Embedded Files
Claim: GCCS students reflect upon their individual and classroom community's social and emotional growth using the school’s Character Traits in order to contribute to a community of ethical people.
Claim: GCCS students reflect upon their individual and classroom community's social and emotional growth using the school’s Character Traits in order to contribute to a community of ethical people.
In general, families remain at GCCS for the entire 7 years and classes have few if any student vacancies. We believe strongly that a diverse student body benefits all children and so do most of our families; while some families may move to suburban districts, they choose to continue their child's education at GCCS (16% of our students live in suburban districts). Family Satisfaction Survey results show parents are happy and satisfied with GCCS. The recent establishment of a Diversity Committee has helped shape some of the programming for the Family Association and professional development of teachers.
EL Education Implementation Review Character Data
GCCS consistently scores in the top range in character-related measures in EL Education's implementation reviews. We have worked hard to establish stronger relationships with our families and closer connections within our community and are seeing the benefits of our efforts in increased family and community participation in events and activities.
2019 Family Culture & Climate Survey
The Character Trait Map shows how the 7 Character Traits develop over a student’s time at GCCS. For each loop, the character trait targets build upon each other to become more complex and demanding. Progress Report data from the spring of 6th grade (for the last five years) would show that 90% or above of all students are marked consistent in meeting the scaffolded targets for collaboration by the time they finish 6th grade.
Each year, 100% of our students sign a Caring Community Commitment. By signing this plan, students are making a serious promise to follow our design principles and expectations. The plan is a commitment between families and school to help students learn and grow as a member of our community.
Attendance
Attendance
GCCS has continued to maintain a high attendance rate and low suspension rate during the past five years, even over the past year when we had a leadership change.
GCCS has maintained an average 97% attendance rate for the past four years. The table below shows our attendance rates for the past four years and compares those rates to the Rochester City School District.
Discipline
Discipline
The following table shows the number of incidents and suspensions for the past four years. These numbers were taken from VADIR and DASA reports. These incidents are all reported under the categories titled Minor Altercations without a weapon, Intimidation, Harassment, or Bullying without a weapon, and Other Disruptive Incidents. In some cases, GCCS will suspend a student if the behavior warrants an out-of-school suspension. For other minor incidents, GCCS will remove a child from the classroom for the duration of the day instead of giving the child out-of-school suspension. Overall, GCCS’s suspension rate is between 0-1%. By comparison, the Rochester City School District's suspension rate was 26%, based on 2018 data.
*In addition to the three suspensions during the 2016-17 school year, there was one child that had a disruptive incident where law enforcement needed to be called for assistance. That child was also transferred to an alternative education program during that same year.
**During the 2017-18 school year, there were no reported suspensions. Due to the new format and a leadership transition, the results of the incidents were incorrectly documented. These ten students were removed from the classroom, but not suspended. ***Most of these 11 incidents involved the same three Kindergarten students and one Fourth grade student. These students had behavior plans and worked with the Social Worker. The School Leader, Social Worker, and classroom teachers also met with the families regularly. When these incidents occurred the students were removed from the classroom for the duration of the day. One of these incidents, involving a Kindergartener, resulted in an out-of-school suspension. One of these children ended up being classified with a disability. For the other three children, the school worked closely with the students’ families, their pediatricians, and other outside resources to determine if more support services were needed.
**During the 2017-18 school year, there were no reported suspensions. Due to the new format and a leadership transition, the results of the incidents were incorrectly documented. These ten students were removed from the classroom, but not suspended. ***Most of these 11 incidents involved the same three Kindergarten students and one Fourth grade student. These students had behavior plans and worked with the Social Worker. The School Leader, Social Worker, and classroom teachers also met with the families regularly. When these incidents occurred the students were removed from the classroom for the duration of the day. One of these incidents, involving a Kindergartener, resulted in an out-of-school suspension. One of these children ended up being classified with a disability. For the other three children, the school worked closely with the students’ families, their pediatricians, and other outside resources to determine if more support services were needed.
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