads, Data Projector, and Presentation Pointers. General supplies will also be purchased for PD.


211 - PD during CILT Video Feedback Analysis ($1000)

8/25/15 – 2/10/16

Spot Observation forms, Agendas/Sign-In Sheets CILT instructional rounds

Increase in climate scores and increase in spot observation averages

Climate Survey Spot Observation Data Increase EOC scores

1,3,4

2C Train APs, CICs, and CILT on TEI spot observation and calibrate spot observations with APs, CICs, and CILT – Teachers will study, refer to and seek clarification on the TEI rubric

Principal, APs and Teachers

TEI Experts PD Training Materials ($5000)

August – May Agendas/Sign-In Sheets Spot Observation forms

Increase in spot observation averages

Spot Data Increase EOC scores

1,2,3,4,8

2D Provide training for faculty on key instructional strategies through PLCs and PD - Teachers implement key instructional strategies and adjust instructional practices based on feedback (informal and formal). General instructional supplies, poster supplies, lab supplies, and classroom technology such as data projectors, laptops, document cameras, and presentation pointers will be used.


Whiteboards, Markers, Response Cards, Supplies $8000

8/19/2015 – 6/2016

Agendas/Sign-In Sheets Spot Observations

Increase in spot observation averages Increase in IA scores

Spot Data IA Scores Increase EOC scores

1,3,4

2E Collect and monitor anonymous whole-campus data trends, and share with teachers through CILT and PLCs monthly - Teachers will use technology to gather and reflect on campus-wide data trends and communicate suggestions for


Schoolnet, MyData Portal

9/2015 – 5/2016

Weekly Bulletins, Emails, CILT Agendas

Increase in spot observation averages Increase in IA scores

Spot Data IA Scores Climate Survey Increase EOC scores

1,8,9





Ref.





Title I Schoolwide


improvement. Technology student & teacher iPads, laptops, data projectors, document cameras, presentation pointers, eCampus Systems, Think Through Math, and AllinLearning clicker systems.

2F Potential DTR teachers will upload exemplar lessons executing SPOT-proficient lessons (LOs and DOLs) to campus collection system

DTR Teachers and Data Specialist

Video Equipment, Google Drive ($1,000)

10/2015 – 6/2016

Google Drive Folder w/ videos and lesson plans

Increase in Spot Observation averages

Spot Data Increase EOC scores

5


Key Action 3— Strengthen the college and career-going culture (District Key Action #5 Expand school choice for Dallas ISD students)

Indicators of Success—Measurable results that describe success (Objective) 1. 70% of cohort 2019 students will complete at least one partially aligned performance assessments by December 2015 and 100% of cohort 2019 students will complete

at least one certifiable performance assessment by May 2016 2. 65% of respondents will respond positively in the category of “College Going Culture” on the fall Campus Climate Survey and 70% will respond positively on the spring

Campus Climate Survey (baseline 64.7%) 3. 70% of students will report that they are supported by a campus culture that prepares students for college or a career by December 2015 and 80 % of students will

report that they are supported by a campus culture that prepares students for college or a career by May 2016 as measured by the student survey (baseline 72%)

Ref.





Title I Schoolwide


3A Create rubrics for BASIX values along with system for assessing, recognizing, and rewarding students and staff who are exemplifying the BASIX values – Teachers will use BASIX rubrics in designing student learning experiences

Design Team, Envision, CILT, and Key Teachers – Project Manager

199 – ($49000) PD Training on rubrics, Google Drive,

7/2015 – 6/2016

Agendas and Sign-In Sheets, Rubrics

Completion of Performance Assessments Increase in student survey – college culture

Naviance Tracker Student and Parent Survey Increase in ACP and EOC scores

1,2,10

3B Dedicate time during BA-Way Days or advisory for explicit development of 21st Century Leadership Skills - Teach BA Way/advisory lessons and model BASIX values. General supplies, poster supplies, technology such as iPads, computers, printers, projectors, will be purchased to implement parent programs. Parent incentives such as snacks and awards will be purchased to promote parent involvement.

Leadership Team, CILT, and Design Team – Project Manager

199 - Lesson Cycle, PD Materials Training ($6,000)

8/25/15 – 5/2016

Developed Lessons, Agendas and Sign-In Sheets

Increase in student climate survey

Student and Parent Survey

1,10

3C Create calendar and systems to track implementation of performance assessments and all leadership academy actions – Teachers will track student progress in Naviance, eCampus Systems, AllinLearning, and Think Through Math.

Data Specialist – Project Manager

199 and 211 Naviance, Project Manager ($10,000)

8/25/2015 – 5/2016

Naviance or Google Drive System Created

One partially aligned and one Fully aligned Performance Assessment

Naviance Portfolio Tracker

8


Key Action 3— Strengthen the college and career-going culture (District Key Action #5 Expand school choice for Dallas ISD students)

Indicators of Success—Measurable results that describe success (Objective) 1. 70% of cohort 2019 students will complete at least one partially aligned performance assessments by December 2015 and 100% of cohort 2019 students will complete

at least one certifiable performance assessment by May 2016 2. 65% of respondents will respond positively in the category of “College Going Culture” on the fall Campus Climate Survey and 70% will respond positively on the spring

Campus Climate Survey (baseline 64.7%) 3. 70% of students will report that they are supported by a campus culture that prepares students for college or a career by December 2015 and 80 % of students will

report that they are supported by a campus culture that prepares students for college or a career by May 2016 as measured by the student survey (baseline 72%)

Ref.





Title I Schoolwide


3D Create exemplar performance assessments and RICA-aligned rubrics – Teachers will provide two opportunities for students to complete aligned performance assessments

Envision, Design Team, and Key Teachers – Project Manager

199 PD Training on Performance Assessments (Envision LP)

8/25/2015 – 5/2016

Agendas and Sign-In Sheets Performance Assessment Products

One partially aligned and one Fully aligned Performance Assessment


1,2,8

3E Train CILT and campus leadership on RICA rubrics and expectations for performance assessments – Teachers will use RICA-aligned rubrics in designing student learning experiences

Envision and Design Team – Project Manager

199 RICA Rubrics, PD Materials ($5000)

8/25/2015 – 5/2016

Agendas and Sign-In Sheets

One partially aligned and one Fully aligned Performance Assessment Completed


4

3F Provide opportunities for students to participate in college and career preparation experiences (public exhibitions) – Teachers will provide and participate in college and career preparation experiences for students (public exhibitions). General supplies will be purchased by AVID teacher for classroom instruction and align with AVID curriculum. AVID dues, fees, and stipends will be paid to remain compliant with AVID program.

Leadership Team, Community Liaison, Media Specialist, – Project Manager

199 and 211 Public/Private Speakers, transportation, Presentation Materials ($4000)

8/25/2015 – 5/2016

Student completion on Naviance Tracker

Increase in parent and student survey responses

Parent/Student Survey

1,2,6,10


Key Action 4— Promote a positive campus culture and environment (District Key Action #1 Strengthen and sustain a positive culture)

Indicators of Success—Measurable results that describe success (Objective) 1. 60% of respondents will respond positively in the category of "Positive Culture and Environment" on the fall Climate Survey and 70% will respond positively on the

spring Campus Climate Survey (baseline 43.4 %) 2. 65% of respondents will respond positively in the category of “Beliefs and Priorities” on the fall Campus Climate Survey and 70% will respond positively on the spring

Campus Climate Survey (baseline 58.4%)

Ref.





Title I Schoolwide


4A Administrators and CIC will provide effective and timely reflection and feedback on observations based on the needs of each program and individual teacher by offering positive, encouraging and constructive action steps - Teachers will listen openly and ask for feedback. Use observation feedback to improve practices. Be open to constructive feedback

Principal, APs, CICs, and CILT – Teachers

Schoolnet, feedback protocols, time management tools

8/25/2015 – 5/2016

Spot Observation forms, feedback forms

Increase in “Positive Culture and Environment” on the Campus Climate Survey

Campus Climate Survey

1,2,3,5

4B The leadership team will commit to acknowledging staff's actions through various forms of recognition, i.e. announcements, emails, and cougar paws - Staff will commit to, on a consistent basis, recognize or nominate other staff members based on positive things they have done via an app, Google sheet, tracker, and/or bulletin board. Display scores and achievements throughout various classrooms and hallways.

Principal, APs, CICs, and CILT - Teachers

Weekly Bulletin (Smore), Cougar paws, promotional materials

8/25/2015 – 5/2016

Weekly Bulletin, Announcements, Emails, Awards Ceremony

Increase “Positive Culture and Environment” and “Beliefs and Priorities” on the Campus Climate Survey


1,5

4C The leadership team will facilitate opportunities for Proficient 1 or higher teachers to seek out effective PD opportunities that can be presented in departmental PLCs meetings - Approved teachers will prepare and present model


PD Opportunities on instructional strategies and data driven instruction

8/25/2015 – 5/2016

Registration Forms, Attendance Certificates, PLC Agendas and Sign-In Sheets

Increase “Positive Culture and Environment” and “Beliefs and Priorities” on the Campus Climate


1,2,4,5


Key Action 4— Promote a positive campus culture and environment (District Key Action #1 Strengthen and sustain a positive culture)

Indicators of Success—Measurable results that describe success (Objective) 1. 60% of respondents will respond positively in the category of "Positive Culture and Environment" on the fall Climate Survey and 70% will respond positively on the

spring Campus Climate Survey (baseline 43.4 %) 2. 65% of respondents will respond positively in the category of “Beliefs and Priorities” on the fall Campus Climate Survey and 70% will respond positively on the spring

Campus Climate Survey (baseline 58.4%)

Ref.





Title I Schoolwide


lessons or other professional development at least once per semester that will benefit all teachers. Implement best practices and model continuous learning

(Kilgo, ASCD, Teaching Trust, other National/State Conferences ($10,000)

Survey

4D Promote BA community, unity, and school pride by providing incentives for staff and students to participate and attend school-wide events - Staff will attend school-wide events w/ family and friends and actively encourage students to participate and attend school-wide events


Staff Incentives: School Supplies, Promotional materials ($500)

8/25/2015 – 5/2016

Flyers, Announcements, Weekly Bulletin



1,5,6

4E Consistent enforcement of rules from administration regarding immediate referral slips for major disruptions and rules/regulations for what happens in ISS. Supports staff with high level discipline - no phones or fun in ISS. – Teachers will follow consequences ladder and report problems to APs as well as provide work for students in ISS. Use consequence ladder to discipline students.

Principal, APs, and CILT – Teachers

In house surveys (Google), Consequence Ladder Posters ($500)

8/25/2015 – 5/2016

SDS Reports Discipline Referrals New ISS Plan



1,2,5

bryan adams high school leadership academy … · bryan adams high school leadership academy -...

Documents