Successful schools begin with students who attend school regularly. Regular school attendance is directly correlated to positive academic achievement and increased graduation rates. The City of Richmond School Board revised procedures for unexcused tardies and early dismissals, and instituted new timelines for excusing student absences. The revised policies highlighted below were devised to support our students on the journey toward academic success.
Updates to School Board Policy §8-2.4: Student Attendance, Absences and Truancy
- Parents/guardians are encouraged to call the school on the day of their child's absence, but must send a written note requesting absences be considered excused upon returning to school. All written notes must be submitted to the school within five (5) days of the last absence.
- Any five (5) unexcused tardies to school or unexcused early dismissals from school will count as the student missing a full instructional day.
- Following ten (10) excused absences, the principal or administrator designated over attendance will be required to review, approve or not approve, and sign off on all absences prior to being recorded as excused. Excessive excused absences will be reviewed by the School Attendance Support Team (SAST) for recommendations of additional services.
- Excused absences are typically those that have resulted from conditions beyond the control of the students or parents/guardians. The only excuses for absences that shall be deemed acceptable for consideration are:
- Personal illness (if over three days, the school shall require a note from the doctor)
- Personal court appearance (student)
- Death in the family (mother, father, spouse, son, daughter, sister, brother, grandparent, aunt, uncle, nephew, or niece)
- Religious holidays regularly observed by the student
- Extenuating circumstances as approved by the school administration
Student Schedule for 2020-21
Frequently Asked Questions
Will teachers have flexibility in the balance of synchronous and asynchronous teaching during in each instructional block?
Yes. We will provide more detailed guidance to teachers at a grade-specific level, but of course recognize that teachers will need to find the right balance for their students.
Will students be on-screen all day?
Absolutely not. Being on-screen all day is neither healthy nor pedagogically appropriate. That is why we have included breaks throughout the instructional day; why we will be encouraging teachers to incorporate off-screen activities and assignments, such as independent reading and writing, in their lessons; and why we are providing students with physical novels, textbooks, workbooks, and other items for non-computer based learning.
Will there be time for individualized student support?
Yes. While this will look differently at each level (elementary, middle, and high), every student will have time during the day for individualized support. This support may include small group instruction, dedicated time with an academic interventionist, and/or the use of “adaptive” instructional software (e.g., i-Ready and Dreambox) than can provide learning activities tailored to individual student needs.
Will there be time for teacher planning and professional development built into the schedule?
Yes. Every Wednesday, the synchronous parts of the instructional day will end at noon. Students will have asynchronous work to complete in the afternoon, along with enrichment activities that we are working to develop with several partners. During that time, teachers will have a block for planning, and for professional development. More details on this are found here below:
Period 1 (Synchronous)
Period 2 (Synchronous)
Period 1 (Asynchronous)
Period 2 (Asynchronous)
Period 3 (Synchronous)
Period 4 (Synchronous)
End of Synchronous Learning for the day
Period 3 (Asynchronous)
Period 4 (Asynchronous)
- *FLOAT (Flexible Learning Opportunities & Academic Time):At the high school level, FLOAT is an optional support program for select RPS high school students taught by additional contracted staff (NOT classroom teachers). FLOAT offers the following supports for non-traditional graduates (students who were originally members of the Class of 2020, 2019, or 2018):