Many of Richmond Community Schools’ elementary, intermediate and high school students are at least one grade level behind where they should be in reading and/or math.
RCS administrators provided data to board members at their Feb. 14 meeting representing various grades and programs.
As Richmond educators shared several plans for improving student achievement, they acknowledge they face increasing instructional and socioeconomic needs.
For instance, about 26% of RCS students are in special education, which is higher than the state average. About 7% of students are English learners.
Last year, about 48 RCS students were counted as homeless, and so far, that number is 32.
Elementary
Data was shared for third and fourth graders who take IREADY tests. While 43% are one grade below where they should be in math, 12% are two grade levels below and 19% are three or more grade levels below.
One quarter of students are early, at the middle or above grade level. That’s 3% higher than the previous year.
The percentage of students struggling with reading is slightly lower. Thirty-three percent are early, at the middle or above grade level, 34% of students one grade level below, 12% two levels below and 21% three or more levels below.
Richmond High School
Of all the federal accountability indicators, RHS performed best in graduation rates, earning 100.26 in 2021-22 and 101.76 in 2022-23 from a maximum of 107.22.
RHS’ overall rating was between approaching and meeting expectations. Out of a maximum 122.8 points, RHS received 59.24 points in 2021-22 and 64.06 in 2022-23.
RHS is taking some actions to address areas with lower scores.
For English, out of a maximum of 125 points, RHS received 44.13 in 2021-22 and 46.13 in 2022-23.
In math, out of 149 points, RHS scored 18.85 in 2021-22 and 26.97 in 2022-23, which was just shy of the approaching standards threshold (27.15).
Indiana replaced ISTEP+ testing for English and math beginning in the 2021-22 school year with the Scholastic Aptitude Test.
RHS aims to increase student performance on the SAT through professional development and implementation of the National Institute for Excellence in Teaching Instructional Focus. Reading, writing and problem solving are to help improve student engagement and achievement.
RHS’ strength of diploma scores straddled the “approaches” category, exceeding it by 2 1/2 points in 2022-23 after being two points shy in 2021-22.
Students are being encouraged to pursue a Core 40 diploma and will be given a vast selection of postsecondary-ready competencies.
However, RHS was quite behind expectations in English language proficiency, scoring 3.58 in 2021-22 and 8.72 in 2022-23 out of a maximum 143 points. A score of 49.73 meets expectations.
RHS had 104 English language learners enrolled in 2019-20, and by 2023-24, that number was 199.
They also plan to work with English language learners to improve in testing and helping staff learn instructional strategies.
RHS also faces chronic absenteeism, which is defined as the rate of students who missed at least 10% of the school year for any reason.
Of a maximum 121 points, RHS was at 45.38 for 2021-22 and 62.44 for 2022-23, nearing the 71 points needed for “approaches.” Officials say they are continuing communication with parents and students on the importance of attending school.
Hibberd
Hibberd serves students in special programs including Applied Skills, which focuses on life skills such as cooking and community outings for students with intellectual and/or physical disabilities. Hibberd also hosts LOGOS gifted and talented and the Richmond Science, Technology, Engineering, Art and Math (STEAM) Academy.
Many STEAM students have seen growth in math and English from August to December, with 52% improving math placement in grades 7-8 and 61% of eighth graders improving in English.
LOGOS students have explored and presented more than 200 passion projects. In addition, 53 students participated in national research projects on hummingbird drone robots or designing biometric robots.
For instance, 65% of LOGOS third graders met their typical growth in language arts and 48% met stretch growth goals.
LOGOS math scores weren’t as high. The best percentage for typical growth was the eighth-grade class, with 44% meeting typical growth and 17% meeting stretch growth.
Dennis Middle
Dennis has focused on the “why” of student behaviors and creating a safe environment with high expectations and accountability. Trust Based Relational Interventions have led to a decrease of first-semester referrals from 631 last year to 429 this year.
Forty-eight percent of seventh graders and 42% of eighth graders improved their IREADY math scores from August to December. Almost half (48%) of eighth graders and 35% of seventh graders improved in reading.
English teachers are working with consultants to improve and standardize instruction. Departments are also meeting to align curriculum and pacing guides.
Test Intermediate
Nearly half of fifth- and sixth graders (48% and 45% respectively) improved IREADY scores in reading between August and December. That was a bit lower in math, with 45% improvement for grade 5 and 37% for grade 6.
Among changes being made, schedules were adjusted in January to allow for more uninterrupted reading instruction time.
Community Youth Services
Fourteen students in grades K-8 successfully transitioned back to their home school by the end of first semester. Students in grades 9-12 earned a total of 96 credits during the first semester.
Learn more
To see more Richmond Community Schools performance data, find the PowerPoint file at https://wwn.to/rcsachieveppt.
Hear administrators speak during a video recording of the meeting at https://wwn.to/rcsachievevid.
A version of this article appeared in the March 6 2024 print edition of the Western Wayne News.