Campus Improvement Plan Ridge Creek Elementary School 2019 ... · Ridge Creek Elementary School...

Campus Improvement Plan

Humble Independent School District, Humble, Texas

15201 Woodland Hills Drive * Humble, TX 77396

2019-2020

Ridge Creek Elementary School

No dude en comunicarse con el personal de la escuela, si usted desea que el Plan de Mejoras sea discutido

Printed: 11/8/2019, 5:29 pmRidge Creek Elementary School (#101-913-127)

ADMINISTRATORS

Stephanie Davis Principal

Corinne Ferrier Assistant Principal

COMMITTEE

Latonia Bellard Teacher

Kelli Bernal Teacher

Rosa Estrada Teacher

Francisca Garcia Teacher

Marsha Moffett Teacher

Kimberly Nelson Teacher

Tonya Schumann Teacher

Candace Welch Teacher

Janina Allum School Counselor

Michael Anthis School Counselor

Monica Arevalo Community Member

Stephanie Davis Principal

Amber Ottele Business Representative

Nicole Willis Parent

MISSION

The mission of Ridge Creek Elementary is to provide a safe and positive learning environment in which students can achieve their best ,

become productive, responsible citizens, and embrace lifelong learning.

Campus Improvement Plan Humble Independent School District


VISION

We envision schools where students and staff are enthusiastically engaged in learning within local and virtual environments. We see schools

that encourage collaboration and cultivate a sense of belonging. We see learning standards that are rigorous and relevant. We see learning

standards that inspire creativity and problem solving. Ultimately, we see schools that prepare students for many paths and that empower them

with the skills to successfully live in a rapidly changing world.

PROFILE

Ridge Creek Elementary School opened in 2013 and serves 903 students in grades PK through 5. The student population is 45.63% African

American, 46.62% Hispanic, 4.43% White, 51.72% Male, 48.28% Female.

Ridge Creek Elementary School serves 9.75% Special Education students, 64.78% Economically Disadvantaged students, 18.27% English

Language Learners, 53.38% At-Risk students, 2.33% Gifted & Talented students.

Demographics: Ridge Creek is a very diverse campus where students, teachers and parents from different backgrounds work together to

strive for success. One key aspect that needs to be improved with parents, staff, and students is promoting the importance of school

attendance to increase student achievement.

Student Achievement: Teachers at Ridge Creek Elementary have access to multiple data sources that help identify areas of opportunity. It is

necessary to provide teachers with allocated time to meet with colleagues to discuss and analyze data found and design lessons that correlate

with state and district standards.

School Culture and Climate: Ridge Creek Elementary enjoys a positive and safe environment and culture that is conducive to learning. Our

students are starting to participate more in leadership opportunities as evidenced by the implementation of student -led conferences and clubs.

There is an area of opportunity in the management of student behavior in common areas of the school.

Staff Quality, Recruitment and Retention: Ridge Creek Elementary has opportunities to grow in the areas of communication with staff

members and teacher morale. Administrators will promote teacher leadership opportunities throughout the school year.

Curriculum, Instruction and Assessment: Ridge Creek Elementary provides consistent support for teachers in the form of time to meet as

Professional Learning Communities. Resources that address the needs of our students are provided for teachers to use during instruction to

increase academic student success.

Family and Community Involvement: Ridge Creek Elementary is a campus with a welcoming environment and multiple opportunities for

parents and guardians to participate in their student 's education. Our campus needs to provide support for our parents in the areas of

academic instruction, parenting skills and steps that they can implement at home to help our students.



School Organization: Ridge Creek Elementary has efficient procedures in place to ensure the whole staff can function in an effective manner .

An area of opportunity was identified in regards to a culture of consistency in the application of procedures /techniques related to student

behavior in common areas.

Technology: Ridge Creek Elementary has invested resources to provide students with technology resources that enhance instruction and

provide opportunities. The rapid advancement of technology requires our campus to provide improved technology instruction that will better

prepare our students with 21st Century skills.



Comprehensive Needs Assessment



Demographics

Strengths

1 Staff diversity reflects our student diversity.

2 College awareness is promoted consistently through Cubs' News, student assemblies, College-themed day, Career Week, and additional events

throughout the year.

Needs

A1 Lack of understanding among staff and parents of the importance of consistent student attendance.

Summary

Ridge Creek is a very diverse campus where students, teachers and parents from different backgrounds work together to strive for success . One key

aspect that needs to be improved with parents, staff, and students is promoting the importance of school attendance to increase student achievement.

Data

Attendance Data

PEIMS records

Student Enrollment Data

Student Demographic Data

Staff Demographic Data



Student Achievement

Strengths

1 Multiple sources of data are available for all stake holders to review.

2 Implementation of PLC and collaborative planning meetings help teachers acquire tools and strategies for student success.

Needs

B1 Teachers need increased abilities to use student achievement data , instructional strategies and materials that are aligned with learning objectives,

student needs, rigor and relevance, and work and/or life applications that promote application of learning through critical thinking and problem

solving in the regular classroom.

B2 Bilingual students need academic instruction and intervention in their home language.

B3 Staff members need to track and monitor students in the RtI process , specifically for fluency in math and reading. Staff members need to discuss

students and progress monitoring in designated RtI and/or PLC meetings and plan appropriate interventions.

B4 Some students need additional instructional time and/or small group instruction to master concepts and assessments.

B5 Students require additional incentives to increase motivation in academic performance.

B6 Students require additional high-interest material for math (understanding abstract concepts), and to provide exposure to higher-level questioning

and problem-solving.

B7 Large class sizes present challenges for teachers trying to meet all academic and social-emotional needs of students.

B8 Students need structured physical activity during the school day to ensure they are mentally and physically ready to learn in core content classes.

Summary

Teachers at Ridge Creek Elementary have access to multiple data sources that help identify areas of opportunity . It is necessary to provide teachers with

allocated time to meet with colleagues to discuss and analyze data found and design lessons that correlate with state and district standards.

Data

STAAR/EOC Data

Benchmark data and other curriculum-based assessments (CBAs)



School Culture and Climate

Strengths

1 There is a genuine concern for students in our campus.

2 The implementation of the "The Great 8" across grade levels.

Needs

C1 Students need to increase their ability to participate in leadership activities, think critically, take initiative, possess strong organizational skills and

solve problems to succeed academically and social-emotionally (The Humble ISD Portrait of a Graduate).

C2 Some students require additional emotional, academic, and social support for them to learn in the general education classrooms.

C3 Students and staff need to be trained in social-emotional and trauma intervention to ensure the campus is a safe and respectful place to learn.

C4 Too many students do not attend the first few days of school due to lack of transportation because they register so late.

Summary

Ridge Creek Elementary enjoys a positive and safe environment and culture that is conducive to learning. Our students are starting to participate more in

leadership opportunities as evidenced by the implementation of student-led conferences and clubs. There is an area of opportunity in the management of

student behavior in common areas of the school.

Data

Survey Data (Parents)

Survey Data (Teachers/Staff)



Staff Quality, Recruitment and Retention

Strengths

1 Our campus has 100% of teachers Highly Qualified as defined by TEA.

2 Implementation of events that boost teacher morale through the sunshine committee and school administrators.

Needs

D1 Due to the high percentage of economically disadvantaged students, high-quality teachers are needed and must receive training in the area of

educating students and parents of poverty.

D2 Teachers who are new to the campus need specific and ongoing support throughout the year.

Summary

Ridge Creek Elementary has opportunities to grow in the areas of communication with staff members and teacher morale . Administrators will promote

teacher leadership opportunities throughout the school year.

Data

Teacher/Staff Retention Data

Teacher classroom data

Master/class schedules; time on task



Curriculum, Instruction and Assessment

Strengths

1 District provides consistent support in the area of mathematics lesson planning.

2 Teachers have resources that help implementation of lessons, activities, etc.

Needs

E1 Students need resources and materials to provide exposure to higher level questioning and problem solving.

E2 Teachers need easy access to instructional strategies and materials to increase use of high-yield strategies.

E3 RCE needs a more systematic approach to literacy.

Summary

Ridge Creek Elementary provides consistent support for teachers in the form of time to meet as Professional Learning Communities. Resources that

address the needs of our students are provided for teachers to use during instruction to increase academic student success.

Data

STAAR/EOC Data


Survey Data (Teachers/Staff)



Family and Community Involvement

Strengths

1 Opportunities are provided for parents and guardians to participate in their child's school activities and events.

2 Community members serve as mentors for our students in the area of reading.

Needs

F1 Parents need additional opportunities to be involved in their child's education to improve student academic success.

F2 Parents sometimes lack adequate knowledge/skills and strategies to help their children with organizational skills, academic instruction, and other

areas.

Summary

Ridge Creek Elementary is a campus with a welcoming environment and multiple opportunities for parents and guardians to participate in their student's

education. Our campus needs to provide support for our parents in the areas of academic instruction, parenting skills and steps that they can implement at

home to help our students.

Data

Survey Data (Parents)



School Organization

Strengths

1 Information is disseminated throughout the school effectively through weekly newsletters.

2 A two-way communication exists between administration and staff.

Needs

G1 Not enough consistency in the application of staff and student procedures in common areas of the school.

Summary

Ridge Creek Elementary has efficient procedures in place to ensure the whole staff can function in an effective manner . An area of opportunity was

identified in regards to a culture of consistency in the application of procedures/techniques related to student behavior in common areas.

Data

Master/class schedules; time on task



Technology

Strengths

1 Students receive important information, including valuable knowledge and skills during computer class that are enhanced by the use of available

technology.

2 Mobile technology in the form of tablets and laptops is available in our classrooms.

Needs

H1 Students lack access to computer instructional, intervention, and assessment programs and resources.

H2 Teachers in core content areas should integrate technology in lessons to ensure that students utilize available programs , applications, and devices

throughout the school year.

Summary

Ridge Creek Elementary has invested resources to provide students with technology resources that enhance instruction and provide opportunities. The

rapid advancement of technology requires our campus to provide improved technology instruction that will better prepare our students with 21st Century

skills.

Data

STAAR/EOC Data




PRIORITIZED NEEDS

B: Student Achievement

Teachers need increased abilities to use student achievement data , instructional strategies and materials that are aligned with

learning objectives, student needs, rigor and relevance, and work and/or life applications that promote application of learning

through critical thinking and problem solving in the regular classroom.

B1

Bilingual students need academic instruction and intervention in their home language.B2

Some students need additional instructional time and/or small group instruction to master concepts and assessments.B4

Students require additional incentives to increase motivation in academic performance.B5

Students require additional high-interest material for math (understanding abstract concepts), and to provide exposure to

higher-level questioning and problem-solving.

B6

Large class sizes present challenges for teachers trying to meet all academic and social-emotional needs of students.B7

Students need structured physical activity during the school day to ensure they are mentally and physically ready to learn in

core content classes.

B8

C: School Culture and Climate

Students need to increase their ability to participate in leadership activities, think critically, take initiative, possess strong

organizational skills and solve problems to succeed academically and social-emotionally (The Humble ISD Portrait of a

Graduate).

C1

Students and staff need to be trained in social-emotional and trauma intervention to ensure the campus is a safe and

respectful place to learn.

C3

Too many students do not attend the first few days of school due to lack of transportation because they register so late.C4

D: Staff Quality, Recruitment and Retention

Due to the high percentage of economically disadvantaged students, high-quality teachers are needed and must receive

training in the area of educating students and parents of poverty.

D1

F: Family and Community Involvement

Parents need additional opportunities to be involved in their child's education to improve student academic success.F1

Parents sometimes lack adequate knowledge/skills and strategies to help their children with organizational skills, academic

instruction, and other areas.

F2



H: Technology

Students lack access to computer instructional, intervention, and assessment programs and resources.H1



Actions



ACTIONS

District Goal #1: In addition to providing high quality instruction and learning opportunities in core areas (reading, math, writing,

science, etc.), provide opportunities for students to develop important skills (POG) through modern, personalized instructional

strategies that promote engagement, retention, and transfer of content and skills.

Campus Goals: RCE classroom teachers will implement at least two integrated units that include an authentic student assessment (project,

presentation, performance, etc.) to increase collaboration, communication, and student engagement by May 22, 2019.

Campus Goals: Through the use of effective, differentiated small group instruction, the percentage of students making adequate or above adequate

progress as measured by DRA (Developmental Reading Assessment) and LAS (Literacy Assessment System) will increase to at least 60% by the end of

the 2019-2020 school year.

Action: Employ Class-size Reduction Teacher for 5th grade to lower student-to-teacher ratio and Instructional Paraprofessionals for

in-class supports to increase student achievement.

1

Person(s) Responsible: Principal Evidence of Implementation: Lower student-teacher ratios

Evidence of Impact (Formative): Fewer discipline referrals

Improved checkpoint/DBA scores

Evidence of Impact (Summative): Increased STAAR passing

percentages

Increased reading and math achievement

Funding: Title I, Part A $124,484.00; 3.00 FTEs; Timeline: 8/1/2019 - 6/1/2020 (Daily)

Needs: B10; D1;

Action: Support student instruction through the purchase of supplemental materials that increase rigor, provide questions aligned to

STAAR exams, and help students with personal organization and literacy skills.

2

Person(s) Responsible: Principal

Assistant Principal

Counselor

Evidence of Implementation: Materials utilized during

instruction

Purchase orders

Evidence of Impact (Formative): Checkpoints and DBA scores

BOY/MOY DRA data

Evidence of Impact (Summative): STAAR scores

EOY DRA data

HEMI data

IStation data

Funding: Title I, Part A $31,018.00; Timeline: 8/1/2019 - 6/1/2020 (Daily)

Needs: B6; B8;



Action: Provide before, during, and after school and Saturday tutoring for students that are not meeting expectations on informal

assessments and/or STAAR in Reading, Writing, Math, and Science (K-5th Grades).

3

Person(s) Responsible: Principal, Assistant Principal,

Teachers, Lead Academic Teachers

Evidence of Implementation: Tutorial attendance records

Tutorial lesson plans

Evidence of Impact (Formative): Checkpoints and DBA

Scores

IStation data

BOY/MOY DRA data

STAAR

Class Assessments

Evidence of Impact (Summative): STAAR Scores

EOY IStation data

EOY DRA data

HEMI

Funding: Title I, Part A $16,905.00; Timeline: 8/1/2019 - 6/1/2020 (As needed)

Needs: B4;

Action: Provide tools/materials/supplies/manipulatives, along with professional development for teachers and school administrators

in reading, math, science and writing instruction that focus on use and analysis of assessment data, methods for improving reading,

math, science and writing instruction, and creation of informal assessments.

4


Assistant Principal

RELA ALT

Instructional Technologist

Evidence of Implementation: Teachers utilizing newly learned

instructional strategies in the classroom.

Use of electronic subscriptions

Evidence of Impact (Formative): Local checkpoints and DBAs.

Students tracking data in data notebooks.

Evidence of Impact (Summative): Reading and Writing STAAR

scores

EOY DRA Data

IStation Data


Needs: B1; B6;



Action: Provide inexpensive student incentives to recognize student academic/behavior/attendance achievement and progress in the

classroom.

5


Assistant Principal

Classroom Teachers

Evidence of Implementation: Purchase Orders

Evidence of Impact (Formative): Teachers utilizing incentives

in the classroom throughout the school year.

Evidence of Impact (Summative): Student Attendance

Fewer Discipline Referrals

Student performance on EOY Assessments - Local and State

Funding: Local Funds; Timeline: 8/1/2019 - 6/1/2020 (Monthly)

Needs: B9;

Action: Provide additional computer lab equipment, and computer cart equipment, to expand student access to electronic resources

and to address student learning needs.

6

Person(s) Responsible: Instructional Technologist

Classroom Teachers

Evidence of Implementation: Purchase Orders

Checkout log

Evidence of Impact (Formative): Checkpoints and DBA data.

IStation data

BOY/MOY DRA data

Evidence of Impact (Summative): STAAR data.

IStation data

EOY DRA data

HEMI


Needs: H1;

Action: Provide training for students, teachers, paraprofessionals, and parents/families in social-emotional, academic skills, and

organizational skills.

7

Person(s) Responsible: Counselor

Principal

Teachers

Educational Consultants

Evidence of Implementation: Parenting Class Sign in Sheets

and Agendas

Professional Development Agendas Sign In Sheets

Student Attendance/Sign In Sheets

Evidence of Impact (Formative): Fewer Discipline Referrals

More students receiving passing grades

Evidence of Impact (Summative): Fewer Discipline Referrals

More students receiving passing grades

STAAR scores

Funding: Title I, Part A $5,187.00; Timeline: 8/1/2019 - 6/1/2020 (As needed)

Needs: F2;



Action: Provide opportunities during and after the school day for teachers to discuss, learn and intentionally plan for concepts that

students are having difficulty in the areas of reading, math, science, and writing while having the campus and district instructional

team as well as academic consultants provide job-embedded professional development support.

8

Person(s) Responsible: Instructional Leadership Team

(Principals and ALTs)

District Instructional Coordinators

Region 4 Trainers

Educational Consultants

Evidence of Implementation: Science Lab Use and Schedule

PLC Agenda

Evidence of Impact (Formative): Classroom Assessments

Checkpoints

Benchmarks

Evidence of Impact (Summative): Increased STAAR Scores in

Science

Funding: Local Funds; Title I, Part A $10,658.00; Timeline: 9/1/2019 - 5/1/2020 (Ongoing)

Needs: B1; B7;

Action: Ensure students participate in structured physical activity 9

Person(s) Responsible: Health Coord.

PE Teacher

Teachers

Evidence of Implementation: FitnessGram data analysis used

to design PE lessons

Evidence of Impact (Formative): Check-point fitness

assessments

Evidence of Impact (Summative): Increasing percentage of

students meeting all six standards on the FitnessGram Assessment

Funding: Timeline: 8/1/2019 - 5/1/2020 (Daily)

Needs: B12;

Action: Instructional Technologist will implement instructional lessons in the computer lab including 21st Century skills such as

computer related skills, technology applications and computational programs instruction to improve college/career readiness.

Implementation includes writing lesson plans and inputting them in Eduphoria.

10

Person(s) Responsible: Instructional Technologist Evidence of Implementation: Lesson Plans in Eduphoria

Final Products from Students

Evidence of Impact (Formative): Student efficiency using

technology

Increased Grades

Evidence of Impact (Summative): Increased EOY Outcomes

Funding: Local Funds; Timeline: 8/1/2019 - 6/1/2020 (Ongoing)

Needs: H1;



Action: Provide supplemental instruction/support and timely interventions for students identified as "At-Risk" for dropping out of

school.

11

Person(s) Responsible: Principal Evidence of Implementation: # of FTEs assigned;

- 2.0 interventionists

- 3.0 PK Paras

- 1.5 PK Teachers

Evidence of Impact (Formative): Improved at-risk

performance on check-point assessments

Evidence of Impact (Summative): Gap between at-risk and

non-at-risk student performance and drop-outs reduced

Funding: Local Funds; State Comp Ed Funds $294,759.00;

6.50 FTEs

Timeline: 8/28/2019 - 5/30/2020 (Daily)

Needs: B4;

Action: Implement a new district-wide instructional framework for dyslexia instruction and timely interventions for dyslexic students. 12

Person(s) Responsible: Principal Evidence of Implementation: - Conduct needs assessment

- Dyslexia program evaluation

- Teacher and Advisory Committee surveys

Evidence of Impact (Formative): Progress Monitoring mastery

checks; improved Istation trends

Evidence of Impact (Summative): Student growth between

Beginning and End of Year Performance through multiple measures

(e.g., Istation, DRA, Barton, Fluency, Comprehension, spelling)

Funding: Local Funds Timeline: 8/28/2019 - 6/4/2020 (Daily)

Needs: B4;



Action: Provide challenging learning experiences using differentiated instruction and incorporating pacing , depth and complexity to

enable students receiving "Gifted and Talented" services to demonstrate self-directed learning, thinking, research, and

communication.

13

Person(s) Responsible: Principal Evidence of Implementation: - Implementation of G/T 3 yr

plan

- PD records

- Meeting minutes

- Student work samples

# of FTEs assigned;

- 0.50 teachers

Evidence of Impact (Formative): Improved performance of

G/T identified students on district assessments

Evidence of Impact (Summative): Improved performance of G/T

identified students on state assessments

Funding: Local Funds; Gifted & Talented $14,975.00; 0.50

FTEs; Title I, Part A $7,750.00

Timeline: 8/28/2019 - 6/4/2020 (Daily)

Needs: B8; C1;

Action: Provide supplemental instruction/support and timely interventions for students who are identified as English Learners (EL). 14

Person(s) Responsible: Principal Evidence of Implementation: - Professional development

records

- FTEs assigned (if applicable)

Evidence of Impact (Formative): Increase in student

attendance; success in core academics; meeting expectations

on check-point and benchmark assessments

Evidence of Impact (Summative): Improved standardized test

data

Funding: Local Funds; Title I, Part A $500.00 Timeline: 8/28/2019 - 6/4/2020 (Daily)

Needs: B2;



Action: Provide supplemental instruction/support and timely interventions for students receiving Special Education (SpEd) services. 15

Person(s) Responsible: Principal Evidence of Implementation: - Training for SB1196 (Behavior

Support) and SB1727 (support for general education teachers

who instruct special education students) completed

# of FTEs assigned;

- 24.0 teachers/staff

Evidence of Impact (Formative): Improved performance of

special education students on district assessments

Evidence of Impact (Summative): Improved performance of

special education students on state assessments

Funding: Local Funds; Special Education Funds (199)

$951,843.00; 23.00 FTEs; Special Education Funds (Federal)

$20,608.00; 1.00 FTEs

Timeline: 8/28/2019 - 6/4/2020 (Daily)

Needs: B4;

Action: Extra staff to receive supplemental extra duty compensation during the summer to ensure an organized and prepared

registration and start to the school year for students and their parents/families.

16

Person(s) Responsible: Campus Administrators Evidence of Implementation: Number of students registered

by staff hired for this purpose.

Time sheets

Evidence of Impact (Formative): Number of students

registered during Summer Early registration in attendance at

school on the first day.

Evidence of Impact (Summative): Improved student success in

the classroom and local and state assessments.

Funding: Title I, Part A $2,257.00; Timeline: 7/1/2019 - 8/19/2019 (Annually)

Needs: C5;

Action: During PLCs, checkpoint and benchmark data will be analyzed to monitor the progress of student subgroups identified by

TEA as needing additional support. Interventions will be provided to address student needs.

17

Person(s) Responsible: Administrators, ALTs, Teachers Evidence of Implementation: PLC agendas, student data,

intervention schedules

Evidence of Impact (Formative): Checkpoint and benchmark

data improvement (increase student achievement)

Evidence of Impact (Summative): Summative assessment data

improved (increased student achievement)

Funding: Local Funds Timeline: 9/1/2019 - 5/31/2020 (Monthly)

Needs: B1; B4



District Goal #2: Study, plan and implement best practices in school safety to provide the most safe and secure schools possible.

Campus Goals: The RCE Leadership Team will design and implement a safety professional learning session addressing one safety drill /strategy at a

PLC or faculty meeting monthly to promote overall safety and security of staff , students, and families.

Action: Implement safety drills monthly. 1

Person(s) Responsible: RCE Leadership Team Evidence of Implementation: Data from Raptor Emergency

Management System and Humble ISD Safe and Secure

Schools documentation

Evidence of Impact (Formative): Data from Raptor

Emergency Management System and Humble ISD Safe and

Secure Schools documentation

Evidence of Impact (Summative): End of Year Audit

documentation from Humble ISD Safe and Secure Schools


Needs: C3

Action: Implement strategies for violence prevention and intervention 2

Person(s) Responsible: Principal, Assistant Principal,

Counselor

Evidence of Implementation: - No Place for Hate

activities/curriculum

- Individual and group counseling logs

Evidence of Impact (Formative): Reduced discipline referrals,

improved grades, increased attendance rates

Evidence of Impact (Summative): Year-over-year comparison

demonstrates reduced discipline referrals, improved grades, increased

attendance rates, and improved retention rates


Needs: C4;



District Goal #3: Attract and retain the most talented staff available for our students.

Campus Goals: RCE Leadership Team will provide at least five professional development sessions to address teacher needs and requests throughout

the 2019-2020 school year to attract and retain qualified, effective teachers.

Action: Campus administrators provide numerous professional development sessions for teachers in order to keep and attract high

quality and effective teachers. Campus administrators to attend professional development sessions in order to increase instructional

leadership of staff.

1


Assistant Principal

ELT

RELA ALT

Math/Science ALT

Evidence of Implementation: Training sign-in sheets

Evidence of Impact (Formative): Increased teacher

effectiveness and morale

Evidence of Impact (Summative): Decreased teacher turnover.

Funding: Timeline: 8/1/2019 - 6/1/2020 (Ongoing)

Needs: D1;

Action: All teachers will meet district and state certification requirements for classes they are teaching; all instructional

paraprofessionals will meet ESSA "Highly-Qualified" requirements.

2


Human Resources

Evidence of Implementation: Human Resources - Personnel

Records

Evidence of Impact (Formative): 100% of teachers meet state

certification requirements. 100% of all instructional

paraprofessionals meet ESSA Highly Qualified requirements.

Evidence of Impact (Summative): 100% of teachers meet state

certification requirements. 100% of all instructional paraprofessionals

meet ESSA Highly Qualified requirements.

Funding: Local Funds; Timeline: 8/1/2019 - 6/1/2020 (Daily)

Needs: B11; D1;



District Goal #4: Humble ISD is family - maintain and grow the family-like culture of Humble ISD in the best interest of the

students, staff, and community.

Campus Goals: RCE Leadership Team will provide two job-embedded professional development sessions for all classroom teachers on how to build

partnerships with families and community members in order to increase student achievement.

Action: Provide training for classroom teachers on how to create a classroom parent communication app. Teachers will create

classroom parent communication apps and will consistently communicate with parents utilizing their Classroom Remind Account as

well as their Parent Communication Binders.

1


Assistant Principal

Instructional Technologist

Classroom Teachers

Evidence of Implementation: Parent letter with instructions

from each classroom teacher

Evidence of Impact (Formative): Parent Surveys Evidence of Impact (Summative): Parent Surveys


Needs: G2;

Action: Promote the importance of communicating academic progress to parents/families by updating students' grades and

assignments in a timely manner.

2

Person(s) Responsible: Classroom Teachers Evidence of Implementation: Gradebook

Evidence of Impact (Formative): Parent surveys

Increased percentage of students maintaining passing grades

Evidence of Impact (Summative): Parent surveys

Increased percentage of students obtaining passing grades


Needs: G2;

Action: Continue encouraging parents and guardians, including dads and/or important male figures to be involved by participating in

the campus volunteering programs, including the Watch D.O.G.S. program.

3

Person(s) Responsible: Assistant Principal

Top Dog Coordinator

Evidence of Implementation: Orientation Papers

Watch D.O.G.S. Wall of Fame

Evidence of Impact (Formative): Parent Survey Evidence of Impact (Summative): Parent Survey


Needs: F2;



Action: The leadership team of Principal, Assistant Principal, and Counselor will continue to be visible during morning drop off and

dismissal to continue building relationships with our parents/guardians/families.

4


Assistant Principal

Counselor

Evidence of Implementation: Visibility around campus.

Evidence of Impact (Formative): Parent Survey Evidence of Impact (Summative): Parent Survey


Needs: G2;

Action: Provide programs linked to learning to encourage Parent and Family Engagement. 5

Person(s) Responsible: Campus Staff Evidence of Implementation: Advertising to parents,

attendance logs

Evidence of Impact (Formative): Number of parents attending

different events

Evidence of Impact (Summative): Increased parental involvement


Needs: F1; F2;



District Goal #5: Align all resources (time, money, and talent) with the highest priorities of Humble ISD - safety, talent,

instruction, and culture.

Campus Goals: The RCE Leadership Team will ensure that >75% of the Title I allotment will be spent to address the needs of our students by June 30,

2020.

Action: Each Spring the campus, with the involvement of teacher, parents, and other stakeholders after evaluating the prior year's

campus plan, will review data and conduct a Comprehensive Needs Assessment (CNA) which will include all programs and funds

sources for the Campus Improvement Plan. Additionally, this group or a like group with similar make-up of teachers, parents, and

other stakeholders while utilizing the prioritized list of needs provided by the CNA, will create the campus plan.

1

Person(s) Responsible: Principal Evidence of Implementation: Sign in sheet & Agenda

Evidence of Impact (Formative): CNA Document Evidence of Impact (Summative): CNA Document

Funding: Local Funds; Timeline: 1/1/2018 - 6/1/2020 (Annually)

Needs: G3;

Action: Work in coordination with parents, families, community partners, and feeder pattern schools to ensure a smooth transition

from 5th grade to 6th grade.

2

Person(s) Responsible: Counselor

Principal

Assistant Principal

Evidence of Implementation: List of partnerships

Schedule of Events - Groupwise Calendar

Evidence of Impact (Formative): Smooth transition of students

going to WCMS with course requests of all students in place.

Parent Surveys.

Evidence of Impact (Summative): Smooth transition of students

going to WCMS with course requests of all students in place.

Parent Surveys.

Funding: Local Funds; Timeline: 8/1/2019 - 6/1/2020 (As needed)

Needs: C3;



Action: Coordinate among various programs (Title I, SCE, At-Risk, Local, etc.) to ensure maximum effectiveness of funds and

reduce duplication of effort.

3


Assistant Principal

RELA ALT

Math/Science ALT

RtI Campus Lead

Evidence of Implementation: RtI Meeting Agendas & Sign In

Sheets

Master Schedule

Evidence of Impact (Formative): Monthly IStation Progress

Monitoring data

Monthly AIMSWeb Progress Monitoring data

Evidence of Impact (Summative): EOY IStation data

EOY AIMSWeb data


Needs: G3;

Action: Provide frequent attendance incentives for the grade level, class, and individual students with the highest attendance

percentage.

4


Assistant Principal

Registrar

Classroom Teachers

Evidence of Implementation: Classroom incentives/awards

Newsletters

Evidence of Impact (Formative): Increased student

attendance

Evidence of Impact (Summative): Increased student attendance


Needs: A1;

Action: End of Nine Week Grade Level Celebrations where students are recognized for their 9-week academic/behavior/attendance

accomplishments towards goals which includes Perfect Attendance.

5


Assistant Principal

Teachers

Evidence of Implementation: Event Fliers

Event Communications to Parents

Evidence of Impact (Formative): Increase in monthly

attendance rate (year to year).

Evidence of Impact (Summative): Increase of annual attendance

rate.

Funding: Local Funds; Title I, Part A $1,000.00; Timeline: 8/1/2019 - 6/1/2020 (9 weeks)

Needs: A1;



Action: Staff will improve the consistency in reinforcing established procedures in common areas of the school to ensure student

safety and improve the environment throughout the campus.

6

Person(s) Responsible: Teachers

Staff

Evidence of Implementation: Visible change in positive school

environment

Evidence of Impact (Formative): Improved environment Evidence of Impact (Summative): Reduced number of discipline

referrals from common areas


Needs: G1;

Action: Ensure that Pre-K and kindergarten teachers vertically align curriculum to reflect prekindergarten and kindergarten curricula

and goals.

7


Assistant Principal

Teachers

Evidence of Implementation: Meeting Sign in sheets

Agendas

Evidence of Impact (Formative): Aligned curriculum

documents and/or procedures and strategies

Evidence of Impact (Summative): Improved student achievement

from Pk-K

Funding: Local Funds; Title I, Part A $700.00; Timeline: 8/1/2019 - 6/1/2020 (Ongoing)

Needs: B1; B6;



FUNDING

$14,975.00 0.50Gifted & Talented FTEs

Local Funds

$294,759.00 6.50State Comp Ed Funds FTEs

$951,843.00 23.00Special Education Funds (199) FTEs

$20,608.00 1.00Special Education Funds (Federal) FTEs

$237,655.00 3.00Title I, Part A FTEs



Title I

This campus is consolidating Title I, Part A funds only.

Title I Element #1: Conduct a Comprehensive Needs Assessment

Each Spring the campus, with the involvement of teacher, parents, and other stakeholders after evaluating the prior year's

campus plan, will review data and conduct a Comprehensive Needs Assessment (CNA) which will include all programs and

funds sources for the Campus Improvement Plan. Additionally, this group or a like group with similar make-up of teachers,

parents, and other stakeholders while utilizing the prioritized list of needs provided by the CNA, will create the campus plan.

* Goal #5, Action #1

Title I Element #2: Prepare a Comprehensive Schoolwide Plan

Each Spring the campus, with the involvement of teacher, parents, and other stakeholders after evaluating the prior year's

campus plan, will review data and conduct a Comprehensive Needs Assessment (CNA) which will include all programs and

funds sources for the Campus Improvement Plan. Additionally, this group or a like group with similar make-up of teachers,

parents, and other stakeholders while utilizing the prioritized list of needs provided by the CNA, will create the campus plan.


Coordinate among various programs (Title I, SCE, At-Risk, Local, etc.) to ensure maximum effectiveness of funds and reduce

duplication of effort.




Title I Element #3: Implement programs, activities, and procedures for the involvement of parents and family members

Provide training for students, teachers, paraprofessionals, and parents/families in social-emotional, academic skills, and

organizational skills.


Extra staff to receive supplemental extra duty compensation during the summer to ensure an organized and prepared

registration and start to the school year for students and their parents/families.


Provide training for classroom teachers on how to create a classroom parent communication app. Teachers will create

classroom parent communication apps and will consistently communicate with parents utilizing their Classroom Remind

Account as well as their Parent Communication Binders.


Promote the importance of communicating academic progress to parents/families by updating students' grades and

assignments in a timely manner.


Continue encouraging parents and guardians, including dads and/or important male figures to be involved by participating

in the campus volunteering programs, including the Watch D.O.G.S. program.


The leadership team of Principal, Assistant Principal, and Counselor will continue to be visible during morning drop off

and dismissal to continue building relationships with our parents/guardians/families.


Provide programs linked to learning to encourage Parent and Family Engagement.* Goal #4, Action #5

Work in coordination with parents, families, community partners, and feeder pattern schools to ensure a smooth transition

from 5th grade to 6th grade.




TEXAS EDUCATION AGENCY STRATEGIC PRIORITIES

#1: Recruit, support, and retain teachers and principals

#2: Build a foundation of reading and math

#3: Connect high school to career and college

#4: Improve low-performing schools

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their

potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the

conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens . It is further

grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement

in the school is essential for the maximum educational achievement of a child.

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

#1: The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language.

#2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics.

#3: The students in the public education system will demonstrate exemplary performance in the understanding of science.

#4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.

THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES

Objective #1: Parents will be full partners with educators in the education of their children.

Objective #2: Students will be encouraged and challenged to meet their full educational potential.

Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.

Objective #4: A well-balanced and appropriate curriculum will be provided to all students.

Objective #5: Educators will prepare students to be thoughtful, active citizens who have an appreciation for the basic values of our state and national heritage and

who can understand and productively function in a free enterprise society.

Objective #6: Qualified and highly effective personnel will be recruited , developed, and retained.

Objective #7: The state’s students will demonstrate exemplary performance in the comparison to national and international standards .

Objective #8: School campuses will maintain a safe and disciplined environment conducive to student learning.

Objective #9: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning.

Objective #10: Technology will be implemented and used to increase the effectiveness of student learning , instructional management, staff development, and

administration


Campus Improvement Plan Ridge Creek Elementary School 2019 ... · Ridge Creek Elementary School...

Documents

Transcript of Campus Improvement Plan Ridge Creek Elementary School 2019 ... · Ridge Creek Elementary School...