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School Improvement Plan


Bradley Central High School


Bradley County Schools

Analysis of last year's final results:

Areas of Greatest Progress:

Areas of Greatest Challenge:

Alg I All Students:  30.8 % gain


Alg I Economically Disadvantaged Students: 39% gain


ELA Students with Disabilities: 7% gain

Alg I African American Students: 74% loss

Alg I Students with Disabilities: 50% loss


RLA All Students:  7.5 % loss


RLA African American Students: 25% loss


RLA Economically Disadvantaged Students:  10.2%

Source of Progress:

Source of Challenge:

Significant gains were made at Bradley Central High School in Algebra I regarding all students and the economically disadvantaged.  Gains in these areas may have been attributed to the following strategies that were employed in the Freshman Academy that housed the majority of the Algebra I students:  1)Teacher collaboration among the Alg I teachers is probably the highest throughout the school.  These teachers made a point of staying after school in order to organize lesson plans and share strategies.2) Four of the Alg I teachers attended the NCTM (National Conference of Teachers of Mathematics) thus being introduced to new, exciting strategies on the cutting edge of their subject matter. This information was then shared with the Alg I teachers who were unable to attend. 3) Model Schools has been involved with our faculty thus bringing Quadrant D strategies to the forefront.  Many of the Math teachers have participated in professional development relating to this program. 4) Our teachers were allowed to pilot a new math text book provided by Pearson who also creates our EOC materials. 5) Discovery Education Assessment was used throughout the year to assist teachers in determining areas of need as well as that of mastery. 6) We created four classes of students based on gender.  7) Honors classes were developed as well as offering students in traditional classes the ability to participate in honors materials through I-contracts.

-Reading/Language Arts enjoyed a 7% gain among their students with disabilities.  This was due in large part to the low number of special education students working with an inclusion teacher. 

The Bradley Central High School students with disabilities and African American students were in large part identified with a group of students where an extended school year was initially planned.  Following the tornadoes of April 27th, in which a large number of these students were tragically affected, it was determined that interest in attending an extended program had declined so that it was no longer feasible.  Therefore these students lost time from instruction as well as tested earlier than initially planned.  The materials were not covered in depth as they would have been had the tragedy not occurred.

-The Reading/Language Arts students as a whole at Bradley Central High School along with the African American and Economically Disadvantaged students all experienced losses in achievement from the 2009-2010 school year to 2010-2011.  The teachers advised that the largest factor was the drop in school days during the spring semester which was influenced by twelve missed days due to snow and the tornado disaster.  Not only did this loss of days reduce the amount of material covered, but it also affected the ability to review key concepts prior to the spring tests.  Additional factors were the fact that the students tend to skim rather than read the materials required, and the tests for Discovery Education Assessment were not taken seriously by the students.  Many finished within 15 minutes on a test that should require a minimum of 45 minutes to complete.  (While the English II EOC scores decreased, please be advised that there was a significant increase in writing scores.) Additional technology is needed throughout the school.  Teachers do not have enough access to computer labs.

Goals for this school year:

Overall Achievement Goals:  (Aligned to First to the Top Goals)

1. Bradley Central High School student Algebra I scores on the EOC test will increase from 44.6% in 2010-2011 to 47.3% in 2011-2012 which reflects a 6% increase.

2. Bradley Central High School students reading/language arts scores on the EOC  & TCAP writing tests will increase from 46.1% in 2010-2011 to 48.9% in 2011-2012 which reflects a 6% increase.

Subgroup Goals: (List each subgroup individually)

  1. The Algebra I student achievement scores for white students at Bradley Central High School will increase from 51% in 2010-2011 to 54.1% in 2011-2012 because our percentages are below both district and state averages.
  2. Bradley Central High School Economically Disadvantaged Students' Algebra I achievement scores will increase 6% in 2011-2012 to 48.8% from 46% in 2010-2011.
  3. Bradley Central High School students with disabilities Algebra I achievement scores on the EOC will continue to improve at a 6% increase per year beginning with 17% in 2010-2011 to 18% in 2011-2012.
  4. The Economically Disadvantaged students at Bradley Central High School achievement score on the Reading/Language Arts EOC will increase from 53% in 2010-2011 to 56.2% in 2011-2012.

Other Required Goal Areas:

  1. Bradley Central High School students will improve in Biology EOC test scores from 35.4% in 2010-2011 to 37.5% in 2011-2012.
  2. ACT Scores will increase for Bradley Central High School 11th grade students from a composite score of 17.7 from the 2011 tests to 18.8 on the 2012 tests.
  3. The Graduation Rate for Bradley Central High School Seniors will increase from 84.5% in the 2010-2011 school year to 89.3% in the 2011-2012 school year.

Plan for this school year:

Key strategies to achieve goals:

1.        Discovery Education Assessment is being used for English I & II, Algebra I, and Biology.  The test results are analyzed and instruction is adjusted.

2.        A common planning has been arranged bi-monthly for our curriculum teams in order to allow for sharing strategies and for professional development in their given area.

3.       Data analysis professional development is provided for the faculty regarding EOC results from the previous year as well as on a semester basis, PLAN & ACT results, TVAAS, projections made for current year, etc.

4.       Collaboration between CTE courses and math and English classes will be established to provide real world connection to learning.

5.       Establish Advisory classes for all students with an advisor who will remain with the students throughout their high school experience.  Advisory will provide valuable information relating to post-secondary success.  Through this program the students will gain insight into the importance of their classes.

6.       Professional Development was provided through sending a large contingency of teachers to the Model Schools Conference in June, 2011.  This information has been shared with the faculty.

7.       An area conference with National Level Speakers was provided for all teachers in July, 2011.  This program was Dream, Dare, Do and focused on all areas of the curriculum.


Key strategies to achieve progress for students with the greatest need:

1.        Bridge math and English has been provided for struggling students coming to 9th grade from the middle school during the summer.  These students received "extra" instruction as well as becoming familiarized with the high school prior to entry in the fall.  A supplemental math program was purchased for this session.

2.        A reading class is offered for struggling students in the freshman academy.  The students are identified based on prior grades, testing scores, and a reading inventory.  The class focuses on writing as well as reading skills.

3.       Peer tutors, upper classmen who are strong in certain core classes, have been made available to the teachers to assist struggling students who are in danger of failing core classes with an emphasis in math and English.


Projected costs and funding sources for key strategies:

  1. The Bridge program for both math and English that was conducted this past summer cost $11,000.00. The supplemental math program cost $1,800.00 The funding was provided by the Small Learning Communities grant.
  2. There is no cost to having the peer tutors; however, we do provide these students with free lunches on occasion.  The lunches are kept simple and are paid for by sponsors.
  3. Navigation 101 is the program being used for Advisory.  The funding for the Navigation project is through the Small Learning Communities Grant.
  4. Model Schools cost $15,000.00 which was provided by the Small Learning Communities Grant.
  5. Dream, Dare, Do expenses were $26,000.00 which was paid for through the Smail Learning Communities Grant.

Benchmarks for Progress



1.  Discovery Education Assessment for Algebra I a & b is provided three times over the course of the year. 



Discovery Education Assessment is given twice a semester for courses that are completed within one semester:  English I & II and Biology.


These assessments are closely correlated with the EOC, and provide teachers with a valuable formative assessment.

DEA Testing for Algebra I:

Test I  September, 2011

Test II  January, 2012

Test III  April, 2012


Fall Semester:

Test I  September, 2011

Test II November, 2011

Spring Semester:

Test I  January, 2012

Test II  April, 2012

2.  PLAN Test results Copies of the test were provided to the faculty along with the percentage of student responses for each answer choice.  Through analysis an understanding of areas of strengths and weaknesses can be gained.


The PLAN test was taken September 21, 2011

Results arrived in October

Faculty analyzed results and shared with students early November, 2011

3.  ACT Prep Classes  Students will be identified as those needing additional help to reach benchmark goals as set by ACT will be identified and placed in classes

Fall, 2011 students needing assistance reaching benchmarks will be identified.

Spring semester, 2012 classes will be held.

4.Data will be provided to the staff, some examples:

EOC information

TVAAS Information

PLAN test results

Results from EOC's taken in the Fall, 2011

Subgroups identified and explained to the faculty.



August, 2011

October, 2011

November, 2011

January, 2012

January, 2012

5. Professional Development relating to students in need. 

February 1, 2012 during RTTT

6.  Tutorial services provided during the school day.  Peer tutors with teachers and supplemental staff for tutorial purposes.

Ongoing throughout the school year.

7.  Writing will be implemented weekly in all classes to assist with the Writing TCAP exam, February 1, 2012

November, 2011 through January, 2012

8.  A special emphasis will be placed on reading charts and graphs through social studies, math, CTE and other areas

Ongoing throughout the year

9.  ACT Vocabulary will be provided to the staff each week.

November, 2011 through April, 2012

10. An emphasis on using questions in the same format as the ACT will be used across the board on classroom testing.

November, 2011 throughout the end of the year