Principals credit new curricula, coaching and behavioral supports for recent gains at Richmond schools

Principals from multiple Richmond Community Schools buildings told the Board on March 6 that changes to curriculum, professional development and school structures are contributing to midyear academic gains and improved school climate.

School leaders described the district’s coordinated instructional approach: adoption of a K–8 ELA curriculum (Wit & Wisdom), a K–8 science program (Savvas), Ready Math (third year), on‑site coaching through NIET, and social‑emotional interventions including TBRI. Those practices were presented as part of a “professional learning organization” model that emphasizes ILT/ALT and cluster meetings and regular classroom coaching.

Elementary and middle school reports - Several elementary principals showed iReady and DIBELS midyear data with movement from lower placement bands toward on‑grade performance. One presenter said typical midyear growth targets were being met or exceeded in several schools, and that the district set modest, “tangible” school goals so teachers and students could see incremental gains. - Principals and coaches said cluster planning, weekly meetings with instructional coaches, and follow‑up classroom visits were central to sustaining fidelity to the new curricula. - Middle school principals and leaders described uneven performance: third and fourth graders showed strong placement gains, while some middle grades — especially certain seventh/eighth‑grade cohorts — lagged. Several principals pointed to post‑pandemic transitions and cohort effects as contributing factors.

Secondary and high school work Richmond High School leaders described targeted work around the SAT (the state’s college‑and‑career readiness indicator), including daily “jump‑start” practice questions (one English and one math item per day) and department‑led projects aimed at boosting critical thinking and SAT readiness. The high school emphasized improved graduation rates (continuing a multi‑year trend above 90%) and new programs designed to help ninth graders stay on track, including a freshman seminar modeled on an earlier Career Information/Exploration pilot.

Classroom structure and behavior initiatives School leaders reported several structural and classroom changes that they connected to improved attendance and reduced major incidents: team‑teaching models, separation of grade‑level traffic patterns (for example, separating seventh and eighth grade hallways), and targeted behavior supports. At one middle school, leaders described a large drop in major behavior referrals (physical aggression, fighting) while noting ongoing work on routine day‑to‑day disruptions.

Why this matters District leaders tied these instructional and behavioral investments to the district’s assessment gains. Principals asked the Board for continued support of coaching and curriculum work and for follow‑up in future board reports to show how school‑level interventions continue to affect state and interim assessment results.