School Improvement Plan

Building Leadership Team

• Michelle Fox, Nikole Milliken, Danetta Nelson, Jill Miller, Morgan Myers, Kim Butzner, Randi Smith, Carolyn Anderson, Linnea Roy, Juanita Kerr, Larissa Freier, Sara Holt, Carrie Whatley, Annette Gallagher

MTSS Student Support Team

• Multi-Tiered Systems of Support Team (aka Student Support Team) - This team is focused on addressing the needs of students requiring more than Tier 1 to be successful - primarily focusing on the effectiveness of the supports and systems in place to support these students. They are also responsible for establishing, monitoring, and adapting the systems for Tiers 2 and 3. Students do not need a designation (label) to be supported by this team.

• Danetta Nelson (facilitator), Jill Miller, Nick Garcia, Linnea Roy, Darcy McGinty, Amy Roosa, Rachel Saum, Erica Wayerski, Sarah Schuman, Rebecca Henson, Rebeca Sandoval, Carrie Whatley

Parent and Community Partners

Parent and Community Partners: Parent/Teacher Association Board Members and WatchDOGS Leaders

• Co-Presidents; Katie Spangler and Kristina Gibson; Co-Vice Presidents: Aureal Wells and Samantha Dobesh; Treasurer: Rachael Ogden; Secretary: Tia Partridge; Volunteer Coordinator: Krystal Burnum; Membership: Jessica Eidswick
• WatchDOGS: Krystal and Matt Burnum

Student Equity Advisory Team

• Danetta Nelson
• Michelle Fox
• Jill Miller

Most Meaningful Data Used in Needs Assessment

• WaKIDS
• Smarter Balanced Assessment/Interim Assessment Blocks
• Universal Screening
• Progress Monitoring Data
• Curriculum Based Assessments
• Discipline Referrals
• Suspension Data
• PSD Student Survey Data - grades 3-6

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Contributing Factors in Areas of Strengths and Challenges

Culture of Belonging and Safety - For the past three years, we have been focusing on creating a culture of belonging and safety for our students. We feel this is what continues to be needed right now so that students can recover from the COVID-19 pandemic. We need to improve on re-implementing all of our MTSS, as our focus has changed over the past two and a half years.

Relationships as the Foundation for Learning - Ridgecrest faculty and staff know that relationships precede all learning. We work hard to put this belief into practice daily. A banner hangs at our entry—it is an acronym for the word WELCOME: When you Enter this Loving school Consider yourself One of the special Members of an Extraordinary family. It hangs alongside our “Stronger Together” banner—the motto that is symbolic of our unity. It is not uncommon to hear sounds of laughter, see smiles on faces, and genuinely feel the upbeat and positive culture that permeates our school. This amazing atmosphere is the real secret ingredient to our success. When our students and staff genuinely feel cared for and supported, they want to do their best, and that’s exactly what they do. We are proud to be Raiders because we know that this membership includes being in a trusting, authentic, inclusive relationship with one another where everyone feels “part of the family” and at home. Teachers and staff who come to Ridgecrest often do not leave; Ridgecrest becomes their “forever school.” An extraordinary committed, family-like staff culture not only lures new staff members but helps ensure high levels of staff retainment.

Family and Community Involvement - This is also true for our Ridgecrest students and families. A dedicated Parent/Teacher Association (PTA), Watch DOG (Dads of Great Students) program, and high levels of parent support help to safeguard student engagement and success. We have been able to renew a strong connection with our PTA this year, re-establishing many of the activities and programs we had in place prior to the pandemic. We are also working on reestablishing a strong Watch DOG and volunteer program, inviting our community and families to return to our school to support classroom teachers, the office staff, recess, and be a positive presence in our building. One example of this would be our PTA Reflections Program. Programs like Reflections affords students opportunity to express themselves artistically and linguistically around a common theme.

Challenges in Rebuilding In-Person Engagement - Although we have seen a dramatic rise in the number of volunteers we have at Ridgecrest, we are still needing more families to get involved in the school. One area we are really focusing on is our Watch DOG program. By holding our first Watch DOG Pizza Night we hope to regenerate the Watch DOG program once again. We need to find more ways to get our families back into the brick-and- mortar school buildings. Our teachers and staff have done an excellent job communicating with our community via Teams, emails, school messenger and newsletters; however, there is no substitute for having in-person communication. This is an area we need to rebuild and re-establish.

Recognition and Achievements - It is no wonder why Ridgecrest students flourish, and there is plenty of evidence to show that. From 2011-2016, Ridgecrest received six consecutive Washington State Achievement Awards; was recognized in 2017-18 and 2018-19 for closing gaps in our special education subgroup; and received recognition for student growth in two additional subgroups. In 2018, Ridgecrest was also recognized by the Puget Sound Business Journal as one of the top 100 schools in Pierce County. In 2020 we became a National Blue Ribbon School, recognized for Exemplary High Academic Achievement. Last year we also were recognized by niche.com as one of the 2023 Best Elementary Schools in America. We were also recognized to receive another state award for closing gaps in one or more Targeted Support student groups and high growth in ELA and Math proficiency rates by one or more student groups for the 2021-2022 school year.

Values and Student Culture - Ridgecrest staff members understand that relationships precede learning, and we work hard to create a strong, values-based, equity-minded student and staff culture within the context of a trusting and caring community. The Raiders are not only our mascot, but they are also an acronym for our core values: Respect, Achievement, Inclusion, Determination, Empathy, Responsibility, and Safety. These values help shape our decision-making and are the sails of our “ship.”

Whole Child Teaching Practices - We focus on teaching the whole child by using trauma-informed, restorative teaching practices; community circles and morning meetings; and explicitly teach social-emotional curriculum including universal problem solving, self-regulation, and calming down strategies. We take time to get to know our students, make connections, and include their interests and cultures into our lessons. Lessons are engaging and incorporate high levels of discussion and collaboration.

Instructional Leadership and Data Use - Transformational school leaders create and maintain a positive, caring, and upbeat tone in the building; support staff needs both personally and professionally; maintain a sharp focus on teaching and learning; and use data in a powerful way to celebrate student success, identify problems and expose disproportionalities, examine effectiveness of interventions and plans, and address achievement or opportunity gaps.

Systems and Structures to Support Learning - The systems and structures we have in place at Ridgecrest serve to support teaching and learning in the classroom. Common instructional blocks ensure all students have uninterrupted on-grade level learning time for English Language Arts (ELA), math, science, social studies, social-emotional learning, and intervention/enrichment time.

Alignment of School Vision and Equity Statement with Building Culture and Daily Practices

All our PBIS systems, including our student recognition systems, are built around our mission, vision, and equity statements, core values. They are seen in every classroom and heard in the intercom, student video announcements, newsletters, and social media accounts. They are woven into the fabric of our school.

Staff Demographics

• Number of Classroom Teachers = 36
• Average Years of Teaching Experience = 11
• Master's Degree or Higher = 36%

2023 Ridgecrest Elementary Overall Framework Score by Student Group

Student Group	Framework Score
All Students	8.93
American Indian/Alaskan Native	N/A
Asian	N/A
Black/African American	N/A
Hispanic/Latino of any races(s)	7.88
Native Hawaiian/Other Pacific Islander	N/A
Two or More Races	9.28
White	9.18
English-Language Learners	6.30
Low-Income	8.63
Students with Disabilities	5.73

Goal 1: AWSP Criterion 3 Planning with Data

Ridgecrest staff will create a strong culture of belonging by implementing and maintaining effective PBIS and MTSS, focusing on student and behavior and social/emotional learning. We will use a variety of discipline and SEL data (student survey) to monitor our progress and effectiveness

Goal 2: Criterion 5 - Improving Instruction

Ridgecrest staff will increase student achievement in reading and math by closing the achievement gap for students not meeting standard 5%. We will use STAR Reading, DIBELs, and the mCLASS to monitor progress and growth in reading and we will use STAR Math, Bridges Common Math Assessments, and the MCS to monitor progress and growth. ~RTI data meetings each trimester ~ Common ELA WIN Time in master schedule for grades K-6 ~Most teachers have had LTRS training ~UFLI and SIPPS used in grades K-5 for explicit phonics instruction and intervention ~Common school wide SGG focus on math ~Monday Principal PD focused on data analysis on math common assessments and computational fluency ~Title I, LAP. and building para support for math groups in grades 3-6 ~Common math WIN Time in master schedule for grades 3-6

Goal #3 - AWSP Criterion 8 - Closing the Gaps

Ridgecrest staff will increase student achievement in reading and math by closing the achievement gap for MLL, low-income, and special education students 5%. We will use STAR Reading, DIBELs, and the mCLASS to monitor progress and growth in reading and we will use STAR Math, Bridges Common Math Assessments, and the MCS to monitor progress and growth.

Goal 1: Social-Emotional / Sense of Belonging

How we will achieve our goal:

• Schoolwide PBIS systems for teaching and reinforcing the Raider Way consistently implemented and supported

• Behavior Matrix implemented which helps to define Tier 1, 2, and 3 interventions – staff calibration

• Restorative Practices and Calm Down Corners with SEL supports in all classrooms

• SEL TOSA supports Tier 2 and 3 interventions for students

• SEL TOSA and counselor run SEL small groups

• Data Meetings monthly to discuss students of concern

• SST/SRC Meetings weekly

• All staff commitment to Unity, Trust, and Respect Commitments

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Goal 2: Improving Instruction

• Common schoolwide SGG focus on math

• Monday Principal PD focused on data analysis on math common assessments and computational fluency

• Title I, LAP, and building para support for math groups in grades 3–6

• Common math WIN Time in master schedule for grades 3–6

• RTI data meetings each trimester

• Common ELA WIN Time in master schedule for grades K–6

• Most teachers have had LTRS training

• UFLI and SIPPS used in grades K–5 for explicit phonics instruction and intervention

• Common schoolwide SGG focus on math

• Monday Principal PD focused on data analysis on math common assessments and computational fluency

• Title I, LAP, and building para support for math groups in grades 3–6

• Common math WIN Time in master schedule for grades 3–6

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Goal 3: Close Achievement and Opportunity Gaps (MLL, Low Income, and Special Education Subgroups)

• Collect assessment data from multiple measures and rank student data in Rank and Order list

• Identify students at risk

• Collaborate with classroom teachers to finalize students and curriculum

• Determine intervention needs and curriculum needed
   

• Serving students in Title I and LAP reading and math:
  • Title/LAP is serving students in Kindergarten–6th grade in reading
  • Title/LAP is serving students in 3rd, 4th, and 6th grade in math
  • Students are receiving reading instruction in phonemic awareness, phonics, sight words, reading fluency, and reading comprehension
  • Students are receiving math instruction in math computation and number sense
  • Curriculum being used: Heggerty Kindergarten, SRA Phonemic Awareness, UFLI, Read Naturally, LLI, and Magma Math
  • Students are being served 4–5 times per week for 20–45 minutes at a time
  • Some second graders are being double-dosed with ML for two 20-minute groups
  • A few students are receiving math and reading services
  • Service model is pull-out except for Kindergarten, which is push-in
  • Group sizes range from one-on-one to five students
  • Students are progress monitored 2× per month based on recommendations in mClass
  • Title/LAP staff meets weekly for building PLC time, monthly for a regional PLC, and monthly for Title/LAP/MLL MTSS collaboration
  • Staff communicates regularly with classroom teachers and MLL
  • Progress Reports are sent out every other month to families
  • Title/LAP hosts Open House during conferences
  • One-on-one conferences are offered to families in the spring upon request
  • Parents Make a Difference Newsletter/Activity Calendar is sent home monthly in English and Spanish
  • Family Engagement Survey is conducted yearly
  • Students are exited based on multiple measures of data and their ability to maintain progress in the classroom setting
     
• Additional Supports:

  • Classroom teachers develop an intervention and enrichment plan to meet the needs of students not being served in Title/LAP/MLL/or Special Education for reading and math

  • Teachers, Title/LAP, MLL, and Special Education Resource teachers meet three times annually for Data Days (after each benchmark assessment period) to analyze data, adjust plans, and make adjustments to student groups

  • Beginning this year, Title/LAP/ML/Resource staff join grade level teams monthly for vertical teaming and MTSS collaboration

• $600 for Glean Education's Dyslexia Modules
• $500 for K-5 CKLA writing module binders