School Improvement Plan
River Ridge High School SY 2026-2027
Goals for ELA
Percentages below represent students who scored at the Proficient and Distinguished Level.
*Due to new ELA Georgia Milestones assessment in May of 2026, ELA and Reading scores will not be shared by the state until November 2026.
Scores will be updated when they are available to the district.
Reading Proficiency
| Baseline (SY 2023-2024) |
Progress Towards Goal (SY 2024-2025) |
*Progress Towards Goal (SY 2025-2026) |
3-Year Goal (SY 2026-2027) |
|
|---|---|---|---|---|
| American Literature |
82.7% | 85.1% | 0.00% | 88.7% |
Reading Proficiency Action Steps
Action Step 1: Explicitly teach academic content vocabulary and provide opportunities for students to apply vocabulary in context during
instruction and learning activities.
Action Step 2: Analyze screener as well as common formative and summative assessment data to identify learning gaps and utilize instructional
resources to provide targeted remediation and support.
Action Step 3: Develop and implement school-wide text annotation strategies across all content areas to strengthen reading comprehension and
analysis.
ELA
| Baseline (SY 2023-2024) |
Progress Towards Goal (SY 2024-2025) |
*Progress Towards Goal (SY 2025-2026) |
3-Year Goal (SY 2026-2027) |
|
|---|---|---|---|---|
| American Literature |
60.8% | 63.9% | 0.00% | 66.8% |
ELA Action Steps
Action Step 1: Explicitly teach and reinforce tier 1 vocabulary through roots, affixes, and contextual usage during instruction.
Action Step 2: Provide regular opportunities for text annotation and analysis.
Action Step 3: Provide timely, actionable feedback on writing assignments through teacher conferencing and targeted written feedback, ensuring
students have opportunities to revise and improve their writing.
Reading Intervention Plan
|
Identification of |
Plan of Remediation | Resources | Monitoring |
|---|---|---|---|
| Students below proficiency in Literature I/II and MTSS groups |
Literacy instruction through classes, MTSS, and lunch interventions |
Core and supplemental resources |
Targeted ongoing monitoring |
Goals for Math
Percentages below represent students who scored at the Proficient and Distinguished Level.
Math Proficiency
| Baseline (SY 2023-2024) |
Progress Towards Goal (SY 2024-2025) |
Progress Towards Goal (SY 2025-2026) |
3-Year Goal (SY 2026-2027) |
|
|---|---|---|---|---|
| Algebra | 48.2% | 65.1% | 70.5% | 66.2% |
Math Proficiency Action Steps
Action Step 1: In each instructional unit, implement collaborative problem-solving tasks that incorporate mathematical modeling, real-world
applications, and technology tools such as Desmos to deepen conceptual understanding.
Action Step 2: Explicitly teach a common word-problem annotation strategy that requires students to identify key information, action words,
and relevant operations.
Action Step 3: Provide students with weekly opportunities to explain, justify, and defend mathematical reasoning through written and verbal
responses.
Goals for Student Attendance
Student Absences
| Baseline (SY 2024-2025) |
Progress Towards Goal (SY 2025-2026) |
3-Year Goal (SY 2026-2027) |
|
|---|---|---|---|
| Average Daily Attendance |
93.8% | 95.0% | 96.8% |
Student Attendance Action Steps
Action Step 1: Counselors will conduct attendance committee meetings by assigned alphabet as required to identify students with attendance
concerns, review attendance data, and implement targeted interventions.
Action Step 2: Attendance committees will monitor student attendance data to evaluate the effectiveness of interventions and adjust supports
as needed to improve attendance outcomes.