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District leaders say data meetings and new systems are producing early academic gains
Summary
Superintendent Dr. Moore and academic leadership described a districtwide continuous improvement system, weekly principal data meetings and school‑level professional learning communities; principals reported measurable reductions in disciplinary referrals and gains on district benchmarks.
Richland District Two district leaders on March 25 described a districtwide continuous‑improvement approach that they say is producing early evidence of better outcomes in some schools.
Superintendent Dr. Moore and Senior Chief of Academics Jennifer Morrison outlined four academic priorities for 2024–25: a comprehensive aligned support system for every school, professional learning for principals, clarity on requirements versus recommendations, and internal department alignment. Morrison said the administration reorganized academics to reduce silos and has run monthly data meetings and system reviews with principals.
Executive director of accountability Dr. Jennifer Coleman described the district’s continuous improvement process and said the district uses formative assessments and regular check‑ins to adjust instruction before state testing. Coleman said eight schools were identified as underperforming based on 2023–24 report cards; two schools previously identified under the ATSI process exited mid‑cycle after implementing systems.
Three principals described school‑level systems they have implemented: Conder Elementary introduced weekly professional learning communities and strategies to “buy back teachers’ time”; E. L. Wright reported a 41% decrease in office referrals and reductions in suspensions after a focus on celebrations and process; Richland Northeast reported exceeding district benchmark averages in all four content areas after targeted, teacher‑led professional development sessions and biweekly content specialist support.
What the board heard and next steps District leaders said data meetings will continue, with 90‑day and June check‑ins for schools. They described program evaluations, assessment system reviews and differentiated supports for schools as part of sustained improvement work.
Ending: Superintendent Moore said the emphasis on systems is aimed at sustainable improvement and that administration will use data meetings and school feedback to set 2025–26 priorities.
