CSIP End of the Year Status Report - PC\|MACimages.pcmac.org/Uploads/RiverviewGardens...CSIP End‐of‐the‐Year Report p.3 Mission, Vision, and Value Statements MISSION: The Riverview

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CSIP End of the Year Status

Report

Presented to the Special Administrative Board

September 10, 2013


CSIP End‐of‐the‐Year Report p.2

Table of Contents

MISSION, VISION AND VALUE STATEMENTS……………………………….…………………………………….3

GOAL AREAS ………………………………………………………………….…………….…………………………………….4

EXECUTIVE SUMMARY………………………………………………………………….…………………………………….5

LIKERT SCALE KEY…………………………………………………………………….………………………………..……….9

GOAL AREA SUMMARIES

Student Performance ....................................................................................................... 10

Highly Qualified Staff ....................................................................................................... 21

Facilities, Support and Instructional Resources ............................................................... 23

Parent and Community Involvement ............................................................................... 25

Governance and Administration ..................................................................................... 31

APPENDIX :

CSIP Monitoring Scorecard ................................................................................................. 36



Mission, Vision, and Value Statements

MISSION:

The Riverview Gardens School District, along with families and the

community, nurtures academic excellence in all students, preparing them

to be college and career ready in an ever‐changing society.

VISION:

The Riverview Gardens School District creates a community of learners

equipped to be competitors in a global society and leaders demonstrating

social and civic responsibility.

VALUE STATEMENTS:

• Student Focus

Students are at the forefront of all decisions.

• Meeting the Needs of the Whole Student

A safe learning climate and caring staff are essential to meeting the social,

emotional and academic needs of all students.

• Collaboration

The school, families and community work together, supporting each other.

• Integrity

We demonstrate honesty, transparency, ethical behavior and

trustworthiness in everything we do every day.



Goal Areas

1.0 Student Performance. Develop and enhance quality

educational/instructional programs to improve performance results and

enable students to meet their personal, academic and career goals.

2.0 Highly Qualified Staff. Recruit, attract, develop and retain highly

qualified staff to carry out the District’s mission and enhance its culture.

3.0 Facilities, Support and Instructional Resources. Provide and

maintain appropriate instructional resources, support services, and

functional and safe facilities.

4.0 Parent and Community Involvement. Promote, facilitate and

enhance student, family and community involvement in the District’s

educational programs.

5.0 Governance and Administration. Govern the District in an efficient

and effective manner, providing leadership and representation to benefit

students, staff and patrons.



Executive Summary

The Riverview Gardens School District Comprehensive School Improvement Plan (CSIP) for

2012‐ 2017 was approved by the Special Administrative Board in June 2012. The plan

undergoes an annual review process to ensure that it remains current and focused on the

educational mission of the district. The plan includes the following five Goal Areas: Student

Performance, Highly Qualified, Parent Involvement, Finance and Facilities, and Governance.

Included in this report are the summaries for each Goal Area, which outline the various

objectives, strategies and action steps that have been developed and implemented. In addition

to the summaries, the Riverview Gardens CSIP Scorecard is also available to give an at‐glance

overview of the status ratings of each Goal Area. The objectives and strategies are rated by a

scale score range of 1 to 5 to identify level of implementation (Likert Scale Key). The CSIP

Scorecard provides additional information related to each objective and strategies such as: start

date, date completed, percentage met, person responsible, barriers and comments. The

Riverview Gardens CSIP status reports are prepared twice a year and are posted online for

public information on the district’s website, at: www.rgsd.k12.mo.us . Objectives will be

monitored and ratings/scale scores will be adjusted to represent current status for the bi‐

annual reporting schedule. Hyperlinks to the district’s Pulse System will be included in the

Scorecard to allow quick access to pertinent data to support progress in meeting objectives. A

continuous monitoring and evaluation process will be documented by each goal leader by using

a three year accountability plan.

Goal Area 1: Student Performance

Implementing changes in curriculum programming for literacy has been the most

important effort under the Student Performance Goal. This was in response to student

data that indicates that on average more than 60% of K‐12 students are reading below

grade level. Literacy has been embedded throughout the curriculum because “Literacy

is our Leverage” to achieving academic excellence. The district is in the process of

crafting a new District Literacy Plan. This plan will articulate expectations for a systemic

instructional approach for integrating literacy across the curriculum. The goal is to

facilitate excellence in teacher practices that will lead to excellence in student

achievement. Stakeholders were involved from the start, beginning with the new K‐12

English Language Arts (ELA) textbook adoption process which transitioned us to the

Balanced Literacy approach for grades K‐5. Classroom libraries have been enhanced and

building bookrooms have been created to give students greater access to a variety of

complex text and more nonfiction text. During SY 2012‐13, over 8,000 (leveled text)

books were purchased for elementary schools. Our focus continues to be on the “3‐Vs”



‐ to increase: Valued time for reading; Variety of reading; and the Volume of reading.

This focus is transforming of our schools to exemplify a culture of literacy. The recent

work from the Writing Cadre resulted in a K‐12 Writing Framework that articulates the

expectations and supports for explicit writing instruction. A more balanced system of

assessment (e.g., screening, progress monitoring, formative, benchmark and summative

assessments) is in place to provide more accurate student data to better respond to

individual needs. SY 2012‐13 was year‐one implementation of the new English

Language Arts (ELA) program. In addition, staff has been trained in the effective use of

supplemental/intervention programs and tools to support students’ progress in reading

comprehension such as: Read 180; System 44 and Leveled Literacy K‐2. The district’s

professional development plan for SY 2013‐14 has been developed to guide and support

teachers in intentional practices that will foster students’ use of critical thinking and

communication skills across the curriculum, which are aligned to the expectations of

Common Core State Standards.

Goal Area 2: Highly Qualified

The Highly Qualified (HQ) Team worked diligently to ensure all RGSD staff met the

definition of “highly qualified” for their position and to develop, implement, and

evaluate an employee performance evaluation system. For SY13‐14 all newly hired

teachers met the Department of Elementary and Secondary Education (DESE) definition

of highly qualified teacher. The use of School Recruiter, the District applicant tracking

system, has helped to insure that all new hires are designated “highly qualified”. The

Human Resource (HR) department also ensures the accuracy of this information by

verifying it via the DESE website prior to extending an offer of employment. This work

impacts the Missouri School Improvement Program (MSIP) 5 requirement R‐10 –

Certification and Licensure. RGSD participated in the pilot program for the new

Missouri (MO) Evaluation tool for teachers and the HQ Team progressed in developing

feedback from the pilot program. Barriers to progress in increasing teacher retention

include the uncertainty of the district’s future, and this barrier in turn creates difficulty

in recruiting and retaining staff. New leadership team members at the district and

building levels are creating a more positive work environment, and staff retention has

increased to 88% between SY12‐13 and SY13‐14. In order to increase overall job

satisfaction, the HQ Team has a goal to develop, implement, and evaluate policies and

processes that provide compensation and benefits. At this time this goal is only 25%

met, as there are two barriers to progress; a Request for Proposal (RFP) for services

associated with a comprehensive compensation study and acquisition of a survey



instrument to measure progress of overall job satisfaction is necessary to meet this goal.

Next steps include the continued development of a plan to implement the new state

educator evaluation model with objective criteria and focus on student achievement as

the primary theory of action. In order to move forward with the goal of improving

compensation and benefits, an RFP for a compensation study must be issued and an

employee satisfaction study must be done.

Goal Area 3: Finance and Facilities

The first objective entails determining the amount of resources needed on an annual

basis, prioritizing needs, committing funds and establishing Key Performance Indicators

(KPIs) to measure performance. The various divisions have developed their respective

KPIs. Multi‐year plans are currently being developed to identify a systematic plan for

allocating resources in the areas determined to be critical and necessary for meeting the

District’s expectations. While the District enjoys a healthy fund balance, projections

reflect accelerated declines in the reserves over the next several years. A stringent

budget plan reducing the spending level and right‐sizing the District is critical over the

upcoming years will be initiated to mitigate this potential crisis. A minimum operating

fund balance of 15% has been approved by the Special Administrative Board (SAB) to

identify the reserve amount needed to provide financial stability and contingencies.

The second objective is focused on providing safe, clean, healthy environments with

functional services, which are conducive to teaching and learning. Based on KPI data

used to assess and measure the condition and quality of service, progress has been

shown. However, improvement is still needed in many areas. Additionally, KPIs for

several areas are being constructed and will be available soon. Staff will be required to

monitor and evaluate performance targets on a quarterly basis.

Goal Area 4: Parent and Community Involvement

The Parent and Community Involvement Team is able to report successes for the 2012‐13 school year. The district has developed on‐going, system wide strategies to communicate with stakeholders, identified available resources and increased the number of District volunteers. However, true involvement must allow for meaningful two‐way communication, full partnership in educating children, identifying/supporting/utilizing community resources and serving on advisory committees within the district. As a district, we must increase our outreach within the surrounding community. Parent, family and community involvement in education correlates with high academic, performance and school improvement. When



stakeholders work together to provide support and resources, students can succeed in school and life. There are five key components required to make a positive impact:

Effective communications Decision Making

Participation/Volunteering Community Collaboration

Learning Partnerships

While we have made strides in this area, there is a great need to examine and refocus

our efforts to ensure the interactions are meaningful, based on identified needs and

strengths of the district and lead directly to academic, social and life achievement. Our

goal for this upcoming year is to provide roles in the decision making processes, develop

a culture of participation, responsibility and ownership at the school and district level.

Goal Area 5: Governance and Administration

The Governance and Administration Team worked to provide several recommendations

to the Superintendent of Schools. The key recommendation included a revised

organizational chart and leadership structure, a building level organizational chart for

secondary and elementary schools. The final step in this process will include minor

revisions to current job descriptions for consistency, and the inclusion of reporting

responsibilities. A list of all instructional programs used in the District was gathered into

one document. This initiative provided administration a complete list of instructional

programs to be used to determine program effectiveness, appropriate use of financial

resources, and ultimately how a particular program supports academic achievement. In

addition to identifying the programs, a final component included determining program

effectiveness. A recommendation to revise Board Policy IM – Evaluation of Programs

was presented and approved by the SAB; a recommendation for has been submitted to

the superintendent for consideration and implementation. Compliance with Policy IM

will ensure programs are evaluated for effectiveness towards obtaining student

achievement. A review of the previous year’s ASBR report was conducted and did not

show the District as financially distressed. However, Board Policy DIAA – Fund

Balances/GASB 54 did not include language to maintain a fund balance goal. A

recommendation to revise Policy DIAA to include a 15% fund balance was presented by

the Chief Financial Officer (CFO) and approved by the SAB on July 7, 2013. Lastly, a list

of DESE Statutory Guidelines was compiled and will be used by the District auditor for

compliance monitoring and to aid in the development of an annual Audit Plan.



Likert Scale Key

During each Goal Team monthly meeting, the owner of each Action Step provides a simple,

single digit statement of progress, using the following scale:

5‐ The Action Step has already been accomplished, and the Plan‐identified completion evidence

is available.

4‐ The Action Step has been implemented, and progress ahead of the schedule identified in the

Plan timeline.

3‐ The Action Step has been implemented, and is progressing along the Plan‐identified timeline.

2‐ The Action Step is being implemented, but there is a barrier(s) to progress that must be

removed if the Action Step is to be accomplished with the Plan identified timeline.

1‐ The Action Step cannot be implemented due to a significant barrier(s) to progress.

* – The Action Step does not fall in the timeframe for consideration or action at this time.



Goal Area Summaries

Goal 1: Student Performance Develop and enhance quality educational/instructional programs to improve performance results and enable students to meet their personal, academic and career goals.

The Student Performance Goal consists of two objectives:

Objective 1.1 All district content area MAP Scores will increase as measured by the

Years 2 and 3 Average Progress Target, determined by the Missouri Performance Index Gap

and the multiplier of 3 percent. The strategies are to develop, implement and evaluate: a

rigorous curriculum, a research‐based instructional system and an effective assessment

program. (Likert Score: 3)

STRENGTHS

Curriculum development and revision work has continued and all core content areas units are

available in Build Your Own Curriculum, the district’s online management tool. School Year (SY)

2012‐13 started the work of the Related Arts curriculum units. The district also began the

process of aligning curriculum to common core state standards (CCSS). Progress has been

made in aligning programs and materials to CCSS with the recent K‐12 textbook adoptions for

English Language Arts and Mathematics. The implementation of the Balanced Literacy

approach for grades K‐5 has aligned developmentally appropriate curriculum with evidence‐

based literacy instruction. A K‐12 Writing Framework has been developed to include K‐12

common summative assessments which will be administered in SY 2013‐14. This framework

outlines the expected writing types for each grade aligned to the common core standards. The

District’s Assessment System has been enhanced to include the Fountas and Pinnell Reading

Assessment to align students’ reading ability to leveled text that is appropriate for instruction.

This addition to the current system of Scholastic Reading Inventory (SRI) and Discovery

Education Assessment (DEA) will help to better identify and support specific reading skills to

improve students’ reading comprehension.

OPPORTUNITIES AND NEXT STEPS Continued support is planned to provide staff with quality professional development aligned to

the following district foci: Literacy, Effective Instructional Practices and Data‐Driven



Interventions and Supports. Ongoing training for a systematic approach for literacy instruction

will be provided by embedded modeling and coaching through the Missouri Reading Initiative.

By the end of October, 2013 a district literacy plan will be developed to ensure consistent and

coherent use of data to inform direct and explicit literacy instruction in grades PreK to 12. A

more effective approach for monitoring and supporting instructional practices will be

implemented to include more classroom observations aligned to common targets of “Look

Fors”. The first District Walkthrough under this new “Team” approach will start in October,

2013. The Staff Mapping process that matches capacity with supports will be monitored and

analyzed by all building and district administrators and will guide all staff in developing and

monitoring their Professional Growth Plans.

The current challenge is the alignment of common core state standards to curriculum and

instructional materials to assessments. Essential Learning Targets (ELTs) representing the scope

and sequence of the CCSS for each grade level are developed and are being revised to

accurately align to curriculum, instructional materials and assessments.

Objective 1.2 Increase Graduation Rate Progress by increasing the baseline Average of Years 1 and 2 by 4 percent annually. The strategies are to develop, implement and evaluate: a

Professional Learning Community (PLC) ‐ instructional management system that includes the

use of Data Teams; an effective Response to Intervention (RtI) program ‐ an integrated

guidance and counseling program; and a K‐12 Positive Behavior Interventions and Supports

(PBIS) program. (Likert Score: 3)

STRENGTHS

Grade‐Level Data and Course Level Teams continue to collaborate to analyze data, create

common classroom assessments, plan instruction and identify appropriate interventions to

meet individual student needs. Staff training is ongoing and each building has a PLC Coach

through Cooperating School District (CSD) to monitor and support the implementation process.

The recent addition to our Student Information System (SIS) will support effective

implementation of a district‐wide Response to Intervention process. This system will support a

common process for: identifying students in need of interventions, aligning appropriate

support, recording and monitoring growth and reporting progress by individual, intervention

groups and schools. The district has continued to focus on data related to the top three

indicators: academics, attendance and behavior. Building administrators continue to use

behavioral data reported in Pulse and the Special School District’s (SSD) Big Five Generator to

plan interventions and supports. Building administrators will continue to receive annual



feedback regarding progress in the implementation of PBIS from SSD using the School‐wide

Evaluation Tool (SET).

OPPORTUNITIES AND NEXT STEPS

District‐wide implementation of a tiered system of instruction in which high‐quality instruction

will be provided to address an identified area of need for students. Academic targets will be set

and students’ performance to specific instruction will be measured using frequent progress

monitoring to guide changes in instruction and/or intervention supports. Training on this

system will begin September, 2013 for all administrators and staff. The common challenge

across objectives and strategies is establishing an effective system for monitoring and

evaluating implementation of programs and practices. The most recent work has been around

improving communications of expectations, developing accountability measures for effective

implementation and providing supports toward improving teaching and learning. Staff will

continue to receive ongoing training on effective implementation of the Data Team process.

Starting SY 2013‐14, district leaders have been assigned to each school to provide guidance and

support to administrators and staff.

MSIP 5 IMPACT

Annual Performance Report (APR) Scoring Guide

Missouri Top 10 by 20 Plan holds as a primary goal that all students will graduate high school,

college and career‐ready. The APR score is used to determine the district’s level of

accreditation: Accredited with Distinction, Accredited, Provisional and Unaccredited.

Accreditation Levels Percent of Points Earned;

Accredited with Distinction The district earned a minimum of 90% (126 points) or more of the APR

points possible AND meets other criteria as established by the State Board

of Education;

Accredited The district earned 70% (98 points) or more of the APR points possible;

Provisionally Accredited The district earned 50% (70‐97 points) or more of the APR points possible;

Unaccredited The district earned less than 50% (69 points) of the APR points possible.



Measuring MAP

RGSD Subgroup Achievement English Language

Arts Mathematics Science Social Studies

Status Measures FLOOR FLOOR FLOOR FLOOR

Status 0 0 0 0

Progress 0 1 1 0

Growth 0 0 0 0

Status + Growth 0 1 25% 1 25% 0

RGSD Overall total of – 2 points earned = 14.3%

The MAP Performance Index (MPI) is used to develop scores within the Status and Progress

metrics and to set academic achievement targets for the district, school and student group

achievement. Student performance on test administered through the MAP is reported in terms

Riverview Gardens School District

MSIP 5 Standards Points Possible Points Earned Percent Earned Academic Achievement 56 6 10.7 %

Subgroup Achievement 14 2 14.3 %

College and Career Ready 30 10 33.3%

Attendance 10 4 40%

Graduation 30 18 60%

Total 140 40 28.6%

RGSD Academic Achievement English Language

Arts Mathematics Science Social Studies

Status Measures FLOOR FLOOR FLOOR FLOOR

Status 0 0 0 0

Progress 0 3 3 0

Growth 0 0 0 0

Status + Growth 0 3 18.8% 3 18.8% 0

RGSD Overall total of ‐ 6 points earned = 10.7%



of four (4) achievement levels (Below Basic, Basic, Proficient and Advance) that describe a

pathway to proficiency. The MPI is a single composite number that represents the MAP

assessment performance of every student by awarding points to each student based on the four

achievement levels. The points for all students in the district, school or student group in a

subject area are summed together, divided by the number of students in the groups being

measured and then multiplied by 100 rounded to the tenth. All assessment results from a single

accountability year and for a single subject/content area are combined when generating the

distsrict, school or student group MPI.

MPI Point Values

Numeric values are assigned to each of the Achievement‐level scores as follows:

Achievement Level Index Point Value

Below Basic 1

Basic 3

Proficient 4

Advanced 5

Missouri’s Goal ‐ Top 10 By 20

Status is a measurement of the school’s or district’s level of achievement based upon a three

year average of MAP performance Index (MPI). The MPI is used to determine whether the

district, school, or subgroup is meeting the 2020 target, is on track, is approaching or is

substantially not meeting (floor) the academic achievement target for English Language Arts,

Mathematics, Science, and Social Students MAP assessments.

2020 Target – represents a level of performance approximately equivalent to the

projected 20202 performance of the top 10 states on the corresponding National

Assessment of Educational Progress (NAEP) exam.

On Track – represents levels of increasing performance expectations with a goal of 75%

proficient by the year 2020 – if Basic achievement worth 300 points and Proficient

achievement is worth 400 points, an MPI of 375 would result from 75% of students

scoring at Proficient and 25% scoring at Basic. Current performance is compared to this

target, than a linear trajectory is created that requires equal annual progress increments

to reach the 20202 target.

Approaching – represents a level of performance equals to 100% Basic if each score at

the Basic level yields 300 points.



Floor – represents a level of performance less than 100% Basic if each score at the Basic

level yields 300 points.

Based on the data presented above, the district is at “Floor” status in all assessed content areas.

However, the district earned 6 points or 10.7% of the Academic Achievement points and 2

points or 14.3% of the Subgroup achievement points.

The APR score is used to measure the district’s progress. This overall score is comprised of

scores for each of the MSIP 5 Performance Standards (1) Academic Achievement (2) Subgroup

Achievement (3) Graduation Rate (4) College and Career Readiness (5) Attendance Rate.

Academic Achievement and Subgroup Achievement

Literacy is our leverage and district comparative data from SY 2011‐12 to SY 2012‐13 shows a six percent increase of students reading at or above grade level as measured by Scholastic Reading Inventory (SRI). Kindergarten thru second grade has transitioned to align Common Core State Standards (CCSS) on the district’s benchmark assessment, Discovery Educational Assessment (DEA). While CCSS are more rigorous, DEA data for K‐2 shows an increase of twenty percent of student scoring at the proficient level. Middle school DEA scores show an increase in the percent of students scoring at the proficient level for English Language Arts. The student performance results from the district’s local assessments drives instruction and interventions to prepare students for the state MAP Assessments. The chart below represents MAP trend data.

Riverview Gardens School District MPI Status Points

MAP Assessments SY 2010‐11 SY 2011‐12 SY 2012‐13English Language Arts 281.7 273.2 268.7

Mathematics 244.1 249.3 250.1

Science 207.7 225.2 220.7



SY 2012‐13 Schools APR Results

(See Appendix A for Schools APR 3‐Year Trend Data )

Missouri State Academic Achievement Targets are based on the goal of improving total student

proficiency levels on state assessments by 25 percent by 2020.

MAP Content SY 2012‐13 MPI Points SY 2013‐14 MPI Goals

English Language Arts 268.7. 291.2

Mathematics 250.1 269.4

Science 220.7 248

Social Studies 182.1 208.8



All objectives and strategies stated in the Student Performance summary are aligned to drive

the district to making significant gains and meeting the district’s MPI goals. Meeting these goal

points will move into the status of Accreditation.

Graduation Rate

The four‐, five‐, and six‐year graduation rates are calculated, and the better of the three is used for APR

determinations. The four‐year rate could first be calculated with 2011 graduates. The five‐year rate

could first be calculated with the 2012 graduates. The six‐year rate could first be calculated with the

2013 graduates.

Graduation Rate SY 2010‐11 SY 2011‐12 SY 2012‐13

4 Year Rate 72.4 70.9 66.9

5 Year Rate 244.1 78.3 76.2

6 Year Rate 207.7 225.2 78.7

While the Riverview High School graduation rate shows a decreasing trend, the following

supports are in place to in order to make significant gains:

Assist students in meeting graduation requirements through an ACE diploma or

completion of credits needed towards a RGSD diploma.

Recover drop out and potential drop out candidates with the Gateway to College

program. 14 candidates were submitted for Fall, 2013.

Complete frequent audits of transcripts by counselors, seminar teachers and

administrators. Counselor initial audit completed 8/25/13.

Identify students for night school/credit recovery with ACE and Ferguson‐ Florissant for

credit attainment and graduation. Twenty students are being identified for the district

paid credit recovery through ACE with seniors being the first priority.



College and Career Readiness

College Career Ready SY 2010‐11 SY 2011‐12 SY 2012‐13

% at or Above State

3.1 ‐ 3.3 ACT/SAT/ASVAB Assessments 23.6 19.3 23

3.4 Dual Credit/Placement Enrollment (AP/PLTW/TSA) 244.1 0.3 2.8

% at or Above State

% Earning Qualifying Score

3.5 ‐ 3.6 Graduation Follow‐up 55.9 87.1 90.4

The College and Career Readiness standard requires the district to provide adequate post‐

secondary preparation for all students. According to Department of Elementary and Secondary

Education (DESE) District/School Report Card, comparative data for SY 2011‐12 to SY 2012‐13

indicates a 5% increase in the number of students entering a four‐year college/university, a 13%

increase for the number of students entering a two‐year college and a 3% increase in the

number of students entering postsecondary technical institutions. The following efforts are in

place to make significant gains and increasing our College and Career Readiness points from 10

to the total 30 points possible:

Increase participation and student performance in ACT/SAT/ASVAB Assessments

1. Mass registration of the ACT on September 21, 2013 for all juniors and

seniors funded through the SIG budget at a cost of $36.50 per student.

2. Distribution of ACT/SAT Fee Waivers to eligible students (2 total per student)

for additional opportunities for assessment

3. Mass assessment of juniors on the COMPASS through St. Louis Community

College on September 20 and 27 funded through SIG with district provided

transportation at a cost of $5 per student.

4. All seniors will be assessed on the ASVAB on September 10th and 12th

through MEP Station representatives through our relationship with NJROTC.

5. John Baylor Test Prep program incorporated into the College and Career

Seminar course to provide additional support for juniors and seniors taking

the ACT.

6. ACT Math Boot camp with Mr. Metz two weeks leading up to each national

test date



College/Career –Work Placement

1. Provide approved CTE programs to afford opportunities for students to

graduate as concentrators and completers.

2. Administer Technical Skills Assessments to students who have completed an

approved CTE program.

3. Effective scheduling of students to ensure proper sequencing. Audit

completed by August 30, 2013.

4. Missouri Connections administered to all high school students by counselors.

Date of completion by December 13, 2013.

5. Personal Plan of Study for all high school students by December 13, 2013.

6. Graduate follow up survey to identify students’ post secondary plans to be

completed by every senior prior to graduation. Initial survey to be complete

by December 13, 2013. Final submission to be completed by May 16, 2014.

7. Step by step process of the college admissions process in College/Career

Seminar class

8. Inclusion of an on‐site College Adviser through our partnership with Missouri

College Advising Corps

9. College Fair to be held on November 4, 2013 at RGHS

10. FAFSA Frenzy on January 26, 2014 to assist families of our college bound

seniors to navigate the Financial Aid process.

11. All freshmen are enrolled into the A+ Schools program by September 3, 2013.

All upperclassmen will receive continuous monitoring of their eligibility of the

program.

12. Mobile Enrollment participation for all seniors selecting St. Louis Community

College as their post secondary endeavor. On site, advising, testing, financial

aid and registering will occur.

Advanced Courses and Dual Credit Enrollment:

1. An audit of all current course offerings to ensure proper coding as aligned

with DESE as it relates to Advanced Courses is an ongoing process, first audit

completed by September 3, 2013.

2. Increase AP certifications by identifying teachers to enroll courses October,

2013.

3. An audit of all current course offerings to ensure proper coding as aligned

with DESE as it relates to Advanced Courses is an ongoing process, first audit

completed by September 3, 2013.



Attendance

Attendance SY 2010‐11 SY 2011‐12 SY 2012‐13

% students above 90% Attendance

64.9 69.6 69.5

For SY 2012‐13, the district overall attendance rate was 92.6%. Recent data also indicates

seventy percent of students had a daily attendance rate of 90% or better. The district has

focused on increasing student engagement, increasing parent involvement and developing

effective incentive programs to increase attendance in each building. The district’s goal is to

meet the state standard which is to ensure that 90% of the students have an attendance rate of

90%. The following are just some examples of efforts that are in place to increase students’

attendance rate:

Increasing parent involvement in school activities to support student achievement

Incentives and Recognition

o HOT (Here on Time) awards

o AttenDANCE for students each quarter with perfect attendance

o Out of uniform day

o School dollars to spend in the incentive store



2.0 Highly Qualified Staff

Goal Area: Recruit, attract, develop and retain highly qualified staff to carry out the District’s mission and enhance its culture.

Objective 2.1 All RGSD staff meets the definition of “highly qualified” for their

position and receives satisfactory or better performance ratings. Every year 100% of RGSD

core staff will meet the “highly qualified” definition on the DESE highly qualified teacher

(HQT) report. RGSD will demonstrate improvement in retention from baseline data of 77% in

SY 2010‐2011 to 90% by 2015 by a 4.5% increase each year. The strategies are to develop,

implement and evaluate an employee performance evaluation system that provides employees

with timely feedback for skill enhancement, assures District performance standards are met

and verifies that employee actions are consistent with District values and policies and recruit,

attract, and retain “highly qualified” core staff. (Likert Score: 3)

STRENGTHS

The 2012‐13 school year saw the District participate in a pilot program testing a new educator

evaluation system which ties teacher growth to student growth. Principals from selected

schools were trained to use the new instrument and solicited several teachers willing to

participate in the trial. A committee was formed at the start of the 2013‐14 School Year to seek

approval to expand the trial and prepare for full implementation in the 2014‐15 school year.

The principals who participated in last years’ trial are serving on the committee and are

knowledgeable and enthusiastic about the process.

Teacher recruitment and selection has been focused towards those who are “highly qualified”

in their respective areas. The Human Resources Department has attended teacher fairs and

made contact with area colleges and universities in an effort to attract highly qualified

graduates. All (100%) of the new teachers hired for the 2013‐14 school year meet the DESE

definition of “high qualified”. An additional strength includes the use of School Recruiter, the

district’s applicant tracking system, which helps to screen applicants for proper certification

qualifications. The HR department also ensures the accuracy of this information by verifying it

via the DESE website prior to extending an offer of employment.


Training on the new evaluator tool is offered through Cooperating School Districts (CSD). All

principals have been provided with the dates for the four training sessions and instructions for



registering. Paul Katnik is available to provide training to principals in the District. Training will

continue throughout this school year. Next steps include planning to introduce the new system

to teachers.

Teacher recruitment efforts for the 2013‐14 school year will include a district teacher fair and

continued participation in college fairs in the area.

MSIP 5 STANDARD

R‐10 Certification and Licensure – All personnel must hold a valid certificate or license appropriate for each assignment.

Objective 2.2 RGSD is an employer of choice that develops, implements, and

evaluates processes to build a positive, constructive and productive employee culture. RGSD

will demonstrate improvement in retention from baseline data of 77% in SY 2010‐2011 to

90% by 2015 by a 4.5% increase each year. RGSD will improve the overall job satisfaction

survey results by 2.5% each year from 68% agree/strongly agree in SY 2011‐2012 to 75.5% in

SY 2014‐2015. Strategies include the review of current salary scales and the commissioning of a

compensation study to determine the adequacy and competitiveness of our compensation.

Human Resources and Finance will collaborate to review the district benefits package to

determine its’ competitiveness. Human Resources Department will conduct a job satisfaction

survey. (Likert Score: 1.5)

STRENGTHS

The District has improved its retention rate from a baseline of 77% in SY10‐11 to 88% in

SY12‐13.


Human Resources will acquire, administer and evaluate a job satisfaction survey during the

2013‐14 school year. A great challenge is the need for a Request For Proposal (RFP) for a

compensation study to be done.



3.0 Facilities, Support and Instructional Resources

Goal Area: Provide and maintain appropriate instructional resources, support services, and functional and safe facilities.

There are two major objectives, which were identified as needed to accomplish this goal.

Objective 3.1 RGSD will provide high quality, fiscally responsible support services for all District operations, first determining the amount of financial support needed annually for

these operations, and then ensuring these resources are committed accordingly. To

accomplish this objective, RGSD will establish key performance indicators (KPIs) to measure

this performance, which will include measures for its facilities, technology, food service,

transportation, finance/business services and security operations. These performance

measures will be evaluated (at least) quarterly to determine if the District is on track in

meeting its performance targets.

STRENGTHS

As a result of effective financial management, the District has maintained a positive fund

balance and cash flow. All divisions have developed their respective KPIs to measure

performance. Multi‐year plans are currently being developed to identify a systematic approach

for allocating resources in the areas determined to be critical and necessary for meeting the

District’s expectations. A minimum operating fund balance of 15% has been approved by the

SAB to identify the reserve amount needed to provide financial stability and contingencies.


While the District enjoys a healthy fund balance, projections reflect accelerated declines in the

reserves over the next several years. A stringent budget plan reducing the spending level and

right‐sizing the District is critical over the upcoming years to mitigate this potential financial

crisis. In addition, internal and external support will be needed to develop a multi‐year plan

aligned to instructional/operational needs while maintaining fiscal integrity.

MSIP 5 STANDARD

G‐8



Objective 3.2 RGSD will provide safe, clean, healthy environments and functional

services conducive to teaching and learning, working with academic and support

administration to ensure these services meet District expectations annually. This objective

will focus on all operational support services, including technology, facilities, food service,

transportation and safety, with a goal of meeting a 97% pre‐determined quality satisfaction

level for all of these functions.

STRENGTHS

Based on KPI data used to assess the condition and quality of service, progress has been shown

in all operational areas. It should be noted that the Safety & Security division is adequately

equipped with surveillance equipment in many of the District schools and buildings; the

Facilities division has significantly improved response time for repairs; the Food Service division

is in full compliance in providing nutritional balanced meals; the Transportation division has

implemented procedures, which have resulted in improved services for our students; and the

Technology division has done an excellent job in obtaining E‐rate funding for

Telecommunications, Internet, maintenance and network related services.


Some of the challenges still facing the operation team are retaining highly qualified bus drivers

and reducing bus incidents; securing staff and resources to address the capital needs of the

District; and the need to identify resources for the Technology Division to be used in improving

the infrastructure, upgrade software and computers. Many of these challenges can be resolved

by developing and implementing multi‐year facilities and financial plans, which allocate

adequate resources in these targeted areas.

MSIP 5 STANDARD

G‐8



4.0 Parental and Community Involvement

Goal Area: Promote, facilitate and enhance student, family and

community involvement in the District’s educational programs.

Objective: 4.1 Implement a plan to inform parents and the public of District

programming and services four times a year. (Rating Overall: 4)

STRENGTHS

Each school location has completed a Parental Involvement Binder documenting activities, agendas and attendance through sign in sheets. Dr. Lynn Beckwith, Jr., Special Administrative Board Chair, hosts Community Advisory Council (CAC) meetings quarterly which provide district‐wide instructional and business updates to key stakeholders in the community. The Parent Advisory Council (PAC) meets monthly and elected members determine the agenda and focus. Parent Teacher Organization (PTO) dates for each school are included on the school’s monthly calendars provided to parents. Automated calls to parents, flyers, posters and eblasts help inform parents of upcoming event dates. Special Administrative Board meetings are promoted on school calendars, posted on all building doors and on the District website. Updates of all actions are included in the Board ReVIEW publication which is available at board meetings and sent to each school and to several city administrative buildings in the area. Board ReVIEW newsletters will be sent home via student’s backpack in the 2013‐2014 school year. The number of volunteer applications rose from 201 in the 2011‐12 school year to 329 applications in the 2012‐13 school year. Volunteer forms can be found in all schools and on the district website.

OPPORTUNITIES AND NEXT STEPS The District will create parent surveys to obtain information from parents including:

1. Level of participation 2. Understanding of impact to student achievement of overall district functions 3. Level of decision‐making participation 4. Additional resources needed

The District will establish and reevaluate current systems of communication that will ensure that all information about policies, procedures and expectations are available to parents.



MSIP 5 STANDARD

G7.3 SAB meets regularly and makes the records of all open meetings available for public view. G8.1 The district uses its information system to enhance internal and external communication supporting district mission and vision related to improved student performance. G9.1 District leadership and staff systematically and frequently provide info to the public about school programs. G9.2 District involves family and community members in education activities.

Objective 4.2 Create positive perception of RGSD by promoting programs and

partnership opportunity. (Rating Overall: 5)

STRENGTHS

The Office of Communications (OOC) has expanded outreach into the community by attending fairs, city council meetings, neighborhood association meetings and organizational events. District materials are distributed and any community questions or concerns are immediately received and subsequently addressed. Information is forwarded to the appropriate department or school and a follow‐up email or call is completed by the OOC within one week. Students and families participate in over 20 community partnerships such as Boy Scouts, Youth in Need, Preferred Family Health, CHADS, BJC and ARCHS. Participation in these programs is increasing as student needs are specifically identified. The Title 1 Preschool Classroom was established and due to overwhelming parent response, a second class will be added for the 2013‐2014 school year. The Early Childhood programs and Title I preschool class is promoted through traditional channels as well as through Parents as Teachers allows staff to visit homes and promote partnerships with other pre‐school providers. RGSD provides screenings and at those locations for eligible students.


The District will continue to work with the district Parent Advisory Committee to enhance knowledge of the inner operational functions of the district and assist the school level PTO teams. Parents will continue to have opportunities to participate on various district committees such as attendance, discipline, auditing‐finance, District Care Team, Instructional Team and Safety Committee. The District will actively engage in the identification and removal of barriers which decrease parental participation levels.



By June, 2014 the district will increase efforts to actively encourage and promote a sense of care, concern and well‐being for the physical and emotional safety of students, staff and parents.

The district will continue to keep abreast of legislative requirements and review policies which address safety, discipline and healthy living skills.

Parents will have opportunities to serve on the District‐wide Care team to assist in providing additional resources for students with additional needs.

Parents will receive listing of identified available resources located in and outside the district to serve special needs of families.

Parents may serve on the Special School District Parent committee.

Parents may serve as volunteer safety monitors, hall monitors, etc.

The district will provide workshops on school and home safety utilizing the district safety team, police and fire department as well as the County Department of Health.

All staff will receive professional development on effective communications skills for engagement, active listening and empathetic responding to parents.

By June, 2014 the district will increase active participation in two‐way community partnerships with local universities, businesses, cultural institutions, non‐profit organizations and churches by 25%.

MSIP 5 STANDARD

G2 The SAB and District leadership implements CSIP to ensure the achievement and success of all students. G6.4 The district ensures collaboration with other agencies and organizations to respond to student needs in a timely manner. G5 Compliance with all regulations and administrative rules applicable to state and/or federal programs are implemented. G10 The district identifies preschool opportunities and informs family and community members about the importance of early childhood education. G11 The district provides parents with opportunities to learn about the intellectual needs of all children and participate in their education.

Objective 4.3 The district will implement public/parent engagement events four

times a year. (Overall Rating: 5)

STRENGTHS

Patrons have opportunities to address the Special Administrative Board at all regularly scheduled board meetings and SAB members’ email addresses are provided on the district’s website. Administrators are also available to answer community questions before and after



board meetings. In 2013, an open community forum to meet the Superintendent candidates was promoted and received good response and attendance.

The District implemented the RGSD Parent and Community University (PCU) in the spring on 2013. Parents and community received PCU course booklets which gave course descriptions, location, time and date. Topics ranged from personal finance to dance. Over 20 classes were offered and surveys were completed after each.


In 2014 the District will achieve 70 or more points needed to achieve accreditation. Parents will be informed of their child’s reading and math achievement levels and given reading lists at their child’s level. Schools will provide families with information about ways to make daily home reading a positive experience and incorporate writing. In addition, the District will create opportunities designed to enlist and train parents to be reading pals to assist students in home or as part of a school reading tutorial program. The District will provide parents with information and understanding of Common Core Standards, Grade level expectations and assessment data used to drive daily instructional practices.

MSIP 5 STANDARD

G7.3 SAB meets regularly and makes the records of all open meetings available for public view. G8.1 We use our information system to enhance internal and external communication supporting district mission and vision related to improved student performance. G9.1 District leadership and staff systematically and frequently provide info to the public about school programs. G9.2 Involves family and community members in education activities.

Objective 4.4 The district will develop and implement a plan to include parents and

the public in decision making processes. (Overall Rating: 3)

STRENGTHS

Each school site hosts an Open House, MAP Data Review nights, PTO meetings and Math and Literacy nights. Parents are encouraged to attend programs, ask questions and provide input in upcoming, pending school implemented decisions. A community survey of superintendent expectations was available in print and on the district website providing information for the Superintendent’s Search committee. During



superintendent interviews, community members were asked to rate the candidates in several categories.

CONCERN

The District did not administer the parental needs assessment questionnaire during the 2012‐13 SY. Parent Advisory Council meetings were used to obtain parent feedback, however participation waned in winter and spring months.

OPPORTUNITIES AND NEXT STEPS The District will create parent surveys to obtain information from parents including:

1. Level of participation 2. Understanding of impact to student achievement of overall district functions 3. Level of decision‐making participation 4. Additional resources needed

By June, 2014 the district will establish and reevaluate various committees which will provide parents and community members opportunities to play meaningful roles in school/district decision making. Parents will be actively encouraged to participate in the development of school level and district level improvement plans.

MSIP 5 STANDARD

G4 Promote achievement and success of all students by monitoring and improving all programs and services that support the district mission and vision. G6.4 The district ensures collaboration with other agencies and organizations to respond to student needs in a timely manner. G8.1 The district uses its information system to enhance internal and external communication supporting the district mission and vision related to improved student performance. I11.3 The district provides access to technology with connectivity for students, staff and parents.



Objective 4.5 District will provide a variety of methods for parents, guardians and

community members to learn about technological resources and educational opportunities available for students. (Overall Rating: 4.5)

STRENGTHS

The District disseminated information in a variety of methods to provide greater access to parents and community about district activities including through avenues such as SIS calls, flyers in the community, student planners, school handbooks, local newspapers and television media. The District’s SIS parental portal is available to all teachers to showcase student grades, lunch balances, attendance, discipline, etc.

Technology resources are available at the Family and Community Resource Center with online and software accessibility. Parent resource rooms, with computers, are available at each school. Parents receive information annually which promotes the use of District technological resources and usage agreements.

The District webpage showcases events and activities.

CONCERNS

School webpages require continuous up‐to‐date information; however webmaster duties were not clearly defined.

Population movement and declining homeownership presented financial challenges to mass mailings to community as a large amount of mail is consistently returned to District. Community businesses, non‐profit organizations and city administrative buildings were asked to retain a district newsstand to promote information in 2013‐2014. District newsletter will be distributed by backpack and at business partnership locations in 2013‐2014 rather than mailing.

Numerous families do not have technology at home present a special challenge.

OPPORTUNITIES AND NEXT STEPS The District will promote a partnership with Lewis & Clark library to provide technology training and courses available to parents at no cost.

MSIP 5 STANDARD

I11.3 The district provides access to technology with connectivity for students, staff and parents. G8.1 We use our information system to enhance internal and external communication supporting district mission and vision related to improved student performance.



5.0 Governance and Administration

Goal Area: Govern the District in an efficient and effective manner, providing leadership and representation to benefit students, staff and patrons.

Governance and Administration consists of five objectives:

Objective 5.1 The superintendent will develop, implement, and evaluate an

organizational structure that promotes the success of the mission and the attainment of its vision as measured by 80% confidence interval on stakeholder surveys. (Likert Score: 4)

STRENGTHS

As a key initiative, the superintendent is charged with the development of an organizational

structure that describes functions, accountability and reporting that promote all employees

working together to accomplish the District’s vision and mission. The initiative includes a

periodic review of the District’s grade level organizational structure for alignment with the

overall goal of student achievement. The Governance Team researched academically

accredited school districts’ organizational charts and reporting structures for guidance in the

development of an organizational structure suitable for the culture of the Riverview Gardens

School District.

Model job descriptions were forwarded to the Human Resources (HR) Department with a

recommendation to streamline current district job descriptions for consistency in formatting

and the inclusion of reporting responsibilities. Revised job descriptions are expected for the

2013‐2014 school year.


Model building and school level organizational charts were submitted to HR for review and

expected follow‐up and feedback from building level principals by September 30, 2013. The

recommended building level organizational charts were reviewed by the executive director of

leadership and accountability. The final step in this process will include minor revisions to

current job descriptions for consistency, and the inclusion of reporting responsibilities.

MSIP 5 STANDARD

G‐1 The superintendent will ensure that all reporting responsibilities require that District leadership and

staff contribute to the success of every student by being ethical and acting with fairness and integrity.



Objective 5.2 The Board will develop, implement, and evaluate a process to review

the District’s programs, policies, and administrative procedures measured quarterly by board meeting agendas and meeting minutes. (Likert Score: 4.25)

STRENGTHS

The expected goal of continuous improvement must be achieved; this initiative led to an in‐

depth review of existing programs and services for students. Departments and schools were

asked to provide a list of all programs currently being used in the District. The list was used as

reference for administration to identify instructional programs for compliance with Board

adopted policy IM – Evaluation of Instructional Programs. This policy directs the superintendent

to implement an appropriate method for the evaluation of the curriculum, educational

programs and instructional processes. To align with current District practices, the policy

committee submitted in May 2013 revisions to policy IM. The SAB requested additional

revisions to the policy reflecting annual evaluations. A revision to the policy is currently

pending. The Governance Team examined reporting methods of accredited school districts to

obtain a reporting tool for compliance with policy IM. A draft Annual Program & Services

Review/Evaluation Calendar was created to provide monthly due dates for board agenda items,

program evaluations, and policy review recommendations for the SAB.

Board members are required to receive 16 hours of training within the first 12 months of

service and continued training and professional development in school governance. The

Missouri School Boards Association offers annual training, including an annual conference to

obtain the required hours.


As requested by the superintendent, a policy review schedule will be developed by the Human

Resource Department to determine the appropriate month for each policy/procedure review in

addition to the bi‐yearly policy updates received from the Missouri School Boards Association

(MSBA). Recommended policy revisions will be presented to SAB semi‐monthly to include a 1st

reading for Discussion/Revisions, and 2nd reading for Action/Adoption of policy.

The policy revision process, reporting tool, and calendar were identified and will be submitted to the superintendent for review and/or implementation. A final recommendation for reporting will be determined by the Superintendent for the 2013‐2014 school year.



MSIP 5 IMPACT

G‐4, G‐7 All formal communication will be routed through the superintendent to the SAB. The SAB will

continue to carry out the policy making decisions at the recommendation of the superintendent, while

the superintendent will ensure that administrative functions are communicated through written

procedures.

The SAB will review the goals and objectives of each program/service annually. In compliance with

revised Board policy IM‐Evaluation of Instructional Programs, and the proposed evaluation tool the

superintendent will analyze data to determine the effectiveness of all programs and services.

Board meeting minutes will accurately document and record decisions made of all open Board meetings.

The open session meeting minutes and supporting documentation is available for public review on

BoardDocs, a link provided on the District website.

Objective 5.3 The Superintendent will maintain and/or exceed the States’ required

fund balance of greater than 10% as measured by the annual audit report. (Likert Score:5)

STRENGTHS

A review of the previous year’s Annual Secretary of the Board (ASBR) report was conducted and

reflected the district having a 54.52% fund balance and did not show the District as financially

stressed. Board policy DIAA – Fund Balances/GASB 54 did not include language to maintain a

fund balance goal. A recommendation to revise Policy DIAA to include a 15% fund balance was

presented by the CFO and approved by the SAB on July 7, 2013.


The superintendent will ensure continued monitoring of the District’s finances for compliance with policy DIAA.

The CFO will continue to make recommendations to the superintendent in the area of finance. To assure better fiscal management and accountability a closer examination of the financial condition will be monitored on a monthly basis. Also, included will be multi‐period forecasting.

MSIP 5 STANDARD

G‐8 (4) The Board approved policy revision to ensure efficient fiscal management and

accountability.



Objective 5.4 The Superintendent will develop, implement, and evaluate an effective

Comprehensive School Improvement Plan (CSIP); continually monitor and update the plan as measured by completion of bi‐yearly reports and supporting document to the Board of Education. (Likert Score: 4)

STRENGTHS

CSIP Management Oversight Team (MOT) Leaders worked with their respective teams to

provide a comprehensive mid‐year status report to the SAB on February 12, 2013. The report

highlighted the process of each goal areas and provided details related to the action steps and

likert score rating. Future reporting to the SAB will be submitted in January and May during

each school year.


Continued CSIP monitoring system training will be conducted with new staff.

MSIP 5 STANDARD

G‐2 The SAB will utilize bi‐yearly reports from the superintendent with regard to the CSIP to

monitor the progress and provide continuous improvement of programs and services for the

success of all students.

Objective 5.5 The Superintendent will develop, implement, and evaluate an effective

process to ensure that the District implements policy and procedures to meet or exceed all applicable federal, state and local compliance as measured by statutory guidelines. (Likert Score: 3)

STRENGTHS

A list of DESE Statutory Guidelines was retrieved and will be used by the District auditor for

compliance monitoring and to aid in the development of an annual audit plan.


Create a central list of all of the districts’ instructional and support programs and Identify compliance requirements. Cross‐training is needed district‐wide, in key positions, to ensure that reporting responsibilities are followed through in the event of long‐term absences.



MSIP 5 IMPACT

G‐5, G‐8(5) All requirements, guidelines, and administrative rules governing state and/or federal

programs implemented will be reviewed annually to confirm that precise and timely reporting

of obligatory data. This will be reflected in administrative procedures and provided to the

appropriate state and federal agencies. Reports will be submitted to the superintendent for

review, once reviewed the superintendent will present to the SAB as an Item For Information

on the open session Board agenda.



LAppendix

Three Year MPI STATUS Per School

Communication Arts Mathematics 2011 2012 2013 Status Differnce 2011 2012 2013 Status Differnce

District 279.9 273.2 268.7 273.93 ‐4.50 District 244.1 249.3 250.1 247.83 0.80

Danforth 266.4 252.6 276.6 265.20 24.00 Danforth 274.5 275.6 290.2 280.10 14.60

Gibson 299.4 292.1 289.2 293.57 ‐2.90 Gibson 293.4 298.4 305.9 299.23 7.50

Glasgow 287.1 268.6 256.6 270.77 ‐12.00 Glasgow 278.9 254.6 256 263.17 1.40

Highland 281.6 275 252.9 269.83 ‐22.10 Highland 273 281.6 273.6 276.07 ‐8.00

Koch 281.1 267.5 255.3 267.97 ‐12.20 Koch 277.5 253.8 233.3 254.87 ‐20.50

Lemasters 292.1 269.3 278.6 280.00 9.30 Lemasters 285.7 273.7 268.3 275.90 ‐5.40

L & C 234.1 250.7 251.8 245.53 1.10 L & C 245.9 252.1 278 258.67 25.90

Meadows 270.1 251.7 260.6 260.80 8.90 Meadows 264.9 261.9 249.6 258.80 ‐12.30

Moline 261.1 268.2 261.1 263.47 ‐7.10 Moline 267.3 261.4 265.3 264.67 3.90

Central 282.8 275.6 262.4 273.60 ‐13.20 Central 227.3 228.2 234.9 230.13 6.70

Westview 264.7 280.6 283.6 283.60 3.00 Westview 221.7 240.2 248.1 236.67 7.90

HS 315.4 286.7 266.2 289.43 ‐20.50 HS 221.3 235.7 212.5 223.17 ‐23.20

Social Studies

2011 2012 2013 Status Differnce

HS 255.2 236.5 181.8 224.50 ‐54.70



CSIP End of the Year Status Report - PC\|MACimages.pcmac.org/Uploads/RiverviewGardens...CSIP End‐of‐the‐Year Report p.3 Mission, Vision, and Value Statements MISSION: The Riverview

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