richmond high school sip -corrected copy high school sip 2009...stronger basic math skills in their...

Richmond High School School Improvement Plan

And Standards Assessment Report

2009-2011

1

RICHMOND HIGH SCHOOL

SCHOOL IMPROVEMENT TEAM

2008-09 Administration: Principal Barbara Bergdoll 11th/12th Grade Level Principal Joe Spicer 10th Grade Level Principal Rachel Etherington 9th Grade Level Principal Rae Woolpy Teachers: Science Teacher Matt Fisher Foreign Language Teacher Jack Hughes Social Studies Teacher Nancy Kramer Parent: Parent Center/Communities In School Kris Lopresti Community Stakeholders: Indiana University East Marilyn Watkins Indiana University East Tim Williams Communities in Schools Vivian Ashmawi

11

Summary of Richmond High School: Richmond High School, the first high school in the United Stated to have an

orchestra and the only high school that houses its own art museum, is the only public high school in Richmond. It is a four year, comprehensive high school that houses grades nine through twelve. The campus sits on a boulevard just west of the Whitewater River. Constructed in 1935 as WPA project, the red brick complex covers at least two-thirds of the length of the boulevard and sits adjacent to the school corporation office. It is bolstered on the north end by McGuire Hall, which houses the art museum, and on the south end by Tiernan Center, the physical education and athletic center that opened in 1984. Civic Hall, the former athletic facility, was renovated and opened in August 1993 for use as a performing arts center. The Georgian architecture has been maintained through several additions and remodeling projects.

Richmond High School is a member of the North Central Association of Colleges and Schools. It holds a special first class commission with the Indiana Department of Education.

Ten elementary schools and two middle schools, as well as several small private schools, provide the student base for Richmond High School. The staff includes 105 teachers, a librarian, and 7 administrators; 69 hold Master’s degrees. The average experience is 16 years.

Currently, five counselors, in addition to one and half social workers, a vocational education consultant, two full time nurses on staff, a police officer provided by the city police department, and an executive director for the Peer Information Center for Teens, serve the student body in a variety of ways including counseling groups and individuals, scheduling, and screening of attendance. In addition, professional assistance for students is available through a student advocate. Communities In Schools received a grant to add another staff member to assist working with students with poor attendance. Most staff members also serve as advisors to approximately twenty students during homeroom period.

The Alternative School Program was implemented in the fall of 1997 at the FIND Center. The purpose was to give students in need of another option for staying in school and for completing a diploma. Many diverse needs (pregnancy, full time employment, peer problems, truancy, academic failure, or short term emotional issues) are met with this program. Students attend a one-half day, three (3) hour session in this program. Students receive credits in math, English, and social studies. Some opportunities exist for independent study for students to receive credit for courses needed for graduation. Students who receive credit do meet the course requirements. Students are encouraged to find employment or be involved in community service the remainder of their day.

During the 2008-09 school year, an additional Alternative Program was created that keeps students on campus. Individualized instruction is done as much as possible or students use our Nova Net (Credit Recovery) program to receive credits for classes they failed in the past. This program is another attempt to work with students with temporary issues and to keep them enrolled in school and on campus while meeting their needs.

12

School Vision/Mission: revised 2007 “Educate for success through positive relationships, responsibility, respect, rigor, and relevance.” Vision Statement: As educators for Richmond High School, we the faculty, staff, students, parents, and community members will foster an environment where learning will occur and excellence will be the primary focus. The staff at RHS will serve as coordinators in pursuing the following:

1. Encouraging self-directed life-long learning 2. Promoting individual positive attitudes and self-esteem 3. Developing the social skills necessary to form an appreciation for cultural

diversity The students will assume an active role in their learning process. Emphasis will be placed on a variety of meaningful learning experiences directed towards the development of knowledge which is relevant to the learners’ past experiences and pertinent to the students’ future goals. Parents and other community members will be actively involved in, and benefit from, the educational programs. The success of the RHS community will be measured by its positive development in learning, beliefs and attitudes. The educators of Richmond High School will be accountable for advancing and implementing the educational process. School Belief Statements: We believe that

• a knowledgeable, enthusiastic and caring staff • along with student commitment to learning • and interested, involved parents • create a safe environment where all are provided the

opportunity to be engaged and successful learners. Goals:

I. To improve the graduation rate: 2008-09 71.25% 2009-10 77% 2010-11 82.75%

II. To increase our attendance rate to the state average of 95%

Objectives: a. Improve reading comprehension skills -Reading b. Improve writing skills- English c. Improve problem solving skills – Math

13

BOARD VISION Richmond Community Schools will be a high performing, well respected public school system that will make the community proud. Excellent student achievement, graduation rate, and attendance will be our hallmarks.

BOARD GOALS Brain research indicates there is a window of opportunity, birth through nine, during which students must acquire a mastery of literacy capabilities essential for reading; thus promoting student success in school, society, and the workplace. We, therefore, pledge intense determination to ensure that all students read before age ten. Further we pledge that:

RCS students will experience appropriate, research based instruction. Each student’s potential, abilities and interests will be enhanced by their learning experiences.

All students will graduate understanding the value of education, learning and personal responsibility.

Students will be prepared to be successful in college or the workforce. The curriculum will be aligned to Indiana academic standards. All students will experience ongoing appropriate literacy instruction through their school careers.

BOARD PRACTICES

• Our employees will be recognized, evaluated, and rewarded for their contributions to the success of all our students.

• Available resources will be deliberately allocated to support high performance goals.

• Accountability will be demonstrated through continuous improvement with data driven measurables.

MISSION STATEMENT

Richmond Schools in partnership with the community will help all children believe in themselves, respect others, and experience the joy of learning. Through effective teaching, children will first learn the basic skills, including thinking skills, using words, numbers and ideas. In addition, children will be given the opportunity to learn more of what they want and need to know. Adults will model behavior that will teach children to resolve conflict successfully, take risks with new ideas, and understand that they can err without being judged.

14

School Performance

RHS Language Arts NCLB Goals to 2013

64.460.6

68.1

60.6

6870 70

73 71.4 73

67.9671.52

75.0878.64

82.285.76

89.3292.88

96.44100

7376

7982

8588

9194

97100

30

40

50

60

70

80

90

100

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

RHS ActualState ActualRHS ProjectedState Projected

Summary Statement: The scores in ISTEP Language Arts improved from 60.6% to 68%. Our students still displayed weakness in areas of reading comprehension and writing applications. Students in the 9th Grade Academy were taught three trimesters of English with one Trimester focusing on Keystone and English practices were immersed into the curriculum. Remediation English lab continues be offered for the students who fail the ISTEP+ and a new Read 180 program was added this year to address students with below grade level reading skills.

RHS Math NCLB Goals to 2013

62.4

56.1

61.7 62.3 61

71 71

75 73.7 75

66.1669.92

73.6877.44

81.284.96

88.7292.48

96.24100

73.976.8

79.782.6

85.588.4

91.394.2

97.1100

30

40

50

60

70

80

90

100

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

RHS ActualState ActualRHS ProjectedState Projected

Summary Statement: Our ISTEP score fell from 62.3% to 61% this past year. Our ninth grade students took three trimesters of math during the school year to strengthen their math skills, with one trimester of math lab for those students who failed the ISTEP. We are working with the middle schools to develop stronger basic math skills in their curriculum and offer Pre-Algebra at the middle school level instead in the high school offerings. After school tutoring was offered for any ninth grade students failing ISTEP or failing math courses.

15

School Programs: • Vocational Education Programs through Indiana Vocational Technical College • Duel Credit Program with IU East – Speech, U.S History, Calculus, Creative Writing - Advanced Placement – AP Government, AP Spanish • Peer Helpers • Alternative Education Program • Work One Program • Diplomas Programs • ICE Program – Business department • Cadet Teaching • Service Learning • 9th Grade Academy • Full continuum of services for students with special needs • Full continuum of vocational programming for students with and without special

needs • Project Lead the Way School Services: • Five (5)Counselors for all grade level students ( 9-12) • Student Health Clinic • Social Workers through Dunn Mental Health Services (1.5) • Librarian • Parent Center provided through Communities in Schools • Credit Recovery • High Ability Learning – Gifted/Talented • After-School Tutoring Program for 9th graders • A vocational education consultant • School Resource Officer School Partnerships Communities in Schools (CIS) Noah’s Ark Day Care/DIPLOMAS • Indiana University East Richmond Alumni Association • Earlham College Dunn Mental Health • Ivy Tech Community College Richmond State Hospital • Boys and Girls Club of Richmond First Bank Richmond • Richmond Symphony Orchestra Meijer • Girls Incorporated Richmond Bottling Co./Coca-Cola • United States Army Red Devil Pride • West End Bank Reid Hospital • Richmond Art Museum Wayne County Foundation • County Wide Partnership for Youth Richmond Rotary • Civic Hall Associates Joe’s Pizza • Peer Information Center for Teens DDIC • Quaker City Storage Dunn & Associates

16

Meeting the needs of all students: Special Education: Inclusion model Students who are identified as students with special needs and who are working toward a diploma are part of our inclusion model of services for their education according to their IEP. The students attend general education classes and receive special education services addressed in their IEP; a special education teacher is assigned to the general education classroom and works closely with the general education teacher. Both teachers work toward meeting the needs of the students by providing instruction and implementing accommodations for homework, grading and testing situations. Progress reports are sent home at the end of each grading period by the Special Education teacher which allows parents to keep informed of their child’s progress. Annual Case Review conferences are held yearly to review past academic performances and to set new goals for the coming school year. Special Education: Life Skills model Students who require a functional curriculum attend Life Skills classrooms and work toward a certificate of graduation they receive services in a self-contained classroom staffed with a special education teacher and paraprofessional assistance. Many students are assigned to a work program where they go out into the community and learn work skills that provide training for them to become self sufficient later in life. Students are assigned job coaches that work on the job along with the student as they oversee their work. High Ability Program: Students identified as high ability or gifted and/or talented have a teacher assigned to the high school for a half day schedule. Students are assigned to the classes taught by the teacher and are also allowed to attend a class on an independent basis to write research papers, to develop projects and presentations. Students from the middle school LOGOS program for High Ability students begin to enroll in courses at the high school beginning in ninth grade. Advance placement courses are offered in Physics, Spanish, Government, U.S. History, Calculus, Creative Writing and Speech. Math and English Remediation: Many of our ninth grade students entering the high school are below grade level in reading comprehension, writing skills and understanding math concepts and problem solving. During summer school, students enroll in remediation classes/ lab courses to teach the student at their level and increase their understanding of math or English concepts. Students can continue with remediation classes in the fall if they do not pass the summer class. Ninth grade students are enrolled in English and math classes for all three Trimesters to provide instruction to improve their English and math skills. After-school tutoring is provided for those ninth grade students still struggling in math and English.

17

Transition Middle School to High School: Social and Emotional Support:

1. High School Counselors visit eighth grade students during the spring to talk about expectations, review scheduling options, share information about orientation meetings, and answer questions that students have.

2. Students visit the high school to see classes in session and begin to learn their way around the building. The Principal speaks to the students about high school expectations and answers any questions students might have.

3. Parent/family orientation opportunities are offered at several different times to provide families with a chance to tour the high school building, and hear an overview of high school expectations and procedures from the principal and school leadership. This is followed by a question and answer period.

4. All ninth grade students come together for a Challenge Day at the start of the school year. Students participate in team building activities to build relationships with each other and teachers. At this time students make a commitment to graduating from high school.

5. At the end of the 9th grade year, “Graduate Together” assembly is held to celebrate the completion of their first year at Richmond High School. Students at the end of the ceremony sign a banner designating they will graduate together at the end of four years. Class of 2012

6. Families are encouraged to seek additional support through meetings with the principal and school counselors.

7. The special education department chair attends all of the 8th grade Annual Case Review conferences to ensure smooth transitions of continued services for the following year at Richmond High School.

8. Student Council members and RHS Athletes visited Test Middle School to share their experiences at RHS to the eighth graders and inform them of the clubs and organizations available to join as a freshman.

Academic Support:

1. Teachers are starting to work on strengthening curriculum alignment from middle school to high school. This includes identifying those skills that should be secure prior to high school and building on the skills and instructional strategies that have been started in elementary and middle school.

18

Vision & Purpose STANDARD: The school establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the school.

Impact Statement: A school is successful in meeting this standard when it commits to a shared purpose and direction. The school establishes expectations for student learning aligned with the school’s vision that is supported by school personnel and external stakeholders. These expectations serve as the focus for assessing student performance and school effectiveness. The school’s vision guides allocations of time and human, material, and fiscal resources.

Indicators Rubric

Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.

INDICATORS In fulfillment of this standard, the school: N

ot E

vid

ent

Em

ergi

ng

Op

erat

ion

al

Hig

hly

F

un

ctio

nal

1.1 Establishes a vision for the school in collaboration with its stakeholders

X

1.2 Communicates the vision and purpose to build stakeholder understanding and support

X

1.3 Identifies goals to advance the vision X

1.4 Develops and continuously maintains a profile of the school, its students, and the community

X

1.5 Ensures that the school’s vision and purpose guide the teaching and learning process

X

1.6 Reviews its vision and purpose systematically and revises them when appropriate

X

Definitions of Indicators Rubric

Not Evident Little or no evidence exists

Emerging Evidence indicates early or preliminary stages of implementation of practice

Operational Evidence indicates practices and procedures are actively implemented

Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented

19

Focus Questions

Please respond to the following questions regarding the processes that are in place to support the school’s implementation of the research-based practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.

1. What is the process for establishing and building understanding of and commitment to the vision statement among stakeholders? Through faculty meetings the entire staff reviewed, edited and made suggestions until the following vision statement was developed: “Educate for success through positive relationships, responsibility, respect, rigor, and relevance.” It was then presented to a community/parent group for further review. The mission/vision statement has been shared with each staff member at Richmond High School. Decisions made will be based on the mission/vision statement in order to build understanding and commitment among stakeholders. The mission statement was printed on lanyards and given to all staff members and community stakeholders.

2. What is the school’s process for developing a profile and systematically maintaining

and using information that describes the school, its students, and their performance?

As a result of our 54% graduation rate and being declared a “dropout factory”, by Johns Hopkins University, we have met with Joanna Fox (from Johns Hopkins) to seek ways to improve school achievement. A plan was implemented to review data pertaining to graduation rate, attendance rate, student involvement with extra-curricular activities, and to maintain consistency with building leadership/administration. A “Bonus period” was implemented within the 2008-09 student schedule to help with student involvement in extra-curricular activities. How does the leadership ensure that the school’s vision, purpose, and goals guide the teaching and learning process?

The administration: a. performs “walk throughs” b. provides professional development each Tuesday c. holds monthly department chair meetings, leadership team meetings and

school improvement team meetings d. collaborates and communicates with families e. communicates the vision and mission through the use of symbols,

ceremonies, stories and similar activities.

3. What process is used to ensure that the vision and purpose of the school remain current and aligned with the school’s expectations for student learning and school effectiveness?

20

Several processes are used. They are: a. Progress toward the vision and mission is communicated to all stakeholders. b. Barriers to achieving the vision are identified, clarified and addressed. c. Needed resources are sought and obtained to support implementation of the school mission and goals. d. Vision, mission and implementation plans are regularly monitored, evaluated and revised. e. Ongoing evaluation of student achievement through various committees.

Those committees are: School Improvement Team, the Leadership Team, Department Chairs, the faculty in general and community leaders.

21

Governance & Leadership STANDARD: The school provides governance and leadership that promote student performance and school effectiveness.

Impact Statement: A school is successful in meeting this standard when it has leaders who are advocates for the school’s vision and improvement efforts. The leaders provide direction and allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for school improvement among stakeholders. The school’s policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation.

Indicators Rubric


INDICATORS In fulfillment of this standard, the school operates under the jurisdiction of a governing board that: N

ot E

vid

ent

Em

ergi

ng

Op

erat

ion

al

Hig

hly

F

un

ctio

nal

2.1 Establishes policies and procedures that provide for the effective operation of the school

X

2.2 Recognizes and preserves the executive, administrative, and leadership prerogatives of the administrative head of the school

X

2.3 Ensures compliance with applicable local, state, and federal laws, standards, and regulations

X

In fulfillment of this standard, the school has leadership that:

2.4 Employs a system that provides for analysis and review of student performance and school effectiveness

X

2.5 Fosters a learning community X

2.6 Provides teachers and students opportunities to lead X

2.7 Provides stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership

X

2.8 Controls curricular and extracurricular activities that are sponsored by the school

X

2.9 Responds to community expectations and stakeholder satisfaction

X

2.10 Implements an evaluation system that provides for the professional growth of all personnel

X

22

Definitions of Indicator Rubric





Focus Questions

Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.

1. What is the process for establishing, communicating, and implementing policies and procedures for the effective operation of the school?

Establishing effective operating procedures for Richmond High School is done in a collaborative environment with many stakeholders. When a procedure or policy needs to be instituted or changed, the leadership seeks input from all stakeholders involved with the school. This input is obtained using various methods such as parent forums, student council meetings, faculty meetings, department chairs and administrative leaderships meetings. The communication and implementation of procedures and policies is done using a variety of methods. Richmond School Board policies and a Richmond Community Schools Administrative Guidelines Manual are published on the Richmond Community Schools web site. All stakeholders can read and review these documents at their leisure. Additionally, procedures and policies are given to the teachers and staff in written form and by e-mail. These procedures and policies are then explained to the faculty during professional development meetings. The students and parents/guardians are informed of the policies and procedures via letters sent home, newspaper articles, public forums and by directly communicating with the students through daily announcements.

23

2. What process does the school’s leadership use to evaluate school effectiveness and student performance?

The leadership of Richmond Community Schools and Richmond High School has developed methods to evaluate school effectiveness and student performance. The school district has created the office of Student Achievement within the Central Office to compile and evaluate school and student data. The central office staff and school leadership obtains data from the Richmond student achievement system (PowerSchool) and the Indiana Department of Education to evaluate student performance and school effectiveness. The school leadership of Richmond High School evaluates school effectiveness by monitoring student grade reports, personnel evaluations system, teacher grade distribution reports, attendance rates, discipline referrals, suspensions, expulsions and parent/guardian survey instruments during parent/teacher conferences. This is the second year for all teachers to be involved in the Professional Growth for Teacher Success Program. The program is structured around three basic components: the induction component, the professional learning community component (PLC), and the intensive assistance component. The three components recognize the needs of adult learners, capitalize on the expertise within the faculty of each building, and offer teachers opportunities for professional growth. The induction process, is for all first and second year teachers. The second component of the Professional Growth Program involve the majority of teachers. Component Two, pilot year, provides professional opportunities for growth in the form of small professional learning communities. The assistance process, the third program component, focuses on the needs of the teachers who are struggling or having difficulty in their profession.

3. In what ways are stakeholders, including staff, given opportunities to provide

leadership and to contribute to the decision-making process?

At Richmond High School, we have many opportunities to become leaders. First and foremost, we are given the opportunity to share knowledge with one another through Professional Development meetings. Our principal, Mrs. Bergdoll, put teachers in leadership roles by asking them to lead our discussions in Professional Development. Not only teachers, but stakeholders (i.e. members of Central Office, our school law enforcement, technology staff, etc.) have the opportunity on a regular basis to provide the rest of the staff knowledge that is necessary to ensure the safety and learning of our students. Also, we make every effort to include staff on boards and teams designed to make important decisions on the changes we made at Richmond High School. A couple of examples are 1) the team that was created to research the Trimester schedule. This team was made up of administrators, teachers, counselors, etc. After their research, each member was able to put their input into the decision making. 2) We had a team designed to lead teachers in best practices. Those teachers/staff members went to meetings to bring back strategies for teachers to become better leaders in their own classrooms.

24

Finally, we provide opportunities to contribute to the decision-making process by allowing staff to work together on guaranteed and viable curriculum. Each department was put in a place where we could show our leadership and decision-making skills as far as coming up with our own unique curriculum.

4. What policies and processes are in place to ensure equity of learning opportunities and support for innovation? Our technology team has recently offered several teachers the opportunity to become more effective in their classrooms through the use of new technology in order to ensure the equity of learning opportunities for our students and staff. This also allows us to be more innovative in our teaching and learning methods. Our teachers in the math and social studies department have received technology equipment for classroom instruction. The technology equipment includes a teacher cart, projector mounted in the ceiling and an electronic tablet/pen for students to use to interact with the technology and instruction. The 9th Grade Academy teachers, English and Math, implemented the Universal Design for Learning (UDL) through a Patins grant.. The program Read, Write and Gold was added to the curriculum. They received Student Response Clickers, Smart Notebooks and MP3 Players to assist in the classroom for instruction for students with special needs in the inclusion setting. All the students are allowed to use the technology in the classroom. By using them in their classrooms, these teachers are able to ensure equity of learning opportunities for their students. By sharing this technology and the opportunity to receive it in other classrooms, we have done the same for our staff. Finally, we are always encouraged to attend board meetings and other meetings which affect the learning opportunities of staff and students. Our input is always welcome and at least considered. This allows us to ensure the equity of learning as well as become more innovative educators.

25

Teaching & Learning STANDARD: The school provides research-based curriculum and instructional methods that facilitate achievement for all students.

Impact Statement: A school is successful in meeting this standard when it implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes. Teachers use proven instructional practices that actively engage students in the learning process. Teachers provide opportunities for students to apply their knowledge and skills to real world situations. Teachers give students feedback to improve their performance.

Indicators Rubric



ot E

vid

ent

Em

ergi

ng

Op

erat

ion

al

Hig

hly

F

un

ctio

nal

3.1 Develops and implements curriculum based on clearly defined expectations for student learning

X

3.2 Promotes active involvement of students in the learning process, including opportunities for them to explore application of higher-order thinking skills and investigate new approaches to applying their learning

X

3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices

X

3.4 Designs and uses instructional strategies, innovations, and activities that are research-based and reflective of best practice

X

3.5 Offers a curriculum that challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity

X

3.6 Allocates and protects instructional time to support student learning

X

3.7 Provides for articulation and alignment between and among all levels of schools

X

3.8 Implements interventions to help students meet expectations for student learning

X

3.9 Monitors school climate and takes appropriate steps to ensure that it is conducive to student learning

X

26

3.10 Provides comprehensive information and media services that support the curricular and instructional programs

X

3.11 Ensures that all students and staff members have regular and ready access to instructional technology and a comprehensive materials collection that supports the curricular and instructional program

X






Focus Questions


1. How does the school ensure that the curriculum, instructional strategies, and assessments are aligned and articulated across grade levels in support of the expectations for student learning?

The primary focus to ensure that curriculum, instructional strategies, and

assessments are aligned and articulated across grade levels comes through the work that was done in developing a guaranteed and viable curriculum for all courses in all departments. Although this is not a completed process and will most likely be an exercise of continual renewal, these documents have allowed the school, as a whole, to reflect on what they are teaching and how it relates to the rest of the curriculum in a particular department. During this process, faculty members were forced to examine how assessment in their individual classrooms aligns itself with the guaranteed and viable curriculum. Assessment and vocabulary will be the focus for the next year to add to the guaranteed and viable curriculum and for teachers to access the curriculum in an electronic format at all grade levels.

3.7

During the summer of 2008, approximately thirty three teachers from the middle school and high school met for a week to review curriculum and discuss bridging

27

curriculum/instruction from middle school level to high school level in all four core subjects areas; English, math, science and social studies. Teachers compared vocabulary and teaching strategies to ensure students were being prepared at the middle school level to transition successfully to the high school. The one main concern for both middle school and high school was the number of sections of Pre-Algebra still offered at the high school level.

Math teachers worked on math concepts and vocabulary alignment in order to plan for the elimination of Pre-Algebra at the high school level in two years. Two meetings were planned through the school year to continue to dialogue of math alignment, assessment and vocabulary development. Math alignment will continue during the 2009-10 school year with math teachers at the middle school and high school level in the development of common assessments that will provide improvement of learning, increase student achievement and eliminate the need of Pre-Algebra classes at the high school level.

In the area of Social Studies, a gap of social studies instruction was discovered from the seventh grade to the tenth grade. At the end of the session, teachers recommended a class should be developed to allow ninth grade students to have a better understanding of the foundations of social studies through the teachings of map skills, vocabulary and hands-on instructions. The class will be part of the course offerings for ninth grade students beginning the fall of 2009.

2. In what ways does the school ensure the implementation of research-based instructional

strategies, innovations, and activities that facilitate achievement for all students? There have been a variety of implemented programs, classes, and curriculum that are a direct result of the research-based programs. Examples of these are the 9th grade academy, Keystone class, and gender-separated English classes at the 9th grade level, 10th grade English class emphasis with non-fiction reading and cross-curriculum program along with a variety of math pilot programs to incorporate more effective strategies for special education students. Teachers continue to use information from Marzano’s readings pertaining to classroom instruction and methods. Instruction time as been expanded to 75 minute class periods for three days of the week, 68 minutes classes on an early release day to provide Professional Development for teachers and 62 minutes classes for a day to provide the “Bonus Period” to be implemented into the instructional day for students to attend clubs/activities Reading 180 has been added to the course offerings for students identified with below reading level skills for ninth and tenth grade students. Some students served have an Individual Education Plan (IEP), but some students are recommended by counselors to enroll in the course. Two teachers have been trained in the Reading 180 program that with the use of a computer lab students work at their own level reading program for a seventy minute period. Another teacher provides the writing portion of the program to complete the ninety minutes.

28

3. What processes are implemented to ensure that teachers are well-prepared and

effectively implementing the curriculum?

There are multiple tools that ensure that teachers are well prepared and effectively implementing the curriculum. There are three levels to this process that help to provide communication and support to the classroom instruction. The first level of information and support comes through weekly professional development meetings every Tuesday during Professional Development. Students are released early in order for faculty members to learn a variety of best practice and instructional strategies in the classroom. Time is set aside for the faculty to examine a variety of issues. This time has been in place for two years and will continue for the 2009-10 school year to provide large group instruction along with best practice sessions while also allowing for small group meetings to explore issues on a more personal level. Second is the continual effort of grade level teams. Administrators, teachers and counselors are assigned to grade level teams that function in large part as a way to facilitate communication, cooperation and instructional support. This also is area in which we are evaluated as faculty members. It allows for a continual dialogue to happen between teacher and administrator. Finally, the departmental level of communication and support is essential to the process.

4. How does the school provide every student access to comprehensive information,

instructional technology, and media services?

Each student and student’s family have instant access to the school through our use of PowerSchool and our corporation web site. There is little that one could not find out about our school or corporation on these two sites. A student or family could find out attendance, updated grade reports, behavior reports, assignments and easy communication with any of the students teachers. Along with the support of PowerSchool, the RCS and RHS websites provide much of the necessary information that any student would need to be well informed on any matter they choose. Media services and updates are continually provided to the students through the English department at all grade levels. This includes our new developments in technology and our continual efforts to improve technology resources in the classrooms. Pilot classrooms in math and social studies are being tested with new lighting, projection screens, personal smart boards and other significant improvements. Teacher carts are equipped with VCR, DVD, sound systems and LCD projectors, wireless tablet and pen for student usage. Updated lab facilities assist in Core 40 end of course assessments and to provide students and teachers with technology that is used on a daily instructional basis. Our engineering class, Project Lead the Way, for students in 9-12 grades is an introductory course that develops student problem-solving skills with emphasis placed on the development of three-dimensional solid models. The Computer Aided Design system (CAD) will also be used to analyze and evaluate the product design. The equipment used and the learning techniques are state-of-the-art, and are currently being used by engineers throughout the United States.

29

Documenting & Using Results

STANDARD: The school enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and school effectiveness.

Impact Statement: A school is successful in meeting this standard when it uses a comprehensive assessment system based on clearly defined performance measures. The system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts.

Indicators Rubric



ot E

vid

ent

Em

ergi

ng

Op

erat

ion

al

Hig

hly

F

un

ctio

nal

4.1 Establishes performance measures for student learning that yield information that is reliable, valid, and bias free

X

4.2 Develops and implements a comprehensive assessment system for assessing progress toward meeting the expectations for student learning

X

4.3 Uses student assessment data for making decisions for continuous improvement of teaching and learning processes

X X-9TH Grade

Academy

4.4 Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance

X X- 9th Grade Academy

4.5 Communicates the results of student performance and school effectiveness to all stakeholders

X

4.6 Uses comparison and trend data of student performance from comparable schools in evaluating its effectiveness

X

4.7 Demonstrates verifiable growth in student performance

X

4.8 Maintains a secure, accurate, and X

30

complete student record system in accordance with state and federal regulations






Focus Questions


1. How is the assessment system currently used in your school to analyze changes in student performance? Student results are shared with administrators, department chairs and math/English teachers to review and analyze the needs of students not passing math and/or English testing concepts. Our 9th grade Academy teachers have worked together with a small core of students they share from Trimester to Trimester. Data has been collected at the end of each Trimester to compare student achievement through the UDL program and grade analysis on student performance. They focus on the group of students who continue to struggle in these areas and the students are enrolled in our After-School Tutoring program with transportation provided.

Counselors meet with the students and parents are encouraged to meet with them to discuss possible assistance for their child that is not passing. Conferences are held twice a year to assist parents in understanding the needs of their child.

At the end of each Trimester, teacher grade distribution is reviewed by the grade level administrators and principal to target areas of student achievement and failures. Information such as attendance, grade distribution, and discipline and ISTEP/GQE scores are represented on the Continuous Progress for Academic Success of Students – CPASS and shared by Mrs. Bergdoll to Dr. Bourff, Superintendent and Mrs. Knapp, Associate Superintendent of Richmond Community Schools. At the end of each Trimester the CPASS is reviewed and a plan is developed – Next Steps- to look for a trend in data and focus on areas of weakness and implement strategies needed to improve student performance.

31

2. What are you doing to ensure that assessment results are timely, relevant, and communicated in a way that can be used by teachers, students, parents, and external stakeholders to aid the performance of individual students?

Teachers receive assessment results from the grade level administrators and counselors to review and target areas of weakness indicated by the test results. Students and parents receive testing assessment and report cards through the mail in order to ensure parents are informed. Through our web site, parents are given a password that allows them to view their child’s performance in academic classes, attendance and discipline. Our community is informed of student achievement through televised school board meetings and our local newspaper media.

3. How are data used to understand and improve overall school effectiveness?

The data are shared not only with our math and English departments, but our entire staff. We review our sub group’s performance that indicates they are not passing or below the state average. Departments review the information also to focus on particular standards that students are not passing. More hands-on instruction is used for the students who indicate their need for differentiated instruction and technology is being used in the classroom to assist students in improving their skills. CPASS is a data process where information is collected three times during the school year. Information includes student testing performance, student and teacher attendance, student discipline, teacher engagement by administrative walk throughs, field trips and budget for each building level. CPASS information is then shared with the teaching staff and department chairs to focus on areas of improvement.

4. How are teachers trained to understand and use data in the classroom?

Teachers participate every Tuesday in Professional Development. Teachers learn different strategies/instruction techniques about areas of instruction, technology, understanding our special needs population in the inclusion setting, understanding data and then teachers are encouraged to practice the new information in their classroom and report to the staff at a later meeting how students are improving. Teachers are encouraged to attending professional development in their own discipline in order to strengthen their teaching skills in the classroom. We continue to review data and then learn what to focus on through our own curriculum and changes in courses to meet the needs of our students and the state requirements. Our focus this year has been on reviewing the Guaranteed & Viable curriculum, building vocabulary list for each subject area and studying ways to develop common assessments in each discipline.

32

Resource & Support Systems STANDARD: The school has the resources and services necessary to support its vision and purpose and to ensure achievement for all students.

Impact Statement: A school is successful in meeting this standard when it has sufficient human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The school employs and allocates staff that are well qualified for their assignments. The school provides ongoing learning opportunities for all staff to improve their effectiveness. The school ensures compliance with applicable local, state, and federal regulations.

Indicators Rubric



ot E

vid

ent

Em

ergi

ng

Op

erat

ion

al

Hig

hly

F

un

ctio

nal

5.1 Recruits, employs, and mentors qualified professional staff that are capable of fulfilling assigned roles and responsibilities

X

5.2 Assigns professional staff responsibilities based on their qualifications (i.e., professional preparation, ability, knowledge, and experience)

X

5.3 Ensures that all staff participate in a continuous program of professional development

X

5.4 Provides and assigns staff that are sufficient in number to meet the vision and purpose of the school

X

5.5 Budgets sufficient resources to support its educational programs and to implement its plans for improvement

5.6 Monitors all financial transactions through a recognized, regularly audited accounting system

X

5.7 Maintains the site, facilities, services, and equipment to provide an environment that is safe and orderly for all occupants

X

5.8 Possesses a written security and crisis management plan with appropriate training for stakeholders

X

5.9 Ensures that each student has access to guidance services that include, but are not limited to, counseling, appraisal, mentoring, staff consulting, referral, and educational and career planning

X

33

5.10 Provides appropriate support for students with special needs

X






Focus Questions


1. What is the process for recruitment, induction, placement, development, evaluation, and retention of qualified teachers, administrators, and support staff? When a position is open for a certified teaching position, personnel posting sheet is sent from the high school to Human Resources department. A posting is then sent to all the school in the RCS system. Other avenues for publicity are posting at area colleges and on the RCS web site. The process of interviewing and recruitment usually involves the principal and/or other administrators and teachers of the department. Once a teacher is selected, they must attend a two day teacher induction meeting with the Human Resource Director. This year we implemented our new Pathwise teacher evaluation program. New teachers are assigned to an administrator to be observed and evaluated throughout the school year. At the beginning of the year, an assessment rubric is completed by the teacher and then reviewed with the evaluating administrator. Teachers have an opportunity to attend Professional Development meetings every Tuesday during the school year. The evaluation process follows the observation/formal and informal assessment of classroom instruction throughout the school year. First year teachers are assigned a mentor for a two year period and must complete a portfolio at the end of their second teaching year. A decision based on observations, paperwork, attendance/performance in the classroom, classroom discipline, student and parent relationships on whether a teacher is retained to a semi-permanent position.

34

Each program is reviewed to ensure that sufficient teachers are in place in the schedule to meet the needs of the students. With a decline in enrollment and increase in poverty level, more students are being assigned to remediation classes which reduces the amount of teachers for regular or advanced placement classes. We are in the process of realignment of curriculum to provide classes in math, English and science at grade level and reduce the amount of classes for remediation.

2. How does the leadership ensure that the allocation of financial resources is supportive of the school’s vision, educational programs, and its plans for school improvement? Our school resources for the classroom/educational programs are first generated from the building level principal to the department chair person. Accounts and funding are explained concerning purchase orders, pricing and ordering procedures. The supplies and educational materials must relate to the curriculum being taught in the classroom. Technology purchases must follow the guidelines and plan set up by the school technology plan in place. Teachers are encouraged to look for different teaching strategies and practices that utilize methods of assessment other than paper and pencil.

3. How does the leadership ensure a safe and orderly environment for students and

staff? The administrative team is assigned certain areas of the building during the morning, passing periods, lunch time and dismissal times. During fire drills, emergency drills and lockdown drills the administrative team has certain assigned areas and duties while performing the safety drills. The administration team works closely with the School Resource Officer by meeting on a weekly basis or after a major event to discuss and reflect changes that might need to be made. The student handbook with guidelines, safety policies and Indiana state statues are given to each student as they enroll in Richmond High School. All doors are locked except the main entrance door, where personnel sits in the Welcome Center to check students/parents/visitors leaving or entering the school. A safety plan is on-line for all teachers and support staff to view and refer to for questions. A crisis and a safety team are in place at the high school and rules and regulations are reviewed on a yearly basis or when changes occur. Over thirty-nine cameras were installed the summer 2008 throughout the building to ensure the safety of students, faculty and staff members throughout the school day. The focus on maintaining hallway safety with the aid of the cameras has allowed for the administration to be more proactive with students not attending classes, students entering and leaving the building during the school day and implementing more intense safety procedures for 2009-10 school year.

4. What process is used to ensure and monitor that each student has access to guidance

and resource services that meet the needs of the student? Each student is assigned a guidance counselor when they enter the high school. The guidance counselor is assigned to that student during their ninth and tenth grades for guidance, class schedules, discussion of academic progress, career opportunities and/or college selection. Once students become a junior, they are assigned a new counselor that has expertise in an academic field, work area or vocational programs.

35

The counselors remain with the student until the end of their senior year or until they graduate from high school. Access to the counselors has been limited in the past with the implementation of the Trimester schedule and the elimination of study halls. Students have been allowed more time to meet with their counselor during the 2008-09 school year due to the Bonus Period. Students can set up a time to meet with their counselor during the Bonus Period to schedule classes, track credits needed or earned, fill out scholarship materials or entrance to college, military or the work force.

36

Stakeholder Communications & Relationships STANDARD: The school fosters effective communications and relationships with and among its stakeholders.

Impact Statement: A school is successful in meeting this standard when it has the understanding, commitment, and support of stakeholders. School personnel seek opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts.

Indicators Rubric



ot E

vid

ent

Em

ergi

ng

Op

erat

ion

al

Hig

hly

F

un

ctio

nal

6.1 Fosters collaboration with community stakeholders to support student learning

X

6.2 Has formal channels to listen to and communicate with stakeholders

X

6.3 Solicits the knowledge and skills of stakeholders to enhance the work of the school

X

6.4 Communicates the expectations for student learning and goals for improvement to all stakeholders

X

6.5 Provides information about students, their performance, and school effectiveness that is meaningful and useful to stakeholders

X






Focus Questions

37


1. How does the school’s leadership ensure that the school is responsive to community expectations and stakeholder satisfaction? The leadership of RHS takes seriously the responsibility of understanding and responding to community expectations. Richmond High School is responsive to community expectations utilizing the following methods of communication.

Community Expectations: • Implementation of PowerSchool • Bi-monthly radio show focusing on school board discussions • Televised school board meetings with a monthly report on high school graduation

rate – Graduation Pipeline • Implementing the Operation Graduation Committee recommendations with

stakeholders from juvenile justice, youth serving organizations, parents, business, higher education – Bonus period, new attendance policy

• Communities in Schools works in partnership with community organizations to provide support for students and their families to be successful in school based on an annual school site plan

• Distributed surveys to parents related to their feeling of being welcome and connected to the high school

• Graduation Pipeline is reviewed at each RCS Board of Trustees meeting bi-monthly- information on withdrawals, transfers, home schooling and drop out data – new Graduation Rate meter on the RCS web site indicating updated data on the graduation rate.

2. How does the school’s leadership foster a learning community?

A learning community is fostered through the revised mission statement; focus on the 9th grade Academy, and through working with a variety of partners within the community. The mission statement focuses on the five R’s: respect, responsibility, rigor, relevance, and relationships. School leadership and teachers model this mission statement thus providing a strong example for students and parents. One example of how the mission statement is enacted relates to changes in the RHS newsletter that is now far more inclusive of exemplary student work and activities, on-line information. The 9th Grade Academy is devoted to creating a community of learners with the intent that this will encourage students to remain involved in their academic life. One example is the Keystone Class where students engaged in service projects, exploring careers, and studying habits of mind.

38

The Senior and Freshmen classes held a “Platinum Prom” for citizens of Richmond 60 years of age and older in April of 2008. Richmond High School leadership engages with Higher Education Institutions to provide college and career opportunities:

• Ivy Tech offers the Take a Course on Us • Ivy Tech offers College Goal Sunday • IU East provides 21st Century Scholarships for taking college level courses during the

junior and senior year • FAFSA meetings were held for seniors at two day and evening sessions in February

and March • Dave Murray and Associates conducted workshops explaining how to make college

affordable

Community Partnerships: • Ivy Tech in partnership with Dennis Middle School and Richmond High School to

develop Early College program for the 2009-10 • Community members have and are helpful in facilitating team building and problem

solving skills amongst 9th graders who in turn develop community service projects • West End Bank partnership with Richmond High School and business classes to

open a branch bank office on school site beginning April 2009 for students, faculty and staff members.

3. What avenues are used to communicate information to stakeholders about students,

their performance, and school effectiveness? There are a variety of ways in which RHS administrators and faculty community with a wide range of stakeholders. There is considerable communication with students and parents focusing on academic achievement. Written communication:

• High school newsletters • Beginning of school year packet • Implementation of PowerSchool- student and parent portal • Grade reports with comments every six weeks • Letters to parents on web portals

Meetings:

• Organization of orientations for incoming freshmen • Implementation of the Operation Graduation Committee recommendations • Teacher/parent conferences in the fall and winter

Other Media:

• Implementation on One Call System for daily attendance calls to student homes • Work with Learning corporation on impacting the educational lead points • Transition from middle school to high school and increasing graduation rates

39

• Televised school board meetings with a monthly report on the high school graduation rate

• Bi-monthly radio show focusing on school board discussions • School and teacher web sites • Released drop out profile to the community- data on web site updated weekly • School administrators present at community service clubs • Access to online reporting of student achievement results • Communities in Schools newsletters • Closed circuit TV announcements daily to all RHS students/staff

40

Commitment to Continuous Improvement STANDARD: The school establishes, implements, and monitors a continuous process of improvement that focuses on student performance.

Impact Statement: A school is successful in meeting this standard when it implements a collaborative and ongoing process for improvement that aligns the functions of the school with the expectations for student learning. Improvement efforts are sustained and the school demonstrates progress in improving student performance and school effectiveness. New improvement efforts are informed by the results of earlier efforts through reflection and assessment of the improvement process.

Indicators Rubric



ot E

vid

ent

Em

ergi

ng

Op

erat

ion

al

Hig

hly

F

un

ctio

nal

7.1 Engages in a continuous process of improvement that articulates the vision and purpose the school is pursuing (Vision); maintains a rich and current description of students, their performance, school effectiveness, and the school community (Profile); employs goals and interventions to improve student performance (Plan); and documents and uses the results to inform what happens next (Results)

X X

7.2 Engages stakeholders in the processes of continuous improvement

X

7.3 Ensures that plans for continuous improvement are aligned with the vision and purpose of the school and expectations for student learning

X

7.4 Provides professional development for school personnel to help them implement improvement interventions to achieve improvement goals

X

7.5 Monitors and communicates the results of improvement efforts to stakeholders

X

7.6 Evaluates and documents the effectiveness and impact of its continuous process of improvement

41




Operational Evidence indicates practices and procedures are actively implemented Highly Functional Evidence indicates practices and procedures are fully integrated

and effectively and consistently implemented

Focus Questions


1. What is the process for continuous improvement used by the school and what are the results that this process is delivering for student performance and school effectiveness? At Richmond High School the 9th Grade Academy in place for our incoming freshmen students that are assigned to a core of teachers throughout the three trimesters so they can focus on students who have struggled with academic performance at the middle school level. All ninth grade students who have failed the ISTEP have three Trimesters in either English or Math or both. The middle school and high school administrators meet on a monthly basis with our curriculum and student achievement Central Office personnel to discuss different curriculum, teaching strategies and assistance programs for our students. We disaggregated data in order to follow students in different sub groups and gender in order to meet their needs in the classroom for all grade levels. Our counselors continue to work with students who do not receive credit at the end of each trimester and they involved the parents/students/teachers in a conference to offer further assistance for the students. In order to provide continuous improvement that is aligned with our vision, the English department realigned the curriculum for the eleventh grade students to address the Core 40 end of the course assessment. To provide a more rigor curriculum, we are also in the process of providing more grade level courses and advance placement course and reduce the number of classes that addresses remediation. Our math department at the middle and high school levels have worked together this year to develop alignment within the math curriculum that would eliminate Pre-Algebra at the high school level and focus on better preparation for students taking Algebra I and Algebra II required to earn a Core 40 diploma.

42

2. What steps are taken to ensure that the improvement goals reflect student learning

needs that are aligned with the vision and purpose of the school? At the Professional Development meetings every Tuesday, the entire faculty discusses the improvement goals and then we often meet within departments to review information focused on what we offer to students, their academic performance is reviewed and then analyzed to see if changes are needed. Department Chairs meet on a monthly basis with the principal to review data from their individual departments from each Trimester of student achievement from six-week report cards. Department chairs have met this year to review student data and then share it with their department teachers. Once the data was reviewed, a plan was developed by each department on how to address the issue and shared with the faculty and administration during the Professional Development meetings. Departments have also met to work on their Guaranteed & Viable curriculum in developing vocabulary and assessments. Grade Level meetings will occur for the 2009-10 school year every other month during the Tuesday Professional Development time.

3. What process is used to ensure that the school personnel are provided professional development and technical assistance to implement interventions and achieve improvement goals?

Through our Professional Development meetings every Tuesday, the faculty engages in learning about different instructional strategies, differentiated instruction, new technology practices in the classroom and implementing accommodations for our special needs population in an inclusion setting. Teachers usually meet as an entire faculty, by departments or by grade level. Many of the Tuesday meetings were led by teacher’s themselves sharing ideas that they have implemented and share with their colleagues. Teachers involved in new ISTART 7, electronic IEP’s demonstrated the process, teachers in charge of the Read 180 program shared their student reading program with the faculty members, and the Leadership team introduced Word Walls to the faculty and CPASS report information was shared by Mrs. Bergdoll with the faculty at the end of each Trimester.

4. How does the leadership ensure that the improvement plan is implemented, monitored, achieved, and communicated to stakeholders? The administration team monitors the classroom instruction through weekly “walk-throughs” to observe teaching strategies and techniques. The second year of our Teacher Support system and the Self-Assessment rubric that allows for teachers and administrators to use an instructional rubric over four domains of teacher planning/instruction, classroom environment, instruction and teacher reflection. All teachers meet with their grade level principal to review a self-assessment rubric. The teacher explains how they view themselves as an effective classroom teacher. Academic standards are reviewed and implemented in the classroom instruction and monitored by grade level principals and the building principal. Data is reviewed at

43

the building and Central Office level and shared with the community through our televised school board meetings and our local newspaper.

44

PL 221 Requirements:

• Description and location of curriculum: The school has an on-going process of developing a guaranteed and viable curriculum with the assistance of the teacher Leadership Team that provides new instructional ideas to the faculty members throughout the school year. This curriculum will be available on RCS “staff links” by the end of the 2009-10 school year.

• Technology as a learning tool: Teachers are provided with several opportunities to learn about technology and its use in the classroom. Recently two teachers received new lighting and projection system to allow for display of classroom information for the students. Our Social Studies and math departments received LCD projectors, and teacher carts this past school year to enhance their classroom instruction through technology. Teacher carts are equipped with a sound system, DVD, VCR equipment and wireless tablet and pen for student usage. A group of general education and special education teachers in the 9th Grade Academy received a Patins grant for Universal Design for Learning (UDL) and attended workshops last year on how to implement technology for our special needs students in an inclusion setting. This fall, the new equipment was installed and each English and math teacher in the 9th grade academy began utilizing the technology in the classroom. Data has been collected all year to record student achievement with the use of the technology embedded instruction.

• Safe and disciplined learning environment: Richmond High School has a School Resource Officer in place to assist the administrators, provide additional support for student and staff safety, and to help implement our safety plan on a need to basis. We have a School Safety team in place at Richmond High School that attends state safety meetings on an annual basis. Ideas and suggestions are brought back and implemented into new safety practices for all staff and students. Student guidelines and discipline policies are stated in our Richmond High School student handbook. Each student receives a handbook upon enrolling into the high school. Guidelines and policies are reviewed with students at the beginning of the school year and frequently if there are any changes, reviewed with the students by the administration through our television class during third period classrooms. Monthly fire drills have occurred, and lockdown and tornado drills are practiced during each Trimester. This past summer of 2008, thirty nine cameras were installed throughout the building to assist in assuring student, faculty and staff safety.

• Methods in place to improve the cultural competency of teachers,

administrators, staff, parents and students: In our Foreign Language department, students, teachers and parents have the opportunity to learn about different countries and their cultures. We held a school and community wide assembly for the inauguration of President Obama, to witness history being made of the first African-American President. This past fall, a choir from Czechoslovakia visited Richmond and our Foreign Language

45

students were able to attend a performance at Civic Hall and meet the students in the choir. They discussed their culture and schools in their country compared to our schools in the United States. Ninth grade students invited a guest speaker, Eva Kor, to speak to an assembly in Civic Hall to hear her story of being a Holocaust survivor. The speaker was the conclusion activity of the Anne Frank studies in English 9. Ninth grade class traveled to Cincinnati, Ohio to visit the Freedom Center which allowed students to learn more about the struggles of African-American slaves.

• Statutes and Rules to be waived 1. Alternative Education students may attend school for a shortened day

based on the needs of their circumstances. 2. Alternative Education students may earn credits in fewer than 60 hours if

Mastery of the course is proven.

• Core 40 with Technical Honors Diploma: 1. Complete all requirements for Core 40 2. Complete a career-technical program (related sequence of 8-10 career-

technical credits 3. Earn a grade of “C” or above in courses that will count toward the diploma 4. Have a grade point average of “B” or above 5. Complete state recognized certification requirements by completing two (2) of

the options below, one of which must be A or B: Take WorkKeys, an industry-driven assessment, and score at or above

a designated level on each of the three core readiness subject areas (mathematical reasoning, reading for information, and locating information)

Technical, transferable dual high school/college courses resulting in 6 college credits

Professional career internship or cooperative education A state approved industry recognized certification

• Core 40 curriculum with Academic Honors Diploma: 1. Earn a grade of “C” or above in courses that will count toward the diploma 2. Have a grade point average of “B” or above 3. Complete one (1) of the following:

Two Advanced Placement courses and corresponding AP exams Academic, transferable dual high school/college courses resulting in a 6

college credits One Advanced Placement course and corresponding AP exam and

academic transferable dual high school/college course(s) resulting in 3 college credits

Score 1200 or higher combines SAT math and critical reading Score a 26 composite ACT

46

School Self Assessment School Strengths School Needs

Providing courses and classes to

meet the needs of all students at all grade levels

The 9th Grade Academy in place to address the needs of incoming freshmen

Advanced Placement classes available for students to earn high school and college credit

Vocational Education classes in place to allow for students receive course work at area colleges and universities

Project Lead the Way program to allow students to pursue their interest in engineering

Providing Professional Development opportunities for teachers each Tuesday during the school year

Through our web site, parents are allowed to view student achievement, attendance and discipline information

Parent/Teacher conferences are conducted two times during the school year

Bi-monthly newsletters are mailed home to all students/parents attending Richmond High School

Improvement of Graduation rate from 54% to 60% in the class of 2007, 60% to 67% in the class of 2008

Communities in Schools (CIS) providing personnel to operate our Parent Center and engage parents in their child’s education

Partnership with area colleges and universities

Changes in our curriculum to meet the needs of our students for Core 40 assessment and end of course assessment

Meeting special education goals Sub groups passing the ISTEP+ Parental Involvement Continue to use school data

available and used to drive classroom instruction

Articulation and alignment of curriculum – Math

Eliminate Pre-Algebra from course offerings at RHS

To increase the percentage rate of students passing class/courses without remediation

The need to add more enrichment and electives to address student needs

To improve student attendance on a daily basis

To learn more about how to assess student achievement and implement a school wide program

Continue to focus on improving our graduation rate

Increasing student’s understanding in reading comprehension and problem solving

47

richmond high school sip -corrected copy high school sip 2009...stronger basic math skills in their...

Documents