Executive Summary. Richmond County School System. Dr. Frank G. Roberson, Superintendent 864 Broad Street Suite 213 Augusta, GA

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1 Dr. Frank G. Roberson, Superintendent 864 Broad Street Suite 213 Augusta, GA Document Generated On January 9, 2013

2 TABLE OF CONTENTS Introduction 1 Description of the School System 2 System's Purpose 4 Notable Achievements and Areas of Improvement 6 Additional Information 8

3 Introduction Every school system has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school system makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school system stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school system, and the kinds of programs and services that a school system implements to support student learning. The purpose of the Executive Summary (ES) is to provide a school system with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the community will have a more complete picture of how the school system perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school system to reflect on how it provides teaching and learning on a day to day basis. Page 1

4 Description of the School System Describe the school system's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school system serves? Programs and Services The serves approximately 31,642 students in its thirty-five (36) elementary, nine (9) middle, ten (11) high schools, an alternative school and two (2) special programs. This includes four (4) stand-alone magnet schools; the most recent Technical Career Magnet opens its doors August, 2012 and moved into the new facility January 3, Additional special programs exist at two (2) elementary schools; a Primary Years Programme, which is an International Baccalaureate World School and an Arts Infusion School. High school students have magnet opportunities that include: the International Baccalaureate Program; fine arts; health/science and preengineering. Students from throughout the system may apply to attend the magnet schools/programs which afford families school choice based upon student interest, talent, and need. In July 2010, three Richmond County High Schools received School Improvement Grants (SIG). Since July, teachers in these schools have received intensive professional learning to increase rigor in the classroom and to increase knowledge and skills in content areas. Students are involved in extended year and extended day opportunities. Credit recovery is available at all high schools. Teachers at the SIG schools are studying and 16 other schools are implementing the CLASS Keys teacher evaluation system. LEADER Keys study and training are scheduled for administrators during the school year. Two specialty programs serve specific student populations. The Tubman Education Center houses the Alternative Education Program which serves non-traditional learners in Middle and High School. The Georgia Network for Therapeutic Services (GNETS) serves severely emotionally disturbed/behavioral disordered students. Through a collaborative agreement, Richmond County students that meet specific criteria may participate in the Georgia Youth Challenge Academy, a residential military style high school diploma program. Community Demographics The Augusta/Richmond County area is home to approximately 199,000 citizens which includes 35,000 school-aged children. This area, like others in the nation has struggled with slow economic growth. The aging of the population and a shift in the demographics caused by movement of families to neighboring counties has resulted in a loss of school population - a trend that has only recently begun a slight upswing. According to a 2010 Department of Labor Report, the Per Capita income for Richmond County was $17,117 which was more than $4,000 less than the state and more than $4,400 less than the nation. The median income for a Richmond County family was $38,431. In FY 2009, 42,043 families received Food Stamps, and more than 70% of students qualified for Free/Reduced cost lunch. At the peak of the recession in 2009, Richmond County reported an 11.3% unemployment rate. Twenty seven percent of families lived below the poverty level. This compares to a state average of 13.7% living below the poverty level. Forty percent of the adult population had no GED or HS diploma, with 44% of families headed by females. In 2008 the teen pregnancy rate in Richmond County was 86.6 per 1000, which was 22.9% higher than the state rate. This reflected a 28.9% of repeat pregnancies. School System Demographics Unlike much of the state, the school system's demographics mirror the overall community. In 2009, approximately 73% of the students were African American and 21% were Caucasian. The remaining percentages are 2% Hispanic, 2% Multi-racial and 1% Asian. English Language Learners comprise approximately one percent of the student population and 7% of students meet gifted identification criteria. The dropout rate among Richmond County students is 3.2% for all students. This statistic is somewhat consistent across major demographic indicators with 3.3% Black, 3.1% White, 3.9% Male, and 2.5% female. Summary of Student Performance Page 2

5 For the first time in four years, 's academic performance as measured by Adequate Yearly Progress (AYP) criteria declined. Only 49.1% of the 55 schools reported in the 2010 state report made adequate yearly progress. This was a decline of twenty-five percentage points from the school year. On Georgia's Criterion Referenced Competency Tests, 86.4% of students met or exceeded standards in reading/english/language arts, meeting AYP standards overall and in all subpopulations except Students with Disabilities (SWD). However, only 66. 9% of system students met or exceeded AYP goals in math overall. On the Georgia High School Graduation Test (GHSGT) 87.3% of students met or exceeded goals in the area of English/language arts and in all subgroups except SWD. In math, scores on the GHSGT reflected 63.6% of students meeting or exceeding standards. Only the White subgroup met AYP at the high school level in math. The graduation rate rose nine percentage points to 77.5% in 2010, which was 2.5% below the AYP requirement in this area. In the last two years, the performance in the All Students category in ELA on the GHSGT, has increased 2.4 %, with the most notable increase in the performance of the SWD subgroup. The Economically Disadvantaged (ED) subgroup experienced a loss of 3%. In the area of math, the number of students in the All Students subgroup who exceeded standards has declined from 64.8% to 63.6%, with a slight increase in the performance of the SWD and ED subgroups. Additionally, on the CRCT, in the area of English/language arts, there was a 1.5 percentage point increase in the percentage of students meeting or exceeding standards, with all subgroups experiencing an increase. The performance of students in math increased from 62.9% meeting or exceeding standard to 66.9%, a gain of 4 percentage points. The subgroup with the greatest gain was the Black subgroup which increased from Page 3

6 System's Purpose Provide the school system's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school system embodies its purpose through its program offerings and expectations for students. Vision and Goals of the Advancing education reform in the in order to move to world class status best describes Richmond County's vision and serves as the basis for our goals. We believe in the power of education to improve the quality of life for each individual, community and nation. We embrace the bold vision to have 90% of our high school students across ethnic and gender groups become successful in college and their professional careers as well as competitive with their peers globally. We believe all students can learn and all students have the right to a quality education. We believe that a quality education is a shared responsibility of the individual, home, school and community in which excellence is not compromised. Highly effective teachers, administrators and support staff must be committed to ensuring that this vision becomes a reality. Through communication and collaboration within the community, a safe, orderly and healthy learning environment will be provided. The vision of the (RCSS) is Learning Today... Leading Tomorrow." The Mission of the Richmond County School System is to educate students to become lifelong learners and productive citizens. We believe: 1. Every person has the right to a quality education. 2. Education is the shared responsibility of the individual, home, school, and community. 3. Every person can learn. 4. Respect and acceptance are essential for learning and personal development. 5. A safe, healthy and orderly environment is essential to learning. 6. Communication is the key to understanding among people. 7. Excellence cannot be compromised 's Strategic Plan has three goal areas with performance measures and targets to evaluate the district's progress in meeting the goals to: 1. Guarantee high academic achievement for all. 2. Ensure communication and collaboration within the community. 3. Provide a safe, orderly, and healthy learning environment. Underlying the plans to achieve these goals is an initiative to foster technological development across the system to provide resources and monitor progress. RICHMOND COUNTY SCHOOL SYSTEM is currently waiting for a funding commitment decision letter from USAC to begin the construction of a fiber network to increase bandwidth and improve communication within the district. Our goal is to address the needs of the 21st century learner by providing rapid access to electronic resources to support learning in 21st century classrooms as defined by the Georgia Department of Education. The 's bold vision is to graduate 90 percent of its high school students across ethnic and gender groups, that 90 percent will be successful in college and in their professional careers, and that 90 percent will be competitive with their peers throughout the United States and the world. In order to meet this bold vision, we must be able to transform our current teaching and learning system to a rigorous course of study that will reach to the individual level of our high-needs students and lead them to graduating as college and career ready. In Richmond County, a large percentage of our students are considered high needs. Seventy-six percent of our students are economically disadvantaged. Families living in the district experience a high level of incarceration, homelessness, and foster care. Unemployment is high (11% in 2011) and students come to school with few resources for learning and continuing on the path to completing graduation. In 2011, out Page 4

7 of 6,206 student withdrawals, 6% of them were dropouts. Traditionally, our economically disadvantaged students and students with disabilities have struggled academically and therefore, we have selected them as our high-needs focus for improved outcomes. As the state of Georgia transitions to the Common Core Georgia Performance Standards, RICHMOND COUNTY SCHOOL SYSTEM will build on its established foundation of professional learning for the implementation of the Georgia Performance Standards. Challenges to this transition are funding for professional learning, furlough days which have replaced professional learning days, and new teacher retention to sustain quality instructional practices. Like many other school systems, RICHMOND COUNTY SCHOOL SYSTEM is struggling to maintain quality instruction and services in a time of economic downturn. For the FY 2013 budget local property taxes fund 34.07% of the RICHMOND COUNTY SCHOOL SYSTEM budget while state funds cover 56.38% and federal funds and other miscellaneous funds cover the remaining 9.55%. A combination of reduction in QBE (state) funds, reduction in equalization funds, and austerity cuts have caused the system to have smaller budgets than those in past years. The austerity cuts for the fiscal years 2009 through 2013 from the school system's state allocation of educational funds totals $108,068,003. The school system's general fund budget has decreased by approximately $18,000,000 compared to the FY 2008 general fund budget. Some relief was garnered from funds received through the American Recovery and Reinvestment Act of In addition, there have been substantial increases in certain costs. For FY 2013 the employer's share of contributions to the Teachers Retirement System of $1.6 million, longevity step increase in pay of $2.3 million and a 50% increase in the cost of providing non-certified employees health insurance coverage. However, funding cuts have resulted in increased class sizes, reduction in personnel available for support services, continued use of outdated textbooks, and reduced provision for classroom supplies. The technology required to support the district goals is rapidly becoming outdated through attrition and inability to modernize due to lack of funding. Page 5

8 Notable Achievements and Areas of Improvement Describe the school system's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school system is striving to achieve in the next three years. The is pleased with many practices that are proving to be powerful. The greatest strength within the district is related to a purposeful transformation that has focused on increased student achievement for all students. Using a conceptual framework, the has developed a collaborative and ongoing system for improvement that aligns all functions of the system and its schools with the expectation for improving student achievement. This concept is built upon the foundation of the shared beliefs, vision, and mission of the district, including the sources which support the work in the district. These sources of support include financial information, human, and organizational capital. Work functions are aligned to the district's strategic goals. A targeted focus on these work functions will lead to improved customer and stakeholder support, satisfaction, and engagement. When all the foundational elements of the conceptual framework are in place, the ultimate goal of student achievement, learning, and performance will be realized. The Consolidated Local Improvement Plan (CLIP) guides the work of the departments at the Central Office in a project management format to ensure achievement for all students. Resources and support systems are aligned with the goals in the strategic plan. Systemic initiatives remain consistent; however, teams within schools and departments are given the autonomy to develop additional action steps. Teams may also add site-specific goals based on identified needs unique to their school. The system has been diligent in providing professional learning in transitioning to standards-based classrooms. Upon implementation of Common Core Georgia Performance Standards (CCGPS), the partnered with the Georgia Department of Education to ensure the fluid and successful adoption of standards, high impact practices and expectations. Instructional personnel have received extensive ongoing training to provide the knowledge and support for implementing standards based instruction. Teachers continue to analyze standards to demonstrate a clear consistent and shared understanding of what students are expected to know, do and understand at all grade levels and subject areas. The Curriculum and Instruction Department has developed curriculum maps to ensure all skills are taught to mastery. Instructional personnel collaborate to use benchmark assessment data to align and adjust instruction to maximize student achievement. During common planning time, teachers collaborate to effectively disaggregate data and use results to plan and deliver instruction. The development and scoring of common performance tasks and assessments have provided a uniform level of acceptability for student work. Students are beginning to take more responsibility for their learning by using the rubrics to self-assess their work. Selfassessment of student work and student understanding of levels of mastery has become integral to the assessment process. School-based Leadership Teams focus on a commitment to high expectations for student achievement while presenting the school as a true community of learners. As a result of numerous changes in the curriculum and the evolution of new research-based teaching practices, collaboration has become essential in order to achieve the desired level of success. The Curriculum and Instruction Department and Special Education and Support Service have partnered with schools to create teams of teachers at grade levels, across grade levels, and vertically among schools to serve as teacher leaders. These teams develop instructional plans, analyze data, map curriculum/instructional plans, establish intervention plans, construct assessments, and compare previous objectives with new standards to eliminate gaps in instruction. This team-based approach to attain instructional effectiveness has helped to create a culture that maintains a focus on student success and achievement. In this way, RICHMOND COUNTY SCHOOL SYSTEM provides its instructional personnel a continuum of leadership development beginning with teacher leaders and aspiring administrators, and continuing with assistant principals, principals, and district level administrators. Instructional leaders at every level are committed to providing a challenging curriculum for all students. The importance of education through rigorous course work is being effectively communicated to students, resulting in an increase in the number of students taking advanced placement courses at the high school levels, as well as increased teacher training for AP courses and Gifted endorsement. Additionally, RICHMOND COUNTY SCHOOL SYSTEM created an Advanced Placement Academy Magnet Program in an existing comprehensive high Page 6

9 school. The placed sixth in the nation in the Center for Digital Education and the National School Boards Association 2009 Digital School Boards Survey for large districts over 15,000 students. Advances in technology and implementation of 21st Century Classrooms have strengthened the ability of district personnel to fulfill the mission of providing human and technological resources that support instruction. Students at all levels benefit from integration of technology throughout curriculum areas. An asset to the system is the commitment level of all departments to support the success of Richmond County students. The 's bold vision is to graduate 90 percent of its high school students across ethnic and gender groups, that 90 percent will be successful in college and in their professional careers, and that 90 percent will be competitive with their peers throughout the United States and the world. Over a three year period, we have increased our graduation rate from 66.3% to 77.5% based on the prior formula for graduation rate. However, with our new cohort rate, our graduation rate for 2011 was 54.6%. In order to reach our bold vision, we realize that we must align our policies, systems, infrastructure, capacity, and culture to enable and enhance powerful learning aimed directly at the classroom level that will prepare our students for college and career readiness. We believe that by graduating more students who are college and career ready, we will help to create a stronger and more vibrant community. We will sustain our current Race to the Top commitment to ensure that every student engages in learning activities that require the kind of deep reading, thoughtful writing, and informed discussion that prepares him to apply these skills as habits of mind to new and different circumstances in his future. In order for students to graduate college and career ready, they must be able to read critically and to communicate effectively both orally and in writing to diverse real-world audiences. This is the only means by which we fulfill the promise and purpose of public education which is that our students are prepared to participate fully and effectively as citizens of the global economy. Recognizing the dynamic and creative nature of personalized learning, Richmond County embraces the challenge of moving our system from a traditional classroom model to a student-centered individualized learning model that incorporates social media, provides a variety of learning options, and honors student interest and choice. As a result, our students will demonstrate the capacity to analyze, to evaluate and to create solutions of complex problems in their post-secondary work and life experiences. Teachers and administrators will be supported through continuous learning to develop, to plan and to apply the science of teaching that results in real world learning for students. Page 7

10 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. Research suggests the most effective and efficient way to improve students' learning is to improve their literacy skills across the curriculum. However, simply to improve reading, writing, and speaking does not improve students' ability to utilize those skills in their current and future worlds. To prepare our students for college and career work, they must be able to read and write at rigorous levels of complexity. With a personalized learning environment, integrated literacy is critical. Our commitment has been broadened to encompass the full utilization of 21st century technologies that make it possible for learners of all ages to not only access information 24 hours a day every day but also interact with authentic (no longer merely imagined) audiences throughout the world. It is clear that our students are accessing these tools outside of the school walls. It is time for educators to become learners in order to take full advantage of the learning opportunities these technologies afford. Our current RT3 work has helped us to build a foundation for personalized learning. In each of the four assurances, our reform efforts have significantly impacted teaching and learning in Richmond County schools. Our Race to the Top work with the state of Georgia has been focused on the following: Common Core Curriculum to incorporate more rigor across the curriculum A more rigorous assessment process through PARCC Ongoing professional learning in every content area Support from Instructional coaches, content experts, district and state trainers The State Longitudinal Data System for historical and current data to inform our work A performance-based teacher and leader evaluation process that incorporates student growth data (Teacher Keys Effectiveness System and Leader Keys Effectiveness System) Teacher and Leader Induction programs Turning around lowest-achieving schools with a sense of urgency Our Race to the Top work has made a significant change to the traditional model of teaching and learning here in Richmond County Schools. We would like to continue this important work with the addition of Race to the Top District to focus change directly at the classroom and student level through personalized learning that will transform the way we work. Richmond County's approach to implementing its reform is to establish a wireless environment for all schools to provide the infrastructure for personalized learning environments at the classroom level and this will immediately benefit every teacher and every student in Richmond County in year one. We will continue to build upon our current RT3 assurances and adapt them for personalized learning environments. Richmond County will continue to utilize data systems (Data Director, Statewide Longitudinal Data System, Student Information System and TLE Platform) to monitor and report formative and summative achievement data, as well as crucial indicators such as discipline, attendance, and teacher effectiveness for the purpose of informing instructional practice. An asset to the system is the commitment level of all departments to support the success of Richmond County students. The support services in the system are high quality, as evidenced by discussion with staff at all levels. There is collaboration among the teachers, administrators, and various support staff to identify and meet the health and safety, nutritional, counseling, and special learning needs of each student. System personnel share a commitment for providing the best for all students and willingly share this responsibility. Page 8

11 Transportation, School Nutrition, School Safety, Textbook Warehouse, and Maintenance and Facilities personnel are devoted to providing the exceptional support for Richmond County students. Curriculum and Instruction, Professional Learning, Title I, Special Education Services, Psychological Services, and English to Speakers of Other Languages support the overall mission of the system and maximize opportunities for all students. The goal is providing whatever it takes to support students as they strive to achieve continuously higher levels of success. The district has a comprehensive budget process that incorporates input from numerous stakeholders to ensure that allocations of financial resources are used to empower students to excel. has created a strong partnership with local businesses throughout the community. Many partnerships that have been established with local businesses and community groups at system level as well individual schools. These partnerships strengthen the relationship between the school, students, staff and administration with the community and surrounding businesses. Businesses and community groups support local schools through their generous monetary donations, donations of time, mentoring and tutoring services, and their support of our instructional programs. This partnership is evident by community members serving on various committees and advisory boards: RICHMOND COUNTY SCHOOL SYSTEM Advisory Board, Title I Advisory Board, Professional Learning Advisory Board, Pay-as-You Go, School Councils. In addition, many of the RICHMOND COUNTY SCHOOL SYSTEM employees serve on community committees and advisory boards. The faculty, staff, parents, and businesses refer to the community "as a community that comes together in times of need." Community support and partnerships enhance the quality of the instructional program and school system effectiveness. RICHMOND COUNTY SCHOOL SYSTEM is committed to the alternative education program for non-traditional learners. A partnership between Fort Gordon's Youth Challenge Academy and RICHMOND COUNTY SCHOOL SYSTEM was piloted in This partnership was able to afford participating students a high school diploma instead of a GED. The also offers the Learning Options Program for over-aged at-risk students in middle and high schools. This program does not operate on a normal school day. It has three four hour sessions to accommodate the needs of these students. Schools within the district have also received awards for excellence in education. Over the years, several of our schools have been recognized as Distinguished Schools. This honor is given to schools that make continuous progress over a three year period. This school year, 19 of our schools have earned recognition as Title I Schools of Distinction. Four Richmond County schools have been recognized as National Blue Ribbon Schools. For three consecutive years, Davidson Fine Arts Magnet School ranked in the top 100 High Schools in the United States by US News and World Report. Davidson Fine Arts Magnet School is the only school in Georgia to achieve that ranking. In addition, A. R. Johnson Health, Science and Engineering Magnet School has been recognized by US News as one of only ten Silver Medal Schools in Georgia. A. R. Johnson was also recognized as a national School of Excellence in Davidson Fine Arts Magnet School also has received an award for having the Highest SAT score in the State. Furthermore, the has nationally ranked and recognized JROTC programs and state recognized Future Farmers of America programs and annual student International media festival winners. Over the past three years, several schools in the were recognized for a Highest Percentage of students meeting and exceeding the standards as measured by AYP. Page 9