Campus Improvement Plan 2021-2022
Ridgecrest Elementary School 2021-2022
- Mission Statement, Vision, Core Values
- Comprehensive Needs Assessment
- Goal 1: Student Achievement
- Goal 2: Student Support
- Goal 3: Safe Schools
- Goal 4: Fiscal Responsibility
- Campus Funding Summary
Mission Statement, Vision, Core Values
Spring Branch Independent School District
Ridgecrest Elementary School
2021-2022 Campus Improvement Plan
Mission Statement
Student success is our mission.
Vision
Building an environment of excellence where every child perseveres and problem solve with compassion.
Core Values
Every Child
We put students at the heart of everything we do.
Collective Greatness
We, as a community, leverage our individual strengths to reach challenging goals.
Collaborative Spirit
We believe in each other and find joy in our work.
Limitless Curiosity
We never stop learning and growing.
Moral Compass
We are guided by strong character, ethics and integrity.
Core Characteristics of a T-2-4 Ready Graduate
Academically Prepared: Every Child finds joy in learning, has a learner's mindset and is motivated and equipped with the knowledge, skills and competencies to succeed in life.
Ethical & Service-Minded: Every Child acts with integrity, is personally responsible for their actions and is a civically-engaged community member.
Empathetic & Self-Aware: Every Child appreciates differences, forms secure relationships and cares for their own and others’ emotional, mental and physical health.
Persistent & Adaptable: Every Child is fueled by their own passions, interests and goals and perseveres with confidence and courage.
Resourceful Problem-Solver: Every Child thinks critically and creatively and applies knowledge to find and solve problems.
Communicator & Collaborator: Every Child skillfully conveys thoughts, ideas, knowledge and information and is a receptive and responsive listener.
Comprehensive Needs Assessment
Student Learning
Comprehensive Needs Assessment
Student Learning
Student Learning Summary
Our 2019 STAAR Results were as follows: 65% of our 3rd - 5th Graders met minimum expectations in Reading, 70% of them met minimum expectations in Math, 53% of our 4th Graders met the minimum expectations in Writing, and 55% of our 5th Grade students met minimum expectations in Science.
In the area of School Culture, 88% of our 3rd - 5th grade students voted they felt they were connected to the school.
Student Learning Strengths
Problem Statements Identifying Student Learning Needs
Problem Statement 1: We need to continue to build biliteracy (English and Spanish reading and writing) in our students and critical thinking skills. Root Cause: We will build teacher capacity in building literacy skills across all content areas.
Demographics
Comprehensive Needs Assessment
Demographics
Demographics Summary
At Ridgecrest Elementary, we currently serve 706 students ranging from Kindergarten to 5th Grade. We have 56 certified teachers on staff serving as classroom teachers, instructional specialists, enrichment teachers and special education teachers. The Race/Ethnicity of our Students are as follows: We have 94% of our students who are Hispanic/Latino, 1.7% are African-American, 2.6% are White and 1% are Asian or other ethnicities. Among our students, 93% of them receive free/reduced lunch. Also, 75% are English Language Learners. Finally, we have 11% of students receiving Special Education Services.
Demographics Strengths
We are a school rich in more than one language proficiency, and we have children who come to us with a variety of gifts and strengths that we have the opportunity to build upon. We have 2 students who took Advanced Math in 6th Grade. We have 3% students identified as GT. It is an increase of 2% from last year.
Problem Statements Identifying Demographics Needs
Problem Statement 1: Ridgecrest is in pursuit of closing the achievement gap between students who are economically disadvantaged versus those who are not. Root Cause: We will continue to increase our expectations for learning for every child by building upon their strengths.
School Processes & Programs
Comprehensive Needs Assessment
School Processes & Programs
School Processes & Programs Summary
For the upcoming 2020-2021 school year, Ridgecrest has 3 new teachers to education. We also added 3 additional teachers.
Our focus will also be on increasing the Math, Reading and Writing Skills, Academic Vocabulary, and Critical Thinking skills for problem solving for all ELL students and Non- ELL students.
School Processes & Programs Strengths
We are a school with a large number of staff members who have served at Ridgecrest Elementary for 10 years or more. Others who have joined our family have experience in education for at least 3 - 20 years. Our teachers are dedicated to their role as educators, and they are committed raising student achievement. On top of this and most importantly, is that our staff cares about the children as individuals as well as their learning.
Through PLCs and planning sessions, the Instructional Leadership Team support teacher's effective implementation of curriculum through innovative and research-based strategies and on-going assessment practices. Teachers collaborate with each other within grade levels and across to align practices for optimal student results.
Problem Statements Identifying School Processes & Programs Needs
Problem Statement 1: Ridgecrest continues to strive to provide a strong and positive culture of learning, support and collaboration to ensure staff members needs are met. Root Cause: Teachers and staff desire to be effective in their role and to be supported in the process.
Perceptions
Comprehensive Needs Assessment
Perceptions
Perceptions Summary
On our Spring 2021 Panorama School Connectedness Survey for Grades 3 - 5, our students scored our school with a score of 88% of students feeling connected to the school. The Component Scores were as follows: School Belonging was at 88%, School Climate was at 92%, School Rigorous Expectations was at 90%, School Safety was at 85% and last but not least, Teacher - Student Relationships scored at 93%.
We believe in our Spring Branch Core Values of Every Child, Moral Compass, Limitless Curiosity, Collective Greatness and Collaborative Spirit.
Perceptions Strengths
Student surveys from Panorama as well as informal student, parent and teacher feedback reveal that students believe their teachers care about them and their learning.
Problem Statements Identifying Perceptions Needs
Problem Statement 1: Ridgecrest is committed to increasing School Safety and Belonging among student surveys. Root Cause: Students continue to need support in character development and soft skills such as empathy.
Data Documentation
Comprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
Improvement Planning Data
- District goals
Accountability Data
- Texas Academic Performance Report (TAPR) data
- Student Achievement Domain
- Student Progress Domain
- Closing the Gaps Domain
- Accountability Distinction Designations
Student Data: Assessments
- State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)
- State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions
- STAAR Released Test Questions
- Student Success Initiative (SSI) data for Grades 5 and 8
- Running Records results
- Observation Survey results
- Istation Indicators of Progress (ISIP) reading assessment data for Grades PK-2
Student Data: Student Groups
- STEM/STEAM data
- Dyslexia Data
Student Data: Behavior and Other Indicators
- Attendance data
- Mobility rate, including longitudinal data
- Discipline records
- Student surveys and/or other feedback
Employee Data
- Professional learning communities (PLC) data
- Staff surveys and/or other feedback
- Teacher/Student Ratio
- Campus leadership data
- Campus department and/or faculty meeting discussions and data
- Professional development needs assessment data
- Evaluation(s) of professional development implementation and impact
Parent/Community Data
- Parent surveys and/or other feedback
- Community surveys and/or other feedback
Support Systems and Other Data
- Processes and procedures for teaching and learning, including program implementation
- Study of best practices
- Action research results
Goal 1: Student Achievement
Student Achievement
- Performance Objective 1 - ACHIEVEMENT
- Performance Objective 2 - EARLY LITERACY
- Performance Objective 3 - GAP-CLOSING
- Performance Objective 4 - STUDENT GROWTH
- Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Performance Objective 1 - ACHIEVEMENT
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Ridgecrest Elementary student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 1: ACHIEVEMENT: By June 2022, Ridgecrest Elementary will increase student performance on STAAR Grades 3-5 exams in reading and math by at least 5 points at each performance level (approaches, meets, masters).
2020-21: Reading: 65% (approaches), 31% (meets), 16% (masters); Math: 70% (approaches), 41% (meets), 21% (masters)
2019-20: Not Rated due to COVID
2018-19: Reading: 75% (approaches), 35% (meets), 17% (masters); Math: 81% (approaches), 53% (meets), 28% (masters)
2017-18: Reading: 71% (approaches), 33% (meets), 19% (masters); Math: 76% (approaches), 40% (meets), 16% (masters)
Evaluation Data Sources: STAAR
Summative Evaluation: None
| Strategy 1: The After School Academy will begin in September for Grades K-5 to address and support students who need accelerated instruction to close the reading and math achievement gap. The After School Academy will be year long. The Roadrunner Summer Camp will take place in June 2022 to help students with additional help. Strategy's Expected Result/Impact: Campus and District Assessments Report Cards, STAAR, DRA/EDL, MAP Staff Responsible for Monitoring: Teachers, Administration Title I Schoolwide Elements: 2.4, 2.5, 2.6 Funding Sources: Extra Pay - tutoring - 211 - Title I, Part A - 6116 - $30,000, Supplies - 211 - Title I, Part A - 6399 - $5,000, Summer school pay - professional - 211 - Title I, Part A - 6116 - $20,000, Summer School Parent Liaison - 211 - Title I, Part A - 61.6121 - $2,500 |
| Strategy 2: Teachers will receive training on the components of a balanced literacy classroom including Guided Reading and Writer's Workshop. Strategy's Expected Result/Impact: Running Records, MAP, Campus and District Assessments, STAAR, TELPAS Staff Responsible for Monitoring: Dean of Instruction, Interventionist, Administrators Title I Schoolwide Elements: 2.4, 2.5, 2.6 |
| Strategy 3: Our Interventionists will work with teachers on instructional strategies to ensure students are reading on grade level or above. Strategy's Expected Result/Impact: Running Records, MAP, STAAR Staff Responsible for Monitoring: Dean of Instruction, Intervention Specialist, Administrators Funding Sources: Intervention Specialist - 211 - Title I, Part A - 6125 - $167,000 |
Performance Objective 2 - EARLY LITERACY
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Ridgecrest Elementary student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 2: EARLY LITERACY: By June 2022, Ridgecrest Elementary School will increase the combined % of students reading On Grade Level or Above Grade Level on the End-of-Year Running Records assessment in each primary grade, K, 1, and 2, by 31 percentage points or ≥ to 85%.
2020-21: Kindergarten 60% On Grade Level or Above Grade Level; 1st Grade: 71 On Grade Level or Above Grade Level; 2nd Grade: 30 % On Grade Level or Above Grade Level
Evaluation Data Sources: Running Record Data
Summative Evaluation: None
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Strategy 1: Teachers will attend trainings for Balanced Literacy, Phonics, and Writer's Workshop Training. |
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Strategy 2: Implement a school-wide Reading Campaign with monthly activities and incentives to increase the amount of time students are reading daily. Purchase materials for intervention for reading. |
Performance Objective 3 - GAP-CLOSING
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Ridgecrest Elementary student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 3: GAP-CLOSING: By June 2022, Ridgecrest Elementary will increase overall performance on STAAR Grades 3-5 exams to narrow the gap or improve performance above the target by at least 5 percentage points for English Learners.
2020-21: English Learners 37%; non-English Learners 50%
2019-20: Not Rated due to COVID
Evaluation Data Sources: State Accountability Report Domain 1
| Strategy 1: K-5 Teachers and Special Education Teachers will attend professional development in math to learn high yield strategies and math workshop blended learning model. |
| Strategy 2: Professional development and training for teachers on learning strategies to personalize instruction through flexible small group/individualized instruction, rigorous thinking experiences and student agency. Through Professional Learning Communities, teachers will collaborate with instructional leadership team to write assessments that reflect the state standard and level of complexity. Strategy's Expected Result/Impact: STAAR, MAP Staff Responsible for Monitoring: Administration, Instructional Leadership Team |
Performance Objective 4 - STUDENT GROWTH
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Ridgecrest Elementary student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 4: STUDENT GROWTH: By June 2022, Ridgecrest Elementary will increase the % of students who meet or exceed conditional growth index (CGI) targets on Measures of Academic Progress: Reading (K-5) increase by 6 points, Math (K-5) increase by 10 points.
2020-21: Reading - 44% met CGI; Math - 54% met CGI
2019-20: Not Rated due to COVID
2018-19: Reading - 46% met CGI; Math - 66% met CGI
2017-18: Reading - 43% met CGI; Math - 62% met CGI
Evaluation Data Sources: Measures of Academic Progress (MAP
Summative Evaluation: None
| Strategy 1: In order for teachers to plan and engage students in rigorous and relevant learning activities in the classroom, teachers will be coached on how to increase the level of rigor in thinking for students through Professional Learning Communities and planning sessions. They will ensure high expectations for student achievement in the classroom for every child. Strategy's Expected Result/Impact: Increase MAP Scores, Increase Reading Levels Staff Responsible for Monitoring: Administration, Instructional Leadership Team |
| Strategy 2: In order to personalize student learning to develop critical reading skills, teachers will incorporate the blended learning model into their instructional delivery and continue to use the model of balanced literacy to ensure students growth. Purchase of guided reading books and other reading material. Librarian will purchase additional reading book for the library. Strategy's Expected Result/Impact: Increased Reading Levels, Running Records Data Tracker Staff Responsible for Monitoring: Administration, Instructional Leadership Team |
Performance Objective 5 - ENGLISH LANGUAGE ACQUISITION PROGRESS
Goals
Goal 1: STUDENT ACHIEVEMENT. Every Ridgecrest Elementary student will master rigorous academic standards to ensure college and career readiness.
Performance Objective 5: ENGLISH LANGUAGE ACQUISITION PROGRESS: By June 2022, the rate of English Learners increasing at least one Composite Score level will increase by 10 percentage points or ≥ 80%.
2020-21: TELPAS Progress Rate 55%
2019-20: Not Rated due to COVID
Evaluation Data Sources: State Accountability Report Domain 3
Summative Evaluation: None
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Strategy 1:Teachers will have professional development in effective ELD strategies such as cross linguistic connections and Preview-View-Review that develop and ensure English academic vocabulary. The guidelines and specifics of the dual language program and ESL program will be reviewed for teachers. We will partner with the Bilingual/ESL department to work with Dr. Mercuri to support our K-2 English Language Instruction and implementation of ELD strategies for our 3-5 grades. |
Goal 2: Student Support
Student Support
Performance Objective 1 - SCHOOL CONNECTEDNESS
Goals
Goal 2: STUDENT SUPPORT. Every Ridgecrest Elementary student will benefit from an aligned system that supports his/her academic and social- emotional needs
Performance Objective 1: SCHOOL CONNECTEDNESS: By June 2022, the % of Ridgecrest Elementary students who feel connected as both individuals and learners will increase by at least 10 points.
2020-21: 88% School Connectedness Measure
2019-20: Not Rated due to COVID
2018-19: 97% [Scale or School Connectedness Measure]
2017-18: 95% [Scale or School Connectedness Measure]
Evaluation Data Sources: Panorama Student Survey, Panorama Data EOY
Summative Evaluation: None
| Strategy 1: Teachers will implement Community Circle daily in their classroom to build a community of learners and reinforce positive relationships. Strategy's Expected Result/Impact: Reduce Discipline Referrals Panorama Survey Staff Responsible for Monitoring: Teachers, Dean of Students, Counselor, Administration Title I Schoolwide Elements: 2.4, 2.5, 2.6 Funding Sources: supplies/materials - 199 PIC 11 - Instructional Services - 6399 |
| Strategy 2: Teachers will reinforce monthly character traits through read alouds, writing prompts and community circle. Strategy's Expected Result/Impact: Reduce Discipline Referrals Panorama Survey Staff Responsible for Monitoring: Teachers, Dean of Students, Counselor, Administration Title I Schoolwide Elements: 2.4, 2.5, 2.6 |
| Strategy 3: As a Redesign school, we will increase student agency in Grades 3-5 as they learn how to choose signature activities that pertain to their personal interests in the multiple intelligence areas. Strategy's Expected Result/Impact: Panorama Survey Staff Responsible for Monitoring: Administrators, Enrichment Team, Librarian Title I Schoolwide Elements: 2.4, 2.5, 2.6 |
Performance Objective 2 - GUIDANCE AND COUNSELING
Goals
Goal 2: STUDENT SUPPORT. Every Ridgecrest Elementary student will benefit from an aligned system that supports his/her academic and social- emotional needs
Performance Objective 2: GUIDANCE AND COUNSELING: Each grade level will implement and support character education and social-emotional learning curriculum.
| Strategy 1: Counselor and Dean of Students will provide Social Emotional Lessons to students in Grade K-5 in whole group, small group or one on one as needed. Strategy's Expected Result/Impact: Panorama Results, Decrease in Discipline Referrals Staff Responsible for Monitoring: Counselor and Dean of Student Support |
Goal 3: Safe Schools
Safe Schools
Performance Objective 1 - SAFETY COMMITTEE
Goals
Goal 3: SAFE SCHOOLS. Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Performance Objective 1: SAFETY COMMITTEE: Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Evaluation Data Sources: As defined by SBISD Measures of Success (COMPASS)
Summative Evaluation: None
| Strategy 1: CAMPUS SAFETY COMMITTEE: Establish Campus Safety Committees composed of a cross section of stakeholders to look at matters related to campus safety. Strategy's Expected Result/Impact: Each Campus principal will recruit a safety team and provide a roster. Each campus team will meet three times per year so that all campuses will be able to refine safety practices. Staff Responsible for Monitoring: Administration, Counselor, Nurse, Custodian, Dean of Student Support |
| Strategy 2: HARRIS COUNTY DEPARTMENT OF EDUCATION: Participate in the Harris County Department of Education (HCDE) campus safety audit. Strategy's Expected Result/Impact: Campus will develop action plans to address any deficiencies as a result of safety audits. Staff Responsible for Monitoring: Administration, Safety Committee Title I Schoolwide Elements: 2.4, 2.5, 2.6 |
Performance Objective 2 - EMERGENCY OPERATIONS
Goals
Goal 3: SAFE SCHOOLS. Strengthen school safety by establishing and conducting Campus Safety Committee reviews throughout the school year.
Performance Objective 2: EMERGENCY OPERATIONS: Develop Campus Emergency Operations Procedures (EOP) that comply with SB 11, and include Standard Operating Procedures
| Strategy 1: EMERGENCY OPERATIONS PROCEDURES: Campus EOP will align to the best practices from the Texas School Safety Center and the Standard Operating Procedures, such as the "I Love You Guys" Foundation. Strategy's Expected Result/Impact: Campus EOP is turned in and filed by September 1st Staff Responsible for Monitoring: Administration |
| Strategy 2: EMERGENCY OPERATIONS PROCEDURES: Update campus EOP annually and train staff at the start of each school year. Strategy's Expected Result/Impact: Campus procedures maintained in campus EOPs. Staff training documents maintained. EOP submitted by September 1st. Staff Responsible for Monitoring: Administration, Safety Committee |
Goal 4: Fiscal Responsibility
Fiscal Responsibility
- Performance Objective 1 - FINANCIAL MANAGEMENT
- Performance Objective 2 - MEET ALL TIMELINES AND REQUIREMENTS
Performance Objective 1 - FINANCIAL MANAGEMENT
Goals
Goal 4: FISCAL RESPONSIBILITY. Ridgecrest Elementary will ensure efficient and effective fiscal management of resources and operations to maximize learning for all students
Performance Objective 1: FINANCIAL MANAGEMENT: Maintain high quality financial management practices so that financial resources provide the maximum possible support for T-2-4
Evaluation Data Sources: Year-To-Date (YTD) Budget Reports (monthly, quarterly, annually) As defined SBISD Measures of Success (COMPASS)
Summative Evaluation: None
| Strategy 1: Conduct frequent budget meetings with Administrative Assistant to review and manage money. Strategy's Expected Result/Impact: Meet Timelines for Purchasing. Appropriate monies will be allocated to improve student learning and safety Staff Responsible for Monitoring: Administrative Team (Budget Manager and Administrative Assistant) |
Performance Objective 2 - MEET ALL TIMELINES AND REQUIREMENTS
Goals
Goal 4: FISCAL RESPONSIBILITY. Ridgecrest Elementary will ensure efficient and effective fiscal management of resources and operations to maximize learning for all students
Performance Objective 2: Meet all compliance timelines and reporting requirements.
Evaluation Data Sources: All strategies will be implemented.
Summative Evaluation: None
| Strategy 1: Conduct annual program evaluation (CATE, SCE G/T, LEP) utilizing student performance data derived from special populations for the purpose of program review and revision. Dual Language K-5, Afterschool Program, GT Program Strategy's Expected Result/Impact: MAP Data, District and State Assessments, Report Card, STAAR Staff Responsible for Monitoring: Counselor, Administration, CIS Worker Title I Schoolwide Elements: 2.4, 2.5, 2.6 |
| Strategy 2: Develop/strengthen/monitor capacity of teachers, grade levels and departments to support measurable growth in reading proficiency as measured by an increase in growth percentage in MAP and Running Records. Teachers will be trained in Guided Reading and Writer's Workshop. The reading intervention specialist will work closely with new teachers and struggling teachers to meet students needs. Purchase guided reading materials. Strategy's Expected Result/Impact: Administration, MAP, Running Records, Report Cards, STAAR Staff Responsible for Monitoring: Intervention Specialist, Administration Title I Schoolwide Elements: 2.4, 2.5, 2.6 |
| Strategy 3: Monitor progress of students failing to meet SSI promotion requirements in the previous academic year and provide accelerated instruction via supplemental materials and services. Progress will be recorded on the accelerated instructional plan; interim reports and opportunities to conference will be provided to parents of students so identified. Teachers will attend staff development on how to identify and work with struggling students in small groups to ensure success. After School tutorials will be provided for students who do not meet academic standards. Strategy's Expected Result/Impact: MAP, Campus and District Assessments, Surveys, Report Cards Staff Responsible for Monitoring: Administrators, Diagnostician, Special Ed. Staff, Teachers Title I Schoolwide Elements: 2.4, 2.5, 2.6 Funding Sources: Supplies/Materials - 199 PIC 30 - At Risk School Wide SCE - 6399 - $3,000, supplies - 199 PIC 99 - Undistributed - 6399 - $3,000 |
| Strategy 4: TECHNOLOGY - Provide opportunities, inclusive of professional development, to build capacity of teachers, principals, and other staff to integrate technology effectively into (a) challenging curricula and (b) related instructional strategies that are aligned to the Texas Essential Knowledge and Skills (TEKS) and the State of Texas Assessment of Academic Readiness (STAAR). Continue to provide support for new teachers through the mentor program. Training on integration of technology into the instructional practices will be given to teachers. Hardware and software will be purchased for student use. RAZ Kids and/or I-Station software to be purchased for K-2 & Special Ed students. Achieve 3000 will be purchased to target 3-5 grades. See Saw will be purchased for K-5 PC's/laptops needed to update student use in the library/classrooms. Purchase of projectors for classroom teachers for student instruction, where needed. Purchase of document cameras for instructional classroom use. Purchase of IPad for Kinder Team. Purchase of headphones for all students. Strategy's Expected Result/Impact: Campus and District Assessments, STAAR, Surveys, Report Cards Staff Responsible for Monitoring: Administrators, Technology Committee, District Technology Staff, ITS Learning Trail Guide Title I Schoolwide Elements: 2.4, 2.5, 2.6 Funding Sources: Adaptive software, Software License - 211 - Title I, Part A - 6397 - $14,762, Projectors / IPads/Tech Hardware - 211 - Title I, Part A - 6398 - $5,000, technology accessories - 211 - Title I, Part A - 6399 - $5,000 |
| Strategy 5: Promote parent and community engagement in drug and violence prevention programs/activities. Parenting classes through CIS and/or RGE Staff will be available for parents. Principal will hold monthly parent meetings to distribute information on intervention, prevention and how to assist help their child. Up to date district initiative will also be discussed. Examples of CIS Parenting classes: ESL classes, nutrition classes, parenting, district initiative, legal aid classes, etc. Strategy's Expected Result/Impact: Sign-In Sheets, Participation, Discipline Referrals Staff Responsible for Monitoring: Administrators, CIS Worker, Counselor Title I Schoolwide Elements: 3.1, 3.2 Funding Sources: Supplies - 211 - Title I, Part A - 61.6499 - $1,000 |
| Strategy 6: Provide professional development based on level of expertise and need in the following areas: * Bullying Prevention - Teachers will be trained on identifying and preventing bullying at RGE. * Violence/conflict resolution - The counselor will train and work with students on problem-solving techniques * No Place for Hate - Ridgecrest students will participate in the NPFH activities. * CSHAC - the committee will meet bi-semester to plan healthy activities for our students and staff. * Community Circles - ongoing training and implementation of Community Circles will be planned on campus. * Behavior Support Team - the cadre will train and make presentations on the staff on how to work with students using these strategies. * System of Care - district support will be requested from this department for help with training for teachers. Strategy's Expected Result/Impact: Spring Panorama, Discipline Reports Staff Responsible for Monitoring: Administrators, Counselor, CIS, CSHAC Committee, Behavior Support Team, Action Based Learning Team, System of Care Title I Schoolwide Elements: 2.4, 2.6 Funding Sources: Counselor Budget - 199 PIC 99 - Undistributed - 6399 - $1,000 |
| Strategy 7: SPECIAL EDUCATION - *Monitor LRE ratio. *Develop campus capacity to support inclusive programming for students with disabilities. Evaluate campus LRE ratio. *The diagnostician will work with teachers to ensure IEP's and BIP's are implemented. Strategy's Expected Result/Impact: ARDS, Report Cards, STAAR, District and Campus Assessments Staff Responsible for Monitoring: Administrators, Diagnostician, Dean of Students, Special Ed. Staff, Teachers Title I Schoolwide Elements: 2.4, 2.6 |
| Strategy 8: SPECIAL EDUCATION - Examine state assessment reports to evaluate progress of students with disabilities relative to ARD committee recommendations and predictions. How accurately did ARD committee recommendations predict and guide student achievement on state assessments? Staffing meetings will be scheduled to meet on students progress and any recommendations that are needed to ensure students success. Strategy's Expected Result/Impact: ARD Minutes, IEP's, Progress Reports, District & Campus Assessments, STAAR Staff Responsible for Monitoring: Administrators, Diagnostician, Special Ed. Staff, Teachers Title I Schoolwide Elements: 2.4, 2.5, 2.6 |
| Strategy 9: SPECIAL EDUCATION - Ensure that Special Education staff, building administrators, and counselors are trained on and adhere to Special Education timelines and compliance requirements. District and Campus staff development will be scheduled to ensure all staff members understand compliance requirements and timelines. Purchase supplies needed in the classroom setting. Strategy's Expected Result/Impact: Schedules, Meeting Minutes, Audit Staff Responsible for Monitoring: Administrators, Diagnostician, Special Education Staff, Counselor Title I Schoolwide Elements: 2.4, 2.5, 2.6 Funding Sources: Supplies - 199 PIC 23 - Special Education - 6399 - $560 |
| Strategy 10: STATE COMP ED - Provide supplemental At-Risk services/support in the content areas: * Language Arts * Math * Science * Social Studies * LEP Intervention Specialist Intervention Specialist and Assistant Principals will develop staff development and data analysis to address support for the at- risk students in all content areas. After School Tutorials, Curriculum Nights, Family Literacy Nights, STREAM Nights and Roadrunner Saturday Camps will be provided to help at-risk students. Strategy's Expected Result/Impact: Campus and District Assessments, STAAR, Report Cards Staff Responsible for Monitoring: Administrators, Intervention Specialist, Librarian, LEP Intervention, Assistant Title I Schoolwide Elements: 2.4, 2.5, 2.6 Funding Sources: supplies - 199 PIC 30 - At Risk School Wide SCE - 6399 - $13,500, supplies - 211 - Title I, Part A - 6399 - $5,000, Paper - 199 PIC 99 - Undistributed - 6399 - $8,865 |
| Strategy 11: Identify At-Risk students; provide them with supplemental services; and monitor progress (including continual English language development for LEP students) Materials include: manipulative, literacy materials, STAAR support, bilingual materials and After School tutoring. Intervention Specialists and Assistant Principals will develop staff development and conduct data analysis to address support for the at-risk students in all content areas. After School tutorials; STREAM Nights, Family Literacy Nights and Saturday Campus will be provided to help at-risk students. Purchase of materials for maker space. May need to purchase merchandise at HEB for Science projects and/or Family activity nights. Purchase supplies and materials for students to take home for virtual learning. Bag of supplies, reading material, books, etc. Strategy's Expected Result/Impact: Sign-in Sheets, Running Records, Progress Reports, TELPAS, Report Cards, Campus/District/State Assessments Staff Responsible for Monitoring: Administrators, Dean of Students, Interventionists, Teacher Assistants, Librarian Title I Schoolwide Elements: 2.4, 2.5, 2.6 Funding Sources: supplies - 211 - Title I, Part A - 6399 - $15,000, LEP Assistant - 211 - Title I, Part A - 6129 - $30,000, supplies - 199 PIC 25 - ESL/Bilingual - 6399 - $11,420, supplies - 199 PIC 11 - Instructional Services - 6399 - $11,205, supplies - purchase of paper - 199 PIC 11 - Instructional Services - 6399 - $4,000, overage on copier - 199 PIC 11 - Instructional Services - 6399 - $2,000 |
| Strategy 12: Develop, monitor, and evaluate campus volunteer/partnership programs that include: * recruitment * training/support * recognition of volunteers/partnerships Recognition events will be held for our volunteers and partners. The counselor and CIS manager will communicate needs and help with recruitment of volunteers and partners. They will also coordinate events for helping our community. Strategy's Expected Result/Impact: Volunteer Reports, Sign-In Sheet Staff Responsible for Monitoring: Counselor, CIS Manager, Administrators Title I Schoolwide Elements: 3.2 |
| Strategy 13: TITLE II A - Provide professional development to CIT, teachers, and administrators that increases knowledge and skills related to: * vertical alignment * instructional strategies to meet the needs of diverse student populations * integration of technology into curricula and instruction for improving teaching, learning, and technology literacy * STAAR testing and the state curriculum standards (TEKS) in the content areas of English/Language Arts, social studies, and/or science, and/or math. * Dual Language Programs (to include Staff Development with Dr Sandra Mercuri) * Personalized Learning * Flexible Grouping * Small Group Instruction * This includes opportunities for teachers to be coached, attend sustained training/inservices/ workshops and/or conferences together with structured follow-up. The school will have vertical alignment meetings to discuss TEKS across the curriculum and the gaps created between grade levels. Small Group instruction will be a focus area as an acceleration strategy. Opportunities for teachers to do peer observations will be scheduled and debriefing will occur. Teachers will also be grouped in book students. Strategy's Expected Result/Impact: Campus and District Assessments, Progress Reports, T-TESS, Report Cards, STAAR Staff Responsible for Monitoring: Administrators, Intervention Specialists, Teachers Title I Schoolwide Elements: 2.4, 2.5, 2.6 Funding Sources: Materials - 199 PIC 11 - Instructional Services - 6399 - $3,000, Staff Development Trainers/Contract - 211 - Title I, Part A (FBG20 Carryover) - 13.6299 - $12,000, Substitutes - 211 - Title I, Part A - 6112 - $5,000 |
| Strategy 14: Teachers/Administrators/Staff will develop understanding of the (a) Professional Development Framework and continue participation in professional development in the areas of Teaching and Learning and Leadership for Results; including (b) The Process for Designing and Delivering Effective Instruction through differentiation and technology integration. All staff will be trained in ELD and Rigor increasing strategies such as questioning. Strategy's Expected Result/Impact: Campus and District Assessments, T-TESS, STAAR Staff Responsible for Monitoring: Administrators, Intervention Specialist Title I Schoolwide Elements: 2.4, 2.6 Funding Sources: Supplies - 211 - Title I, Part A - 6399 - $2,000 |
| Strategy 15: Provide support for new teachers with ongoing mentoring and planning with certified staff. All new teachers will be provided with a mentor. Campus will provide staff development for new teachers on site. New teachers will observe veteran teachers. Support will be given to new teachers by having interventionist model lessons and conduct coaching session. Strategy's Expected Result/Impact: T-TESS Retention Rate Staff Responsible for Monitoring: Administrators, Lead Mentor, Interventionists, Team Leader Title I Schoolwide Elements: 2.4, 2.6 |
| Strategy 16: Recruit and retain highly-qualified staff, defined through state, No Child Left Behind (NCLB) and local criteria, by highlighting the school and its students on the website and by participating in job fairs. Provide recruitment information on website The administration team will assist HR in attending recruiting and job fairs. Strategy's Expected Result/Impact: Hiring Data, Retention Staff Responsible for Monitoring: Administration Title I Schoolwide Elements: 2.4, 2.6 |
| Strategy 17: The CIT, teachers, administrators, other staff members, and parents will collaborate and coordinate planning efforts and implementation of staff development that will build ties between parents and school. The CIT will meet monthly to discuss campus needs and agenda items relating to professional development needs. Meetings will be held with the principal for parents to voice suggestions and needs for the school in order to guide staff development. Strategy's Expected Result/Impact: Agendas, Sign-In Sheets Staff Responsible for Monitoring: CIT member, Administration, CIS, Counselor Title I Schoolwide Elements: 2.4, 2.6, 3.2 |
| Strategy 18: PreK and K teachers develop transition strategies. Elementary campuses provide kindergarten orientation at different times and in a variety of settings. Ridgecrest will collaborate with Lion Lane to provide Kinder Round-up where the Pre-K students visit and tour Ridgecrest. Multiple Pre-K parent meeting will be scheduled in the spring to allow parents to meet teachers and tour the building. Snacks will be provided for the students. Strategy's Expected Result/Impact: Parent Sign in Sheets, Agendas Staff Responsible for Monitoring: Kindergarten Teachers, Administration, Pre-K Director Title I Schoolwide Elements: 2.4, 2.6, 3.2 Funding Sources: CNS - 199 PIC 11 - Instructional Services - 6499 - $500 |
| Strategy 19: GIFTED AND TALENTED - Provide opportunities for G/T professional development, based on level of expertise and need, in one of the following areas: a)Nature and needs of G/T students b)Assessing and identifying G/T student needs c)Differentiating Curriculum for G/T students d)Assessing social and emotional needs of G/T students e)Creativity and instructional strategies for G/T students. A)The counselor will check to ensure that GT students are in the appropriate classes and that teacher have the certification needed to instruct them. Teachers will attend training to meet the needs of our GT students. Parent Awareness Training will be provided. Strategy's Expected Result/Impact: Student Portfolios, T-TESS Staff Responsible for Monitoring: Administration, Counselor, Teacher Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.2 |
| Strategy 20: GIFTED AND TALENTED - Implement and evaluate development of differentiated curriculum for meeting needs of gifted students using instructional techniques from gifted and talented education. The Counselor will work with teachers on effective instructional strategies on how to differentiate for Gifted students. Strategy's Expected Result/Impact: Student Referrals for GT identification Screening Reports Staff Responsible for Monitoring: Administrators, Counselor, Library, Advanced Academic Studies Title I Schoolwide Elements: 2.4, 2.5, 2.6 |
| Strategy 21: GIFTED AND TALENTED - Conduct annual G/T evaluation by following the districtwide procedures for referral, testing and identification of students. Emphasis on finding and identifying minority G/T students, low SES G/T students, and those students showing great potential but who are difficult to identify as intellectually-gifted. Conduct an annual G/T parent meeting to develop awareness of the program, identification, and requirements. Strategy's Expected Result/Impact: Sign-In Sheets, Student Referrals for GT Identification Staff Responsible for Monitoring: Bendwood Administrator, Counselor, Advanced Academic Studies Department Title I Schoolwide Elements: 2.4, 2.5, 2.6, 3.2 |
| Strategy 22: COORDINATED SCHOOL HEALTH (CSH) and CIP - Steps to incorporate CSH - 1.Review the School Health Index completed by the C-SHAC 2.Identify focus area(s) for campus 3.Choose focus area(s) to place in this area of Required Elements 4.Recommended indicators for assessing CSH may be chosen from this list of approved indicators that are completed each year: a. District Five Year Goal Campus Survey b. School Health Index c. SEL/40 Developmental Asset Survey The school will conduct a health fair once a year for the community Strategy's Expected Result/Impact: Fitness Gram Assessments, Surveys, Attendance Report, Clinic Logs Staff Responsible for Monitoring: CSHAC Committee, Health Fitness Teachers, Nurse, CNS Manager Title I Schoolwide Elements: 2.4, 2.6, 3.2 Funding Sources: Clinic Budget - 199 PIC 99 - Undistributed - 6399 - $2,500 |
| Strategy 23: Review and revisit both the Home/School Compact and Parental Involvement Policy. *offer several opportunities for parent input. *develop, with parent input, current school year compact and policy in appropriate language(s) - English/Spanish. *share compact with parents and document. A parent Title I meeting will be held in the first 9 weeks of school to discuss the compact's and Parent Involvement Policy's importance with the parents. The compact and Parent Involvement Policy are included in the Title I portfolio. Follow up meetings will be held to get regular input from parents on Curriculum, Programs, and other academic and social issues. Strategy's Expected Result/Impact: Sign-In Sheets, Agendas Staff Responsible for Monitoring: Administration, Counselor, CIS Title I Schoolwide Elements: 2.4, 2.6, 3.1, 3.2 |
| Strategy 24: Increase Parent Involvement attendance at Title I Annual Meetings, parent meetings monthly, Library Nights and/or any parent nights for parents and students. Title I Parent meetings will cover the following with parents: *standards and goals *parents' rights' *curriculum *School Report Card *Title I participation *Offer a flexible number of meetings. The Title I annual meeting will be held during a Parent Coffee to which all parents will be invited. The above topics will be covered. Will conduct monthly meetings with parents. Student homework folders will be send every Wednesdays so that parents are aware of flyers and materials being sent home. This will also give a place for parents to send notes to teachers as necessary. Student agendas for grades 3-5 will help parents see what homework is being sent home with students. Parents will be able to engage in homework help with their students. Parents and teachers will be able to also communicate with the folders. Child care will be provided for evening events for smaller children so that parents will be allowed to attend. Strategy's Expected Result/Impact: Flyers, Agendas, Sign-in Sheets, Minutes, Folders, Planners/Agendas Staff Responsible for Monitoring: Administration, CIS, Counselor, Librarian Title I Schoolwide Elements: 2.4, 2.6, 3.1, 3.2 Funding Sources: Child care - 211 - Title I, Part A - 61.6125 - $1,000, Supplies - 211 - Title I, Part A - 61.6499 - $500, Supplies - 199 PIC 99 - Undistributed - 6399 - $9,000, supplies - 211 - Title I, Part A - 6399 - $1,938, Supplies - paper - 199 PIC 11 - Instructional Services - 6399 - $5,000, |
Campus Funding Summary
Campus Funding Summary
| 199 PIC 11 - Instructional Services | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 1 | 2 | 2 | $0.00 | |
| 2 | 1 | 1 | supplies/materials | $0.00 |
| 4 | 2 | 11 | supplies | $11,205.00 |
| 4 | 2 | 11 | supplies - purchase of paper | $4,000.00 |
| 4 | 2 | 11 | overage on copier | $2,000.00 |
| 4 | 2 | 13 | Materials | $3,000.00 |
| 4 | 2 | 18 | CNS | $500.00 |
| 4 | 2 | 24 | Supplies - paper | $5,000.00 |
| Sub-Total | $25,705.00 | |||
| Budgeted Fund Source Amount | $25,705.00 | |||
| +/- Difference | $0.00 | |||
| 199 PIC 23 - Special Education | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 4 | 2 | 9 | Supplies | $560.00 |
| Sub-Total | $560.00 | |||
| Budgeted Fund Source Amount | $560.00 | |||
| +/- Difference | $0.00 | |||
| 199 PIC 25 - ESL/Bilingual | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 4 | 2 | 11 | Supplies | $11,420.00 |
| Sub-Total | $11,420.00 | |||
| Budgeted Fund Source Amount | $11,420.00 | |||
| +/- Difference | $0.00 | |||
| 199 PIC 30 - At Risk School Wide SCE | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 4 | 2 | 3 | Supplies/Materials | $3,000.00 |
| 4 | 2 | 10 | Supplies | $13,500.00 |
| Sub-Total | $16,500.00 | |||
| Budgeted Fund Source Amount | $16,500.00 | |||
| +/- Difference | $0.00 | |||
| 199 PIC 99 - Undistributed | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 4 | 2 | 3 | supplies | $3,000.00 |
| 4 | 2 | 6 | Counselor Budget | $1,000.00 |
| 4 | 2 | 10 | Paper | $8,865.00 |
| 4 | 2 | 22 | Clinic Budget | $2,500.00 |
| 4 | 2 | 24 | Supplies | $9,000.00 |
| Sub-Total | $24,365.00 | |||
| Budgeted Fund Source Amount | $24,365.00 | |||
| +/- Difference | $0.00 | |||
| 211 - Title I, Part A | ||||
| Goal | Objective | Strategy | Resources Needed | Amount |
| 1 | 1 | 1 | Extra Pay - tutoring | $30,000.00 |
| 1 | 1 | 1 | Supplies | $5,000.00 |
| 1 | 1 | 1 | Summer school pay - professional | $20,000.00 |
| 1 | 1 | 1 | Summer School Parent Liaison | $2,500.00 |
| 1 | 1 | 3 | Intervention Specialist | $167,000.00 |
| 1 | 2 | 2 | Supplies | $5,000.00 |
| 1 | 2 | 2 | Books | $14,000.00 |
| 4 | 2 | 4 | Adaptive software, Software License | $14,762.00 |
| 4 | 2 | 4 | Projectors / IPads/Tech Hardware/Document Cameras | $5,000.00 |
| 4 | 2 | 4 | Technology accessories | $5,000.00 |
| 4 | 2 | 5 | Supplies | $1,000.00 |
| 4 | 2 | 10 | Supplies | $5,000.00 |
| 4 | 2 | 11 | Supplies | $15,000.00 |
| 4 | 2 | 11 | LEP Assistant | $30,000.00 |
| 4 | 2 | 13 | Staff Development Trainers/Contractors | $12,000.00 |
| 4 | 2 | 13 | Substitutes | $5,000.00 |
| 4 | 2 | 14 | Substitutes | $2,000.00 |
| 4 | 2 | 24 | Child care | $1,000.00 |
| 4 | 2 | 24 | Supplies | $500.00 |
| 4 | 2 | 24 | Supplies | $1,938.00 |
| Sub-Total | $341,700.00 | |||
| Budgeted Fund Source Amount | $341,700.00 | |||
| +/- Difference | $0.00 | |||
| Grand Total | $420,250.00 | |||