Crestdale Elementary School - School Improvement Plan 2020-2021 - Indiana Department of Education Media Server
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Crestdale
Elementary School
School Improvement Plan
2020-2021
SCHOOL MISSION Crestdale Elementary guides students on pathways of learning to a future of limitless possibilities. SCHOOL VISION Crestdale Elementary: A community nurturing mind, body, and spirit to prepare students for lives of choice, purpose, and service. INTRODUCTION Richmond is the county seat of Wayne County, located in East Central Indiana, approximately seventy miles east of the state capital, Indianapolis. Like many other areas in the Midwest, Wayne County has lost a good deal of its manufacturing base over the last 30 years. As a result of this loss of employment opportunity, the overall economic climate in Wayne County has declined. The erosion of the tax base has had a significant impact on governmental services, including law enforcement, mental health services, and school support services. Wayne County has the highest rate of babies born addicted to drugs at 29.7% in 2017. While many vibrant community organizations and agencies are working toward economic growth, economic stress, unemployment, and poverty are seen as challenges to the community at large as well as our school. As the largest school district in Wayne County, Richmond Community Schools (RCS) serves a population of 35,664 citizens (U.S. Census Bureau, estimate 2016). During the school year 2017-2018, RCS educated 4,563 students in grades kindergarten through twelve. An additional 257 children, ages three through five, were served in early childhood education classrooms throughout the district. The student population of RCS is becoming increasingly diverse. While the majority of students (64.8%) are identified as white, 13.9% are identified as multiracial, 8.6% as black, 10.9% as Hispanic, 1.5% as Asian, and 0.4% American Indian. . According to the U.S. Census Bureau in 2016, 21.8% of the total Richmond population lives in poverty. Many of these families are raising children in poverty and that is supported by the fact that 76.3% of the RCS student population is eligible for free or reduced-price meals. Wayne County was ranked third in the state for children living in food insecure homes. In response to these challenges, and to improve fiscal efficiency while maintaining positive student outcomes, RCS embarked on a master planning process during the 2011-2012 school year. As a result of this planning, RCS now operates six PK-4 elementary buildings, two 5-8 intermediate buildings, and one 9-12 high school. There is also a 5-8 special programs building, as well as a K-12 alternative education site. Despite these challenges, Richmond Community Schools is committed to graduating students who are college and/or career-ready. With over 120 community partnerships to provide students with needed supports and connections, RCS is providing students with the educational foundation needed for future success.
THE SCHOOL Crestdale Elementary is one of Richmond Community Schools’ six elementary schools that serves pre-kindergarten through fourth grades. The enrollment at Crestdale Elementary is approximately 419 students grades pre-kindergarten through fourth. Crestdale has a diverse student enrollment. The student population is approximately 66.6% Caucasian, 7.4% Hispanic, 0.5% Asian, 16.2% Multiracial, and 8.8% Black, and 0.5% Native Hawaiian or Other Pacific Islander. . The economic diversity of Crestdale is indicated by the students who receive free/reduced lunch. Approximately 70.41% of students are on free lunch while approximately 6.0% are on reduced lunch and approximately 23.6% of students are on paid lunch. However, no students
paid for breakfast or lunch as Crestdale received a grant to supply all meals to all students for free. Crestdale Elementary School is located at 701 Crestdale Drive and was built in 1966. In addition to eighteen general education classrooms, four preschool classrooms, and three Life-Skills classrooms, Crestdale’s physical make-up includes a cafeteria, kitchen, gymnasium, music room, art room, library, computer lab, speech room, clinic, counselor’s room, a sensory room/OT/PT room, and an office complex. Presently, there are three full-day kindergarten sections, and eight half-day preschool sections. Beginning in the 2020-2021 school year there will be three sections at kindergarten, first and second grade, and three sections at third grade and fourth grade. The faculty at Crestdale consists of a principal, 30 certified teachers and two preschool instructors. All are currently employed by Richmond Community Schools. Through contracted services, a school social worker is available 20 hours per week and 1 Communities in Schools coordinator is available 20 hours per week. In addition to the certified staff, instructional support is provided through highly qualified paraprofessionals, including 15 special education paraprofessionals, 5 Title I paraprofessionals and 2 preschool paraprofessionals. Also employed at Crestdale Elementary School are a school secretary, a clerical, an interpreter, a library paraprofessional, a full time nurse for Life Skills, two environmental services staff members, and five cafeteria employees. Altogether, Crestdale School employs 70 certified and non-certified staff members who contribute to the learning process at our school. In addition to regular core subjects, fine arts, physical education, library, and special needs classes, the following programs and/or services are provided: EL services, nursing services, Life Skills Program, Centerstone, and two special education preschool programs. Various academic and sport-related activities are offered after school and Boy and Girl Scouts meet regularly. Breakfast and lunch are served daily. A Fresh Fruit and Vegetable Program provides a healthy snack three days a week. Crestdale has an interactive website that provides information on school events, accomplishments, a parent portal for checking grades, links to at home tutoring programs, and
other school information. The school has computers in every classroom, an iPad cart for each
grade level, a laptop cart for 4th grade, and a 30 station computer lab.
The school receives assistance from Title I as a school-wide program school, which allows
services to be provided to all students at Crestdale Elementary School.
CURRICULUM
Richmond Community School’s written curriculum is based on the Indiana Academic Standards
for grades 2-12, with the kindergarten and first grade curriculum based on the Indiana College
and Career Ready Standards. Each teacher has access to a digital copy of the both sets of
standards. Additionally, instruction is aligned with the Indiana Department of Education
Curriculum Maps. The Indiana Academic Standards and the IDOE Curriculum Maps are
available in the school office, and can be accessed online at the Richmond Community Schools
website at www.rcs.k12.in.us.
Curriculum in the Richmond Community Schools will be:
1. Aligned with State and National Standards: As the state curriculum maps are updated to
reflect the transition to the National Core Standards, instruction will be aligned to ensure
consistency with the curriculum maps. Building administrators will take an active role in
communicating with teachers, parents, and students in explaining the curriculum and how
curriculum objectives are being met in their schools. They will observe instruction to
ensure that the curriculum is being implemented and that learning is evident by reviewing
student work, classroom displays, and assessment data.
2. Aligned with Instruction and Assessment: Curriculum will drive instruction and
assessment, and all will be in alignment.
3. Rigorous and Challenging for all Students: In all content areas and grade levels, the
curriculum will go beyond basic skills and reflect higher order thinking.
4. Relevant and Meaningful to Students: In all content areas and grade levels of instruction,
the curriculum will be relevant and meaningful to the lives of the students. Teachers and
students will be encouraged to make connections to other disciplines and to real life.
Students will be expected to be able to explain what they are learning and why it is
important to learn that particular skill or concept.
5. Appropriate to the Learner: In all content areas and at all levels of instruction,
curriculum will be instructed to accommodate the diverse groups of learners who have
different readiness levels, learning styles, and interests. Teachers will implement a
variety of instructional strategies, assessments, resources, and flexible grouping patterns
to meet the needs of all learners.
Titles, Descriptions, and Plan for Implementation of Assessment Instruments
Assessing the progress of students is a major priority in Richmond Community Schools. The
comprehensive assessment plan is designed for four purposes:
Summative, or Outcome, measures are used to measure growth over time and to evaluate the
overall effectiveness of the instructional program.
Formative measures help teachers plan instruction and provide in-depth information about
student skill levels and needs.
Screening measures provide information to determine which students are at risk and in need of
intervention.
Progress monitoring measures help determine if students receiving additional support and
interventions are making adequate progress or in need of more intensive or different support or
interventions.
Many assessment tools fill more than one purpose, and RCS has developed and implemented an
assessment plan that is carried out district-wide. The following table outlines the Crestdale
Assessment Plan in grades K-4 for the 20-21 school year. .
KINDERGARTEN
1ST GRADE
2ND GRADE
3RD GRADE
4TH GRADE Opportunities for Teachers to Be Included in Decision-making Related to the Use of Academic Assessment Results Every teacher uses data from the district assessments, as well as a variety of classroom assessments, to evaluate the learning growth of his/her students. The information gleaned from careful analysis of the assessments guides instruction. Teachers receive training on accessing and interpreting the data through their Tuesday morning and afternoon professional development, and grade level teams meet regularly to review the data and plan their instructional response. Aside from ILEARN , the assessment tools provide real-time data, and all teachers have access to the data from their teacher workstations. Assessment results are used to ensure that every student’s progress is tracked, and appropriate instructional strategies are implemented. Through a process of tiered interventions, teachers are intensely involved in the decision-making process related to the use of assessment data.
Commitment to Highly Qualified Teachers and Paraprofessionals Most RCS teachers are deemed to be highly qualified, and all paraprofessionals in Title I buildings are deemed to be highly qualified. Teachers may be highly qualified as demonstrated by successful completion of the National Teacher Examination or the HOUSSE Rubric while paraprofessionals may be deemed highly qualified through completion of 60 college credit hours or successful completion of the PRAXIS Examination. All teachers are evaluated yearly through Standards for Success. All staff credentials are available in the Human Resources Office of Richmond Community Schools. Richmond Community Schools is fortunate to attract and hire the very best professionals available to staff our schools. Richmond Community Schools, along with Crestdale Elementary School, have many strategies in place to ensure that highly qualified individuals are employed. Human resources personnel and school administrators visit college recruitment days and maintain direct contact with local colleges and universities. Richmond Community Schools maintains an attractive and user-friendly website where vacancies are publicized and applications can be completed online. Employment opportunities are also posted on the Indiana Department of Education website (www.doe.in.gov) Additionally, Richmond Community Schools works closely with colleges and universities in the placement and supervision of student teachers, where potential employees can be observed over a period of time. SUMMARY OF DATA Analysis of Data from the A-F Accountability Model Beginning with the 2010-2011 academic year, the Indiana State Board of Education changed the labels for the school categories based on student performance, moving from descriptive terms to letter grades A-F. Starting with the 2011-2012 academic year, the State Board of Education adopted the use of a new methodology for determining the school letter grade A-F. The new A-F accountability model holds schools and corporations to higher standards and incorporates student academic performance and growth, and graduation rates, as well as college and career readiness as measures of success. For the 2019-2020 school year, Crestdale Elementary School earned a B letter grade from the Indiana Department of Education. For the 2019-2020 school year, Crestdale Elementary School earned a B letter grade from the Indiana Department of Education. This is due to the hold harmless for the new implementation of the iLearn assessment.
ILEARN
Indiana Learning Evaluation Assessment Readiness Network (ILEARN) measures student
achievement and growth according to Indiana Academic Standards. ILEARN is the summative
accountability assessment for Indiana students and assesses:
● English/Language Arts (ELA) (Grades 3-8)
● Mathematics (Grades 3-8)
● Science (Grades 4 and 6)
● Social Studies (Grade 5)
● Biology (High School)
● U.S. Government – Optional (High School)
ILEARN Individual Student Reports will yield content-specific measures for ELA and
Mathematics for each student in grades 3-8. Lexile levels provide insight into students’ ability to
read and comprehend text and serve as indicators to help select appropriate texts for their reading
levels. Quantile measures indicate a student’s mathematic skills and help identify appropriate
activities to support the development of mathematics skills and understanding
ILEARN Performance
This data is from the 2018-2019 school year. We do not have data from 2019-2020 due to
COVID-19.IREAD 3 2019-2020
All third graders in Indiana will take the IREAD-3 assessment on the computer. The
purpose of the Indiana Reading Evaluation and Determination (IREAD-3) assessment is to
measure foundational reading standards through grade three. Based on the Indiana Academic
Standards, IREAD-3 is a summative assessment that was developed in accordance with House
Enrolled Act 1367 (also known as Public Law 109 in 2010), which "requires the evaluation of
reading skills for students who are in grade three beginning in the Spring of 2012 to ensure that
all students can read proficiently before moving on to grade four." Students who do not pass the
IREAD-3 assessment are required to attend Third Grade Academy summer school program to
receive remediation in reading skills. They will be given the opportunity to retake IREAD-3 at
the end of the program. If a student does not attend Third Grade Academy, or attends and still
does not pass, they will be considered for retention in third grade.
IREAD 3 Pass Results 2019-2020
NO DATA AVAILABLE – ASSESSMENT NOT GIVEN DUE TO COVID-19
OTHER ASSESSMENTS
● NWEA -
MAP Skills is a skills mastery and progress monitoring assessment that helps teachers drill down
to the specific skills each student needs to learn. Crestdale students in K-1 take the reading and
math assessments. Students in grades 2-4 take reading, language arts, and math. Teachers use
the data in between MAP Growth administrations to see exactly what struggling students are
missing and advanced students are ready to take on—then adjust instruction in the moment and
monitor student progress
● Common Formative Assessments (CFA’s)
Richmond Community Schools has taken the Indiana Academic Standards and created
monthly curriculum maps. Following each month, we use formative assessments to
differentiate instruction. Our district common assessments are intended specifically to help plan
for Success Period: Remediation, Reteaching, and Enrichment groups. Success Periods occur 30
minutes, four days per week, for both reading and math. Students are assigned to appropriate
groups based on current data taken from district assessments coupled with other formative data
that support the indicators on the district assessments. Success planning is collaborative; the
skills change every 1-3 weeks, and groups remain fluid.
● Fountas and Pinnell Benchmark Reading Assessment-Kindergarten through fourth grade teachers at Crestdale use the Fountas and Pinnell benchmark
kit to assess students on their independent and instructional reading level. This system also
engages students in comprehension conversations to accurately assess their ability to understand
and infer from reading. The system uses an A-Z text level gradient to measure student progress
throughout the year. All students are assessed with this tool at the beginning of the year with
optional assessments administered mid-year and at the end of the year. Grade level expectations
are shown in the chart below.
● High Frequency Words
Kindergarten will have 45 words for the year from the F&P Curriculum. The 1 grade will have
st
100 words from the F&P Curriculum.
Here is the school wide data (BOY & MOY) for K-4 students for the 19-20 school year.
Kdg BOY MOY
RIT Reading (at or above grade level mean) 34% 38%
RIT Math (at or above grade level mean) 30% 50%Number ID (identifies #1-20) 6% 40% Writing numbers (can write #1-20) 0% 64% Counting (can count to 100) 5% 91% Letter ID (can identify all 26 upper and lower case letters 5% 66% Letter sounds (knows sounds of all 26 letters) 0% 50% F & P (BOY B+, MOY C+ n/a 48% 1st RIT Reading (at or above grade level mean) 34% 25% RIT Math (at or above grade level mean) 31% 32% Fry Words (>80/100) 15% F&P (BOY = D+, MOY = F+) 34% 38% Addition Facts (>39 problems in 2 min) 0% 0% 2nd Grade RIT Reading (at or above grade level mean) 31% 34% RIT Math (at or above grade level mean) 34% 36% RIT Language (at or above grade level mean) 37% 36% F & P (BOY J+, MOY K+) 41% 59% Addition Facts (>47 problems in 2 min) 43% 53% Subtraction Facts (>39 problems in 2 min) n/a 77% 3rd Grade RIT Reading (at or above grade level mean) 40% 48% RIT Math (at or above grade level mean) 43% 53% RIT Language (at or above grade level mean) 40% 42% F&P (BOY = M+, MOY = N+) 70% 77% Multiplication Facts (>23 problems in 2 min) n/a 52% 4th Grade RIT Reading (at or above grade level mean) 38% 37% RIT Math (at or above grade level mean) 38% 31% RIT Language (at or above grade level mean) 36% 27% F&P (BOY = P+, MOY = Q+) 58% 90% Multiplication Facts (>55 problems in 2 min) 16% 54%
Division Facts (>27 problems in 2 min) n/a 47%
ATTENDANCE
School Year Attendance
2016-2017 94% Actual
2017-2018 94% Actual
2018-2019 93% Actual
2019-2020 95% Goal
2020-2021 95% Goal
Regular school attendance is an important and essential part of the education process. Daily
attendance is directly related to success in school. Students who have good attendance generally
achieve higher grades, enjoy school more, and are better prepared for the work world after
graduation. The attendance rate at Crestdale has remained stable over the past 10 years.
Attendance for the 2018-2019 school year was 93%. .
Excessive absenteeism, even for excused reasons, may require intervention. The responsibility
for a student being present at school every day rests with the parent and the student. The school
will work with the family to help ensure the student is in school every day. After reasonable
efforts by the school have been exhausted and the student continues to have attendance
problems, the school may seek assistance from other community agencies.
In addition to RCS attendance procedures, Crestdale Elementary School has implemented a
system of incentives and rewards to encourage improved student attendance, including: perfect
attendance certificates for each semester and the entire year, a weekly traveling attendance
trophy, and classroom attendance goals.In addition to the above incentives we will begin discussing attendance during RTI meetings for
our highest attendance needs. In addition to incentives to proactively address student attendance,
Crestdale Elementary School has a number of safety nets in place to provide support to students
for whom attendance is creating a barrier for learning, including:
a. Communities in Schools Site Coordinator who can work with families (each
school can describe how they use their CIS coordinator in this capacity).
b. Check-In and Check-Out if they have it in place.
c. Teacher telephone contact to inquire about missing students.
d. Daily calls to any home with a student absent.
e. Teacher incentives.
EXCEPTIONAL LEARNERS
● RTI (Response to Intervention) refers to a process that emphasizes how well students
respond to changes in instruction. The essential elements of an RTI approach are: the
provision of scientific, research-based instruction and interventions in general education,
monitoring and measurement of student progress in response to the instruction and
interventions, and the use of these measures of student progress to shape instruction and
make educational decisions.
http://www.rcs.k12.in.us/files/RTI%20Primer%20for%20Parents.pdf
∙ Special Education Services for students with disabilities will vary from school to school
dependent upon the organizational structure and unique qualities of the school. In all cases,
final determination of educational services for a student with disabilities will be dependentupon the identified needs of the student as determined by the case conference committee.
Services for students with disabilities shall ensure the following:
● education of students in their home school unless the IEP requires some other
arrangement
● education with non-disabled students to the maximum extent appropriate
● removal of students from the general education setting only when it is
documented. that education in general education classes using supplementary aids
and services cannot be satisfactorily achieved
● access to the general curriculum
● services based upon the student's IEP regardless of identified disability
● In selecting the least restrictive environment, consideration is given to any
potentially harmful effects of the suggested service on the student and the rights
of the student to be educated with chronological peers.
Special Education Vision
We support a diverse population of students
in a spirit of collaboration.
Actions supported by the statement include:
● viewing special education as a support system for students and to general
education;
● promoting collegial collaboration between special education and general
education;
● serving students in the least restrictive environment and within their home
schools;
● creating and sharing Disability Awareness activities yearly with students and staff
● sharing responsibility and resources to benefit all students;
● working with and respecting parents as partners in the educational process;
● recognizing that education of youth is a responsibility of the whole community;
● acknowledging each individual as a lifelong learner and contributing member of
our world;
● recognizing all students as special and educating them through a team effort;
● serving students with differing abilities in a caring environment which is
responsive to their individual needs; and,
● creating goals which focus on desirable educational outcomes for each student.
● http://www.rcs.k12.in.us/admin/departments/exceptional-student-
education/special-education
● Section 504:
Description: Section 504 is a part of the Rehabilitation Act of 1973 that prohibits
discrimination based upon disability. Section 504 is an anti-discrimination, civil rights
statute that requires the needs of students with disabilities to be met as adequately as the
needs of the non-disabled are met.Section 504 states that: “No otherwise qualified individual with a disability in the United
States, as defined in section 706(8) of this title, shall, solely by reason of her or his
disability, be excluded from the participation in, be denied the benefits of, or be subjected
to discrimination under any program or activity receiving Federal financial assistance…”
Eligibility:
As defined by federal law: “An individual with a disability means any person who: (i) has
a mental or physical impairment that substantially limits one or more major life activity;
(ii) has a record of such an impairment; or (iii) is regarded as having such an
impairment.”
Implementation:
If the student is determined eligible, the committee will develop and implement an
accommodation plan. The plan will include reasonable accommodations that may be
necessary for the student to receive a free and appropriate public education (FAPE). The
purpose of an accommodation plan is to ensure equal access to school activities, remove
barriers to educational opportunity and provide, to the degree possible, a level playing
field for student learning.
Reasonable accommodations may include, but are not be limited to:
● adjusting testing procedures (i.e., reduce time test anxiety, eligibility for
remediation/retention)
● individualizing classroom assignments, homework
● recording lectures and student responses
● utilizing computer or other assistive technology
● providing a buddy to take notes
● providing an interpreter (for students or adults)
● modifying materials, adjust the reading level
● modifying the organization of the student's day
● facilitating or modify parent/student/teacher/staff communication
● modifying school procedures (e.g., provide additional time for passing between
classes, adjust transportation, or approve early dismissal
The reasonable modifications will be individualized to meet the needs of the
student.
∙ Early College Preparatory Academy- Early College is a “school within a school” that guides
students toward success in high school, colleges and careers. This program houses students
from 5th, 6th, 7th, and 8th grade. Each grade level is composed of a cohort of students, taught
by a team of Early College teachers. Staff and students build their cohorts into mutually
supportive families with a college-going culture. Students are selected for Early College
based on the following criteria:● For entry to the Early College program at the 5th grade level, 4th grade students
are nominated by a teacher who feels the student is a first –generation attendee or
is underrepresented/underserved.
● -The Early College staff identifies 65 students who most meet the Early College
mission. Early College staff conduct home visits for each nominated student.
● -After parent/guardian permission, the student participates in an group interview,
including the following components:
A. Students complete a project by working in large and small groups followed by
a presentation.
B. Students write a self-reflective essay. They meet with an Early College staff
member to complete the interview process.
● -Early College staff look at the following to determine placement in the program:
group interview, attendance, behavior, academics such as GPA and standardized
test scores.
∙ CogAT:
The Cognitive Abilities Test (CogAT) is a multiple-choice test designed to measure a
child's academic aptitude. It is used to measure cognitive development among children.
The CogAT is made up of three sections, called batteries: the Verbal Battery, the
Quantitative Battery, and the Nonverbal Battery. These batteries can be administered
separately or together, depending on the specific needs of the school administering the
test. They are designed to assess specific reasoning skills in each area that correlates
strongly to academic success.
More specifically, the CogAT measures cognitive development, the ability to learn new
tasks, and problem-solving abilities. Because much of its content is nonverbal, the
CogAT is also very useful for testing students who are not native English speakers.
The CogAT is administered in kindergarten, 2nd grade and to other students that are
recommended for testing from parents or teachers at the first of the calendar year.
∙ EL – WIDA
The purpose of the English Language Proficiency assessments is to determine a student's
level of English proficiency. A Placement Test, administered upon a student's arrival in
the United States, is used to determine which English Learner (EL) services are
appropriate for the student. The annual assessment, administered in January and
February, is used to determine the student's current level of English proficiency. The
annual assessment is also used for accountability purposes to connect the cultural andlinguistic assets of English Learners in the classroom environment to promote
multiculturalism and inclusion.
∙ PEC – Personal Education Contract
Board Policy:
According to RCS School Board Policy 4410 for promotion standards, students must
demonstrate grade-level expected proficiency of standards, or the student participates in
Section II of these guidelines. Grade level expected proficiency of standards is
determined by the student's performance in three areas: standardized assessments,
attendance, and teacher judgment. A student’s performance which falls below average
shall participate in section II of these guidelines. The intervention shall begin as soon as
possible.
Section II Guidelines:
The teachers and principal will design an appropriate intervention process formulated for
standards mastery that will assist the student and engage the parent during the first
semester. At the beginning of second semester and no later than mid-February, the
intervention shall include a personal educational contract when it is determined that
documented intervention during the first semester was not successful enough.
Personal Education Contracts:
The Personal Education Contract will provide the following information:
o gaps in the student’s learning.
o identify responsibilities for the student, school, and parent.
o identify which standards are to be met before moving to the next level.
o include a variety of strategies that may include but are not limited to:
i. Technology
ii. Looping
iii. Multi-age instruction
iv. Tutoring
v. Mentoring
vi. Double dose – i.e. two math classes
vii. After school small group
viii. Differentiated instruction
ix. Frequent assessment of progress on benchmarks
x. Revised schedule
xi. “Accelerated Math”
xii. “Peer-Assisted” tutoring
xiii. Parent-Student-Teacher Contract
xiv. Standards based conferences
xv. Student portfolio
xvi. Alternative program-schoolxvii. Required summer school or other remediation program
xviii. Principal-approved tutorial program.
Promotion Considerations:
Upon completion of Step II, the principal shall direct the process to determine whether
the student shall be promoted. The principal shall once again consider items under
Section I of these guidelines. The expectation is that the student will successfully
complete Section II by experiencing significant academic progress. If the student does
not successfully participate in the intervention, the matter may require a retention
intervention and the parent is so advised around February. If there is a decision
recommending retention, see Section III of these guidelines.
Section III: Retention:
The principal will direct the development of an appropriate personal educational contract
for the retained student that encompasses some of the attributes of Section II of these
guidelines (but not limited to these). Frequent diagnostic assessment linked to instruction
is a guiding principle to address the academic deficiencies.
PARENTAL PARTICIPATION
o PreK/K roundup:
Transitions from early childhood programs to kindergarten programs are
coordinated at the district level. In order to ensure that preschool students have a
smooth transition to kindergarten, a district-wide “Pre K/Kindergarten Round Up”
event is held in the spring, which is highly publicized. At this event, parents come
to the building to register their students for school. Then each building has an
Open House for PreK/K students. At this event, representatives of many
community agencies are there to share information about their programs.
o Parent-Teacher Conferences:
Parent teacher conferences are held once a year in the Fall. They
are designed to provide an opportunity for parents and teachers
to discuss student's progress and make a plan for successful completion of the
grade level. Discussions may include, but are not limited to the following:
o Fall NWEA data: math, reading, and language arts
o Grades
o Attendance
o Behavior
Parents are encouraged to bring their child with them to the conference.
This allows them to talk about their performance and be a part of the plan for
improvement or enrichment.o CLASS Dojo:
Teachers use Class Dojo as a behavior management
tool in their classrooms. It promotes positive behaviors and strengthens lines of
communication between school and home. This is done primarily through Class
Dojo’s ‘Dojo Point’ system and messaging system that connects teachers and
parents. https://www.classdojo.com/
o Social Media:
Richmond Community Schools provides multiple opportunities for parents and
the community to reach out through social media.
RCS maintains a district Facebook, Twitter, Instagram, Pinterest and YouTube
account. Crestdale has its own Facebook and Twitter accounts as well. The
Crestdale PTO reaches out to parents through its Facebook account.
In addition, multiple teachers use Facebook and Twitter to
connect to parents. Uses for these social media accounts
could include, but aren't limited to:
-Notifying parents of snow days/delays
-Upcoming events
-Parent/teacher conference reminders
-Meeting notifications
-Classroom events
o One Call:
One Call is a phone message system that digitally records messages and delivers
them by phone to a large group of people. It’s an ideal way to send routine
reminders, vital messages, or emergency notifications. Our school uses this
message system to notify parents of special events and important dates that are
relevant to the whole school.
o Thursday Folders:
The students are provided with a folder at the beginning of the year that they take
home every Thursday. In this folder, teachers can send home important
announcements, information, newsletters, homework, test papers, and
acknowledgements. This is an expectation explained to the parents at the
beginning of the year so that they will anticipate the arrival of the folder each
week and know how information will be shared with them.
o Home School Compacts:
Home-School Compact is a document that is presented to parents, teachers,
students and administrators at the beginning of the year pledging to do their part
to ensure the maximum amount of learning will be achieved during the school
year. All parties are asked to read their part of the document and sign to signify
their commitment to each other.o Canvas:
Canvas can be accessed through the RCS Website. Students can log in to
Canvas using their school username and password. Each teacher has a class page
that can be accessed by students and parents. On this page there are
schedules, newsletters, and E-learning assignments for Snow Make-Up
Days. Teachers can also give assignments to students using Canvas, and give
immediate feedback through a grade and/or message to the student. Parents can
also access Canvas and communicate with the teacher.
o PowerSchool:
Pearson PowerSchool is the school information system that we use to monitor and
report individual student progress. Grades, attendance, discipline, and other data
about students are stored in PowerSchool.
RCS students and parents have access to up-to-the-minute information about
grades and attendance by using the Powerschool Student login page. Parents of
students will be provided secure access to the Powerschool system to monitor
their student’s progress. Parents and students can also download an app to access
information, including:
▪ Attendance
▪ School Announcements
▪ Assignments
▪ Assignment Scores
▪ Teacher Comments
▪ Grades
o K.I.S.S.:
Crestdale celebrates KISS week (Kids Invite Someone Special) during the school
year. Students invite special loved ones to share breakfast treats and visit the
school book fair. Each grade level is assigned a day for their event.
o PTO
The PTO is a small involved group of parents who support Crestdale Elementary
in a multitude of ways. Many are regular volunteers in the building during the
school day, but are visible at most all events whether through participation or
leadership. They work closely with the principal and staff to create a climate of
connectedness within the Crestdale community. Our PTO helps run the
Scholastic Book Fair twice a year, which is an important fundraiser for the
school. They also host events such as carnivals, dances, and
family movie nights throughout the school year.
o Family Nights:
Crestdale engages parents through multiple after school events. Each year, we
hold a Title I literacy night at the Wayne County Historical Museum.
Crestdale also hosts a science night in the winter to showcase student science fair
projects. In March, a spring music program is held at Richmond Civic Hall. Towelcome students and parents back, Crestdale holds a "Back to School
Night”. Parents are invited to bring their children to school to meet their new
teachers and to bring in supplies before the first day. The parents are able to
address concerns and have questions answered by the teachers, fill
out forms, plan for dismissal and become familiar with class routines.
TECHNOLOGY INITIATIVES
Technology at Crestdale Elementary School is providing its students with up-to-date
technological opportunities, which engage students in the instructional process and allow
them to become a global learning community. Crestdale has an interactive website that
provides information on school events, accomplishments, links to individual teacher e-
mails and other school information. The learning center in the library has the capability to
show multiple educational programs for classrooms from a central location, and a
scan/computer software system effectively monitors all books check in/check out
procedures and provides web contacts for book related subjects. All classrooms have a
minimum of three student workstations and a teacher workstation, which are connected to
the network. Crestdale also has interactive e-Instruction units and the computer lab
currently has a 30-station computer lab. Each classroom is equipped with a SmartBoard
or Clever Touch. We currently have 5 IPad carts (30 IPads) and 3 laptop carts for use
within the building. Richmond Community Schools has also purchased a student
license for Moby Max.
o Pearson PowerSchool is the school information system (sometimes called an SIS)
that we use to monitor and report individual student progress. Grades, attendance,
discipline, and other data about students are stored in PowerSchool.
o Canvas - LMS In addition to Canvas, Richmond Community Schools has
developed norms for elementary, intermediate, and secondary schools in regards to
Canvas use in each grade level.RCS Elementary Technology Norms K-4
SAFE ENVIRONMENT/DISCIPLINE
● Safety Team - The Crestdale School Safety Team meets once a month to cover any issues
that pertain to the safety of the students at Crestdale.
● PBIS- (Positive Behavior Intervention and Support) PBIS works to focus on positive
behavior of students in order to create a proactive learning environment for our
school. This team meets once a month to review data and plan monthly incentives for
students who exhibit Crestdale SHARP behaviors. Strategies that are used by our PBIS
program are as follows:
o SHARP Cards- Students that are "caught" being SHARP, can be given
a SHARP card by any adult in the building. They turn half of the SHARP card
in at the office for a sucker, and then their name is put into a drawing for the prize
box. SHARP cards are drawn out each morning during announcements, and
students are recognized for good behavior in front of the whole school.
o Crusader Board- Each class works to achieve points on the "Crusader Board"
located in the hallway near the gym. Classes can earn points by earning good
compliments from adults while walking in the hallway, during lunch, or during
their specials time. When the class achieves their goal, they vote for a classroom
incentive.
o Monthly incentives- Each month, all students that have not received an office
referral, are able to participate in a monthly incentive. Those who have received
an office referral within that month may not participate. Below is
the schedule for monthly incentives for the 2019-2020 school year.
SHARP Expectations
S- Safety
H- Honesty
A- Accountability
R- RespectP- Perseverance
At the beginning of the school year and after each break (Fall Break, Winter Break,
Spring Break), students participate in SHARP Expectation Rotations. Staff members are
located at different areas of the school and give presentations about
the behavior expectations in each area.
Areas include:
▪ Restroom
▪ Cafeteria
▪ Arrival/Dismissal
▪ Hallway
▪ Classroom
▪ Dismissal procedure
▪ Playground/Recess
● Disaster Drills- Each classroom has a specific area in the school to go during
a severe weather situation. These locations are away from windows, and students duck
and cover the backs of their necks to protect themselves. These drills are practiced
throughout the year, so students will be prepared in the event of an actual emergency.
● Fire Drills- Each classroom has a specific area to report to outside of the school
building in the case of a fire. Teachers are provided with red backpacks that have
essential materials they would need in this situation. Fire drills are practiced once a
month.
● Evacuation
● Lockdown
● Staff are required to go through mandatory training at the beginning of the school year in
regards to CPR, Students Experiencing Homelessness Awareness and Understanding,
Bloodborne Pathogen Exposure Prevention, Child Abuse, Internal Controls, Human
Trafficking Awareness, & Bullying2019-2020 Discipline Data
Professional Development Plan
School: Crestdale Elementary
Focus Area: Highest Student Achievement
Target Area: Reading
Student Achievement Objectives:
Goal: Ensure 80% of the students will be at or above grade level as measured by NWEA.
Benchmarks for Progress:
Year 1: By Spring 2021, 70% of the students will be at or above grade level as measured by
NWEA.
Year 2: By Spring 2022, 75% of the students will be at or above grade level as measured by
NWEA.
Year 3: By Spring 2023, 80% of the students will be at or above grade level as measured by
NWEA.
Proposed Interventions Professional Development
Begin Action Steps Responsi Begin Professional Responsible Evidence of Evidence of
Date ble Party Date Development Party Implementation Impact
2020-2021 Continued All Staff 20-21 Teachers will All Staff Monthly Student
implementation be provided Planning academic
of Indiana professional Calendars progress as
Reading development evidenced by
Academic in the use of data
Standards the standards
along with
district
curriculum
maps.
2020-2021 Implementation All Staff 20-21 Teachers will All Staff Learning Log Student
of formative be provided Meetings academic
and summative professional progress asassessments development CFA Analysis evidenced by
to guide in the areas of data
instruction. formative and Data Meetings
summative
assessments
and data
analysis.
2020-2021 Implementation All Staff 20-21 Teachers will All Staff Daily Classroom Classroom
of reading be provided Practice Observations
curriculum – professional
F&P Classroom development PD
in the
implementation
and
continuation of
the program.
2020-2021 Implementation All Staff 20-21 Teachers will All Staff Daily Classroom Classroom
of Social be provided Practice Observations
Emotional professional
Curriculum development PD Behavior
in the Data
implementation
and
continuation of
the program.
2020-2021 Implementation All Staff 20-21 Teachers will be All Staff Daily Student
of Digital provided Classroom academic
Learning professional Practice progress as
Support (exact development in evidenced by
title yet to be the data
implementation
determined)
of the
programs.
School: Crestdale Elementary
Focus Area: Highest Student Achievement - Math
Target Area: Math
Student Achievement Objectives:
Goal: Ensure 80% of the students will be at or above grade level as measured by NWEA.
Benchmarks for Progress:Year 1: By Spring 2021, 70% of the students will be at or above grade level as measured by
NWEA.
Year 2: By Spring 2022, 75% of the students will be at or above grade level as measured by
NWEA.
Year 3: By Spring 2023, 80% of the students will be at or above grade level as measured by
NWEA
Proposed Interventions Professional Development
Begin Action Steps Responsible Begin Professional Responsible Evidence of Evidence
Date Party Date Development Party Implementation of Impact
2020-2021 Continued All Staff 20-21 Teachers will All Staff Monthly Planning Student
implementation be provided Calendars academic
of Go Math professional progress as
and Indiana development in evidenced
Academic the use of the by data
standards
Math
along with
Standards
district
curriculum
maps.
2020-2021 Implementation All Staff 20-21 Teachers will All Staff Learning Log Student
of formative be provided Meetings academic
and summative professional progress as
assessments development in evidenced
CFA Analysis
to guide the areas of by data
formative and
instruction. Data Meetings
summative
assessments
and data
analysis.
2020-2021 Implementation All Staff 20-21 Teachers will All Staff Daily Classroom Student
of Digital be provided Practice academic
Learning professional progress as
Support (exact development in evidenced
title yet to be the by data.
implementation
determined)
of the
programs.2020-2021 Implementation All Staff 20-21 Teachers will All Staff Daily Classroom Classroom
of Social be provided Practice Observation
Emotional professional s
Curriculum development PD
in the Behavior
implementatio Data
n and
continuation
of the
program.
Crestdale Staff
NAME POSITION
Albertson, Candi Para - Life Skills
Anderson, Kristy Nurse
Armstead-Kennedy, Sha'Kyra Para-Preschool Except Ed-Caudle
Arndt, Laura Teacher-Music
Ayotte, Jaci Teacher-1st grade
Baker, Denise Teacher-Life Skills
Beck, Jonalyn Para - Library
Benner, Sabrina Interventionist
Benavides, Elizabeth Para - Title 1
Brush, Kara Teacher-Instructional Coach
Burgess, Phyllis Interpreter
Caudle, Kristin Teacher - Preschool Except Ed
Chub, Cristina Aide-Cafeteria
Coker, Sarah Teacher - 1st grade
Coleman, Stephanie Clerical
Daniels, Johnnie EL Instructor
Davis, Sierra Aide-Cafeteria
Davis, Sheila Environmental Services - 2nd shift
Dean, Janice Para - Life Skills
Deane, Ronald Teacher - Except Ed
Falknor, Amanda Teacher - 1st grade
Givens, Diane Teacher - 2nd grade
Godsey, Elena Para - Life Skills
Harrison, Abigail Instructor-PreschoolHasecoster, Matt Teacher - 3rd grade Hickey, Sherri Teacher - 3rd grade Hunt, Rebekah Teacher - Life Skills Jones, Sheila Para - Life Skills Kelsik, Bob Teacher - PE Lacy, Kayla Para - Title 1 Lake, Jordan Para - Title 1 Lee, Jann Para - Except Ed Locchetta, Amanda Teacher - 3rd Grade Markward, Elizabeth Principal Martin, Jennifer Para - Preschool - McConnell McCormick, Bethany Para - Preschool Except Ed-Caudle McDonald, Lindsay Para - Life Skills Miller, Sheila Centerstone Counselor Miller, Tricia Aide-Cafeteria Mullins, Shannon Communities in School Site Coordinator Narcisse, Deborah Aide-Cafeteria Nunez, Sheila Para - Life Skills Onder, Patricia Lunch Checker Pearson, Erica Teacher - 4th grade Pigman, Jane Teacher - 4th grade Rawlings, Shianne Para - Preschool Special Ed (Sizemore) Retter, Emily Teacher - Except Ed Roark, Amy Aide-Cafeteria Roscoe, Lynn Para - Title I Salkoski, Alison Para - Except Ed - Hunt Schwab, Lori Environmental Services-1st shift Sickmann, Lindsey Teacher-Kindergarten Sizemore, Debby Teacher - Preschool Except Ed Smith, Cyndi Secretary/Treasurer Smith, Michelle Para - Title I Smith, Nate Para - Except - Baker Stanley, Katie Para - Preschool - Schaar Stoermer, Dena Para-Except Ed Summitt, Kim Teacher - Except Ed Talbot, Darcy Teacher - 2nd grade Thomas, Adria Teacher - Except Ed Vance, Sarah Teacher-Media/eLearning Walker, Halli Para - Life Skills Wilds, Fonda Teacher-Art Williams, Melody Teacher - Kindergarten
Willis, Diane Teacher - Kindergarten
Wood, Tina Instructor-Preschool
Yaden, Dawn Teacher - 2nd grade
Younger, Nichole Para-Preschool Except Ed-Sizemore
Staff Sign-OffYou can also read
