Campus Improvement Plan 2020-2021

Comprehensive Needs Assessment

Student Learning

Student Learning Summary

Our 2019 STAAR Results were as follows: 75% of our 3rd - 5th Graders met minimum expectations in Reading, 82% of them met minimum expectations in Math, 62% of our 4th Graders met the minimum expectations in Writing, and 74% of our 5th Grade students met minimum expectations in Science.

In the area of School Culture, 97% of our 3rd - 5th grade students voted they felt they were connected to the school.

Student Learning Strengths

Our student achievement strengths are in the areas of Math, Reading and Science on our campus.  Our students have made growth in Reading (+4% points) this year from last year. Biliteracy is another strength that we will continue to grow in. Math also is an area that we have seen gains K-5. Also, we earned a distinction in Closing the Gaps for state accountability.

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.

Comprehensive Needs Assessment

Needs Assessment Overview

As we head into the 2019-2020 school year, our desire is to continue to grow to the next level for our school by building on our strengths of high expectations for learning and strong and positive school culture.

Demographics

Demographics Summary

At Ridgecrest Elementary, we currently serve 785 students ranging from Kindergarten to 5th Grade. We have 54 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, 97.9% 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 3 students who are taking Advanced Math in 6th Grade and 5th Grade per Credit By Exam. 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.

Comprehensive Needs Assessment

School Processes & Programs

School Processes & Programs Summary

For the upcoming 2019-2020 school year, Ridgecrest has no new teachers to education. We also added 5 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.

Comprehensive Needs Assessment

Perceptions

Perceptions Summary

On our Spring 2019 Panorama School Connectedness Survey for Grades 3 - 5, our students scored our school with a score of 97% of students feeling connected to the school. The Component Scores were as follows: School Belonging was at 96%, School Climate was at 96%, School Rigorous Expectations was at 98%, School Safety was at 96% and last but not least, Teacher - Student Relationships scored at 97%.

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 random empathy interviews revealed 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.

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

• Student surveys and/or other feedback

Employee Data

• 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