Schools may choose to describe up to two additional pieces of information about how their school is supporting students. These self-reported indicators are not factored into school accountability calculations but provide the opportunity for schools to highlight successful programs or practices in addition to the indicators included in school accountability.


School Wide Response to Intervention

At Ridgeline Elementary we work to ensure that, “...everyone who enters these doors…will encourage a love for learning.” Our school has active professional learning communities on every grade level. These collaborative teams are committed to meet the needs of ALL students and work collaboratively to teach essential standards as a grade level. Teams work together to create common assessments, discuss performance standards, and evaluate teaching practices to determine mastery. Students are screened regularly to determine mastery and those who do not show mastery receive targeted tier two interventions during WIN (What I Need) time on specific skills by a collaborative team including teachers and intervention aides.


School Wide Connections

At Ridgeline Elementary we work to ensure that, “...everyone who enters these doors feels valued…” We accomplish this by ensuring that all students, faculty, and staff are seen and safe. We do this by following a school-wide PBIS (Positive Behavior Interventions and Support) System we call the Ridgeline Code, where every student is encouraged to be Respectful, Responsible, and Resilient. Students who are caught following these values are given a Rocky Reward Ticket which recognizes them at home, in the classroom, and on the school level with weekly prizes. Staff is recognized through multiple programs that encourage unity and a sense of belonging. We also have an active SEW (Social Emotional Wellness) Team who focuses on ensuring that each student's individual needs are met. Our school counselor, social worker, and school psychologist collaborate weekly to address student concerns, meet with students individually as well as in groups, and regularly teach social-emotional learning lessons in classrooms. We use common zones of regulation vocabulary and resources school-wide to enable students to assess their personal emotional status and recognize when they may need extra support. The SEW team has created a wellness room, The Raccoon Den, where students can go if they need time to regulate themselves. Data is collected from The Raccoon Den check-in process and reviewed weekly by the SEW team to identify students who may need additional support.