Mission and Vision

Mission: Students, families, and school staff work in partnership to help students reach their potential 

Vision: Prepare all RHS students to think critically, collaborate respectfully, and become informed advocates in preparation for college and career by following the Schoolwide Outcomes for Uplifting Learning (SOUL’s)

Schoolwide Outcomes for Uplifting Learning (SOUL’s): 

Think Critically: 

+Research - read, listen and gather a spectrum of evidence to identify issues and present solutions considering ethics, safety, and social factors 

+Growth Mindset - view challenges as opportunities, and pursue self-made goals that focus on progress over mastery 

+Emotional Learning - Identify and manage my behavior and emotions 

Collaborate Inclusively: 

+Communicate - use discourse to create original thought with value 

+Cooperative Learning (Integrated Projects) - use a variety of learning activities and digital mediums to improve skills 

+Speaking and Listening (CCSS) - Keep an open mind while listening to others’ perspectives and build upon their ideas

Advocate Responsibly: 

+Perception -  Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups 

+Identity - Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people 

+Social Responsibility - Students will respond to diversity by building empathy, respect, understanding and connections with a goal to plan and execute collective action against bias and injustice in the world 

Action Plan Goals 

• SBAC ELA and SBAC Math scores will increase by 4% over the next 4 years for full student population and all identified subgroups 
• The percentage of students that earn 55 or more credits during frosh year will increase by 4% over 4 years 
• Decrease suspensions by 4% over 4 years 
• Increase student and parent participation in school programs and events 
• Increase student satisfaction as measured by surveys in maintaining a thriving school culture

 

Richmond High believes:

• Our students are the center of everything we do
• Safety is a priority, we are a single-entry point school, and all visitors must sign in at the front office
• Documentation is important in serving our studnt's and family needs
• Being on time and focused is essential for being successful beyond school

 

WHOLE SCHOOL TARDY/PASS POLICY:

 

1. First period, students who are more than 30 minutes late must check in and get a tardy slip. A clerk will record the name and issue a classroom pass. A call to inform parents will occur after several tardies. TEACHERS SHOULD ASSIGN THEIR TEACHER CONSEQUENCE REGARDLESS OF THE TARDY SLIP.
2. Students who arrive during the first 30 minutes are to be admitted to class and receive a consequence.
3. Students with valid reasons why they are late to school must schedule a parent meeting with an administrator; they will then be given a special laminated pass to show security and the teacher. This will include the time they must be in school!
4. Teachers should assign consequences for tardies each period. TEACHERS MUST ALLOW TARDY STUDENTS WITHOUT A TARDY SLIP AFTER FIRST PERIOD.
5. We will ring a warning bell two minutes before students are expected to be seated in class!!! This should allow teachers to set the expectation that students are seated when the final bell rings.
6. STUDENT’S WHO ARE OUT OF CLASS WITHOUT A PASS FOR ANY REASON WILL BE TAKEN TO ADMINISTRATION. Teachers, do not allow students to leave class without a pass for any reason.
7. Passes should not be administered the first or last ten minutes of the period.
8. More than one student should never be issued a pass at the same time.
9. Students must be wearing their ID to receive a pass

At Richmond High it is important that our students receive interventions in the classroom. This is part of our PBIS model at school, which focuses on our pro-active and preventative methods in regards to student behavior and success. Our student intervention process is based on a tier system, meaning it is progressive in our actions.

To see our tier process in the classroom, please see this document. To see our classroom Expectations Flowchart - Click Here

If behavior continues with no effect after Tier 1, we will move into an academy intervention process, which looks like this.

When approaching tier 3 in behavior, we may look into using our Community Based Organizations (CBO's) like Bay Area Peace Keepers, counseling in our Health Center, or Catholic Charity groups to assist.

Our school also has 504 meetings on request as long as a doctor's note/recommendation is provided. We also have Student Success Teams (SSC) that can assist in providing Beahvior Support Plans for students struggling.

Some common behavior that our teachers observe at our school and those interventions may include, but are not limited to:

• ADHD
• Check In and Check Out System
• Breaks in Class to a quiet area
• Tier 1 (in class) interventions that we teacher our teachers
• Overall Tier Interventions

If you have questions on our process here at Richmond High, feel free to reach out to an administrator through the front office - 510-231-1450.