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Riverwood International Charter School Riverwood International Charter School Central Learning Community Principal: Dr. Robert Shaw Assistant Principals:

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Presentation on theme: "Riverwood International Charter School Riverwood International Charter School Central Learning Community Principal: Dr. Robert Shaw Assistant Principals:"— Presentation transcript:

1 Riverwood International Charter School Riverwood International Charter School Central Learning Community Principal: Dr. Robert Shaw Assistant Principals: Charles Amica, Opie Blackwell, Thomas Garrett, Jillian Johnson Administrative Team Members: Kendra Hanson, Dr. Jeremy Kopkas, Mike Santoro

2 ABOUT US 2 Enrollment1551 Economically Disadvantaged (Apprx) 40% Senior Class374LEP (Apprx)7% Class of 2014 Plans 89% (2 or 4 year college) SWD (Apprx)7.4% AP Courses16ACT Average23.2 (+.03) IB Courses25SAT Average (Total)1540

3 ABOUT US 3 Female789Male762 African American30.5%White + Hispanic65.7% American Indian, Asian, Native Hawaiian 3.8%

4 4 YEAR COHORT GRADUATION BY RACE 4 AllABH*NA/ANW*MRSWDELLED 2011-2012 71866739n/a8687522055 2012-2013 67.8n/a73.237.7n/a82n/a24.223.352.2 2013-2014 NA * NA/AN- Native American/Alaskan Native *MR- Multi Racial

5 4 Year cohort graduation by race trends Overall cohort rate decreasing trend (-0.9%) Economically disadvantaged decreasing trend (-7.1%) Students with disabilities decreasing trend (-37.6%) ELL decreasing trend (-1.7%) Black students increase (+5.4%) – Black female students graduate at higher rates than black males Hispanic students decreasing trend (-9.0%) White students decrease (-0.8%) 5 * NA/AN- Native American/Alaskan Native *MR- Multi Racial

6 EOCT DATA – TWO-YEAR COMPARISON E-Exceeds D- Did Not Meet 6 Course9 th Lit American Lit Biology Physical Science US HistoryEconomics Coordinate Algebra Analytic Geometry % E/ m %D%D %D%D %D%D %D%D %D%D %D%D %D%D %D%D 2011-2012 8713937732776248218861462387624 2012- 2013 8614919742679217327792137637525 2013-2014 891191069319198614891135654258

7 EOCT DATA – TWO-YEAR COMPARISON TRENDS E-Exceeds D- Did Not Meet 7 Biology decreases (-9.0%) Physical Science decreases (-3.0%) Economics increases (1.0%) US History increases (7.0%) Coordinate Algebra has had no increase or decrease (35%) Analytic Geometry baseline 9 th literature decreases (-3.0%) 11 th literature decreases (-2.0%)

8 EOCT SUBGROUP DATA (CURRENT) 8 Course9 th LitAmerican LitBiology Physical Science US HistoryEconomics Coordinate Algebra Analytic Geometry %E%E %D%D +-+- %E%E %D%D +-+- %E%E %D%D +-+- %E%E %D%D +-+- %E%E %D%D +-+- %E%E %D%D +-+- %E%E %D%D +-+- %E%E %D%D +-+- All 8912-3919-26931-98218+38713+78811+1356504258NANA White 992964-39010-310 0 0+4955+296406238+86437NANA Black 95595506634- 19 8812+1 1 9010+1 0 9011+63169-44358NANA His. 7723+28020+45545+8623806535+87031-51981+11882NANA SWD 4633- 20 6238-935656634+2 2 4852+1 0 5545+1 5 1882+1 2 892NANA ELL 3070- 11 36640892NANA NANA NANA NANA NANA NANA NANA NANA NANA 397- 16 1783NANA ED E-Exceeds D- Did Not Meet

9 GHSWT – THREE-YEAR COMPARISON All StudentsSWDELL %M%M %E%E %D%D %M%M %E%E %D%D %M%M %E%E %D%D 2011 80.717.81.57642064n/a36 2012 76.620.23.278n/a2254n/a46 2013 79.117.33.672424n/a M- Meets E-Exceeds D- Did Not Meet

10 GHSWT – THREE-YEAR COMPARISON TRENDS Percent of overall students exceeding decreases (-2.8%) Percentage of ALL students meeting standards decreased by 4.1% from SY 2011 to SY 2013; however, there was an increase of 2.5% for SY 2013. Percentage of ALL students exceeding standards increased by 2.4% from SY 2011 to SY 2012; there was a decrease of 2.9% for the SY 2013. Percentage of ALL students failing to meet standards increased by 2.1% from SY 2011 to SY 2013.

11 GHSWT – THREE-YEAR COMPARISON TRENDS M- Meets E-Exceeds D- Did Not Meet Percentage of SWD failing to meet standards decreased by 4% by from SY 2011 to SY 2013. There was no percentage change of SWD exceeding standards from SY 2011 to SY 2013. Percentage of SWD failing to meet standards increased by 4% from SY 2011 to SY 2013. The number of ELL students decreased below forming a sub group from SY 2011 to 2013.

12 IB – 10-year Pass Rate M- Meets E-Exceeds D- Did Not Meet RICSPassed/AttemptedWorld 20147434/4679.25 20138232/3979 20129338/4178.5 20118951/5778 20108138/4778.1 200910031/3178.7 20088625/2979 20078529/3478.7 20068022/3580.3 20056429/4581.4

13 2014 AP – Pass Rate M- Meets E-Exceeds D- Did Not Meet Calculus AB, 49 students: 26.5% Economics, 20 students: 35% AP Literature, 81 students: 48.1% AP Psychology, 112 students: 64.3% US History, 134 students: 51.5% AP World History, 138 students: 54.3% AP Human Geography, 114 students, 41.2% 5=6% 4=15% 3=27% 2=29% 1=24%

14 DISCIPLINE DATA 14 School Year Total Suspension Days # of Students w/3+ Referrals Top 3 Rule Violations 2012 – 2013118350+ 11B (UNX abs) 11B (tardy) 10 (disregard rule) 2013 - 2014998.550+ 12A (tardy/cuts) 6C (disrespect) 7 (fail to follow rules)

15 Reflecting on your school’s data what is your plan/processes/procedures to close the achievement gap of your lowest 25%? 15 Georgia High School Writing Test Diagnostic Test for all 11 th grade students Test were graded by RICS English teachers Results were given to English Department Chair and Graduation Coach Students deemed “at-risk” were given information about extra help Parents of students who were deemed “at-risk” were contacted Extra help sessions after school Monday through Thursday the week before the test.

16 Graduation Rate Better procedures (registrar) tracking where students go when they leave Riverwood 2 nd Semester-Credit Recovery through Georgia Virtual Extended Learning Program Development of an RTI process Mentoring Program for At-Risk Students Summer Bridge Math/Reading 180 Reflecting on your school’s data what is your plan/processes/procedures to close the achievement gap of your lowest 25%? 16

17 Reflecting on your school’s data what is your plan/processes/procedures to close the achievement gap of your lowest 25%? EOCT Development of PLC’s Common planning time during the school day Purposeful Scheduling of Math Support Classes Math/Reading 180 Development and inspection of Lesson Plans Scope and Sequence Unit Plans (MYP where applicable) Data Meetings with Administration Sharing of Data and Results with Faculty, Staff, and Community (Data Walls) Disaggregated Data with Course Team Leaders RTI/SST Mentoring Tutoring Extended Learning Web Presence (Communication) Month - Year17

18 DATA SUMMARY School Strengths: Social Studies EOCT scores show an increase ACT Scores show an increase IB DP Pass Rates remain above National and World Average Above national average on the amount of tested AP students Graduation rate among black students increased Discipline referrals and OSS/ISS days have decreased from this time in 13-14 SY Use of AP Potential Data to target eligible students from all demographic sub-groups Increase in ACCESS performance from grades 9 to 11 School Concerns: Trend is downward in several areas particularly math and science Poor performance of ESOL/Hispanic/SPED students High performing students have room for improvement Graduation rate across all demographic groups SAT performance trending downward Drop in ACCESS performance from 11 th to 12 th grade year 18

19 WHAT ARE THE ACTIONS (STRATEGIES/INTERVENTIONS/ACTIVITIES) YOU WILL IMPLEMENT TO ENSURE UNPRECEDENTED SCHOOL-WIDE RESULTS? Development of Professional Learning Communities Teaching staff how to disaggregate data Scaffolding data Use of common formative and summative assessments Common Planning Time during the School Day for EOCT Course Teams Development for All Courses of Standards (Objectives) Based Lesson Plans Scope and Sequence Unit Plans RTI/SST Process Teacher Web Presence Use of Virtual Lab Professional Development Program for Faculty Additional Walk-Throughs in all Departments ESOL “Case Manager” Model Increased Teachers sent to several trainings: Teach for Excellence AP/IB SIOP..and more 19 ACTION PLAN

20 SCHOOL NON-NEGOTIABLES 20

21 SCHOOL NON-NEGOTIABLES 21

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