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Richmond Drive and Rock Hill High report academic gains as principals outline targeted interventions
Summary
School leaders presented continuous improvement updates at the April 8 Rock Hill School District board meeting. Richmond Drive Elementary described culture and MTSS-driven gains; Rock Hill High detailed small-group 'success groups', increased observations and expanded MTSS screening to raise EOC performance.
Richmond Drive Elementary and Rock Hill High School presented updates on their continuous improvement plans at the Rock Hill School District board meeting on April 8, outlining strategies to boost literacy, math and science performance.
Robert Ham, principal of Richmond Drive Elementary, told trustees the school focused on culture, family engagement, and targeted instruction. Ham said the school used daily goals, spiral review, and targeted re-teaching of frequently missed math items. He described expanded professional learning communities that include special education and intervention staff and said small-group instruction (Tiger Time) and MTSS interventions are central to the strategy.
“We use progress monitoring to track growth and adjust interventions,” Ham said, adding the school has partnered with the district science specialist and used hands-on activities to address weaknesses on science benchmarks.
Rock Hill High School principal Mr. Awe reported gains in district formative assessments in Algebra and English and described a multipronged effort including PLC-led small groups, early EOC test reviews, lunchtime and after-school credit recovery and partnerships with the school improvement council to boost attendance incentives. Awe said teachers pull target groups — for example, four Algebra teachers each selected 12 near-mastery students for twice-weekly 30-minute success-group instruction — and the school is expanding MTSS screening from one team to two.
Awe said the school had completed nearly 200 classroom observations this semester and is using those observations to refine instruction. He also reported improved performance on DFAs and said administrators planned to analyze benchmark and EOC data as it becomes available and adjust plans accordingly.
Board members praised the emphasis on instructional leadership and culture while asking for details about sustaining gains and the timeline for administrative support visits. Trustees said the presentations illustrated the connection between school culture, targeted professional learning and measurable academic progress.
