PART I: CURRENT SCHOOL STATUS

STUDENT ACHIEVEMENT DATA

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School Grades Trend Data
(Use this data to complete Sections 1-4 of the reading and mathematics goals and Section 1 of the writing and science goals.)

Adequate Yearly Progress (AYP) Trend Data
(Use this data to complete Section 5 of the reading and mathematics goals and Section 3 of the writing goals.)

Florida Comprehensive Assessment Test (FCAT) Trend Data
(Use this data to inform the problem solving process when writing goals.)

HIGHLY QUALIFIED ADMINISTRATORS

List your school’s highly qualified administrators and briefly describe their certification(s), number of years at the current school, number of years as an administrator, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP).

PositionNameDegree(s)/ Certification(s)# of Years at Current School# of Years as an AdministratorPrior Performance Record (include prior School Grades, FCAT (High Standards, Learning Gains, Lowest 25%), and AYP information along with the associated school year)
Principal Allen Anderson M. Ed 1 4 Each school that Mr. Anderson has worked in as an administrator from 2006-2010 was an A school. Each school was also awarded the Five Star and Golden School Awards. Sub groups in each school from 2008- 2010 did not make AYP.
Assis Principal Edie Jarrell M. Ed 2 8 Mrs. Jarrell has been at Cunningham Creek for the past two years, during which time the school has maintained an A school status. This previous year one sub group did not make AYP.
Assis Principal Esther Seward Ed.S. 1 3 Mrs. Seward previously has been associated with that school that went from a B school to an A school which it has maintained.

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

List your school’s highly qualified instructional coaches and briefly describe their certification(s), number of years at the current school, number of years as an instructional coach, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP). Instructional coaches described in this section are only those who are fully released or part-time teachers in reading, mathematics, or science and work only at the school site.

Subject AreaNameDegree(s)/ Certification(s)# of Years at Current School# of Years as an Instructional CoachPrior Performance Record (include prior School Grades, FCAT (Proficiency, Learning Gains, Lowest 25%), and AYP information along with the associated school year)
Literacy Andrea Adams M. Ed 7 2 During Ms. Adams tenure as Instructional Coach, Cunningham Creek has maintained an A school status. This previous year one sub group did not make AYP.


HIGHLY QUALIFIED TEACHERS

Describe the school-based strategies that will be used to recruit and retain high quality, highly qualified teachers to the school.

 Description of StrategyPerson ResponsibleProjected Completion DateNot Applicable (If not, please explain why)
1 1.Within the District PATS (employment system) we use the Teacher Insight score to screen potential teachers. Principal date based on posting of position
2 2. Mentor program for any teachers new to CCE. Administrators and Instructional Coach On - going through out teacher's first year
3 3. Shared Decision making process Principal with support from all staff On- going


Non-Highly Qualified Instructors

List all instructional staff and paraprofessionals who are teaching out-of-field and/or who are NOT highly qualified.

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
Heidi Weaver Elem. Ed. 5th Grade Gifted Mrs. Weaver is currently one class away from completing this endorsement. This will be completed this school year.


Staff Demographics

Please complete the following demographic information about the instructional staff in the school who are teaching at least one academic course.

*When using percentages, include the number of teachers the percentage represents (e.g., 70% (35)).

Total Number of Instructional Staff % of First-Year Teachers % of Teachers with 1-5 Years of Experience % of Teachers with 6-14 Years of Experience % of Teachers with 15+ Years of Experience % of Teachers with Advanced Degrees % Highly Qualified Teachers% Reading Endorsed Teachers % National Board Certified Teachers % ESOL Endorsed Teachers
616.6%(4)24.6%(15)31.1%(19)37.7%(23)41.0%(25)98.4%(60)8.2%(5)8.2%(5)57.4%(35)


Teacher Mentoring Program

Please describe the school’s teacher mentoring program by including the names of mentors, the name(s) of mentees, rationale for the pairing, and the planned mentoring activities.

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Neva Chatfield Lisa Dietz Grade Level Teammates; mentor educational expertise & FCAT Scores, proper induction to CCES’ procedures and guidelines, professional development activities Periodic meetings and planning to discuss lesson plans, policies, procedures , best practices and concerns of new teachers
Amanda Underwood Meagan Schmidt Grade Level Teammates; mentor educational expertise & FCAT Scores, proper induction to CCES’ procedures and guidelines, professional development activities Periodic meetings and planning to discuss lesson plans, policies, procedures , best practices and concerns of new teachers
Jennifer Pelkey Barbara Stroer Grade Level Teammates; mentor educational expertise & FCAT Scores, proper induction to CCES’ procedures and guidelines, professional development activities Periodic meetings and planning to discuss lesson plans, policies, procedures , best practices and concerns of new teachers
Stephanie Davenport Michelle Tippin Grade Level Teammates; mentor educational expertise & FCAT Scores, proper induction to CCES’ procedures and guidelines, professional development activities Periodic meetings and planning to discuss lesson plans, policies, procedures , best practices and concerns of new teachers
Beth Groleau Mallory Wiegman Grade Level Teammates; mentor educational expertise & FCAT Scores, proper induction to CCES’ procedures and guidelines, professional development activities Periodic meetings and planning to discuss lesson plans, policies, procedures , best practices and concerns of new teachers
April Bailey Dan Brown Grade Level Teammates; mentor educational expertise & FCAT Scores, proper induction to CCES’ procedures and guidelines, professional development activities Periodic meetings and planning to discuss lesson plans, policies, procedures , best practices and concerns of new teachers
David Straw Jennifer Wenzel Grade Level Teammates; mentor educational expertise & FCAT Scores, proper induction to CCES’ procedures and guidelines, professional development activities Periodic meetings and planning to discuss lesson plans, policies, procedures , best practices and concerns of new teachers



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Please describe how federal, state, and local services and programs will be coordinated and integrated in the school. Include other Title programs, Migrant and Homeless, Supplemental Academic Instruction funds, as well as violence prevention programs, nutrition programs, housing programs, Head Start, adult education, career and technical education, and/or job training, as applicable.


Title I, Part A

N/A


Title I, Part C- Migrant

N/A


Title I, Part D

N/A


Title II

N/A


Title III

N/A


Title X- Homeless

N/A


Supplemental Academic Instruction (SAI)

N/A


Violence Prevention Programs

N/A


Nutrition Programs

N/A


Housing Programs

N/A


Head Start

N/A


Adult Education

N/A


Career and Technical Education

N/A


Job Training

N/A


Other

N/A


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

Andrea Adams, Instructional Coach
Allen Anderson, Principal
Edie Jarrell, Assistant Principal
Margina Gabriel, Guidance Counselor
Lynn Gockenbach, Psychologist
Rebecca Schroth, Speech Pathologist
Esther Seward, Assistant Principal
Cinda Grimes, Behavioral Specialist

Principal: At Cunningham Creek Elementary, the principal provides a common vision for the use of data-based decision-making, ensures that the school-based team is implementing RtI, conducts assessment of RtI skills of school staff, ensures implementation of intervention support and documentation, ensures adequate professional development to support RtI implementation, and communicates with parents regarding school-based RtI plans and activities, as well as participating on the RtI team.

Assistant Principal: The assistant principal at Cunningham Creek Elementary also provides a common vision for the use of data-based decision-making, ensures that the school-based team is implementing RtI, conducts assessment of RtI skills of school staff, ensures implementation of intervention support and documentation, ensures adequate professional development to support RtI implementation, communicates with parents regarding school-based RtI plans and activities, and also participates on the RtI team.

Instructional Literacy Coach: Cunningham Creek Elementary’s Instructional Literacy Coach develops, leads, and evaluates school core content standards/ programs; identifies and analyzes existing literature on scientifically based curriculum/behavior assessment and intervention approaches. The coach identifies systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children to be considered “at risk;” assists in the design and implementation for progress monitoring, data collection, and data analysis; participates in the design and delivery of professional development; provides support for assessment and implementation monitoring, and is the facilitator of the RtI team.

RtI Coach: The district RtI Coach assigned to Cunningham Creek Elementary assists the Instructional Literacy Coach in developing, and evaluating school core content standards/ programs. The RtI Coach also assists with identifying and analyzing existing literature on scientifically based curriculum/behavior assessment and intervention approaches, identifying systematic patterns of student need while working with Cunningham Creek Elementary’s RtI team to identify appropriate, evidence-based intervention strategies. The RtI Coach provides guidance with whole school screening programs that provide early intervening services for children to be considered “at risk;” assists in the design and implementation for progress monitoring, data collection, and data analysis;participates in the design and delivery of professional development; and provides support for assessment and implementation monitoring.

School Psychologist: The school psychologist assigned to Cunningham Creek Elementary is a member of the RtI team and participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; provides professional development and technical assistance for problem-solving activities including data collection, data analysis, intervention planning, and program evaluation; and assists with facilitating data-based decision making activities.

Guidance Counselor: At Cunningham Creek Elementary the guidance counselor is also a member of the RtI team. The counselor provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students. In addition to providing interventions such as school counseling and social skills training, the counselor continues to link child-serving and community agencies to the schools and families to support the child's academic, emotional, behavioral, and social success.

Behavior Specialist: As an RtI team member, the behavior specialist at Cunningham Creek Elementary assesses behavior, develops intervention plans and provides support to school staff in the implementation, data collection and data analysis of behavior issues.

Speech/Language Pathologist: Both of the speech/language pathologists at Cunningham Creek Elementary share in the role of RtI team member and assists with identifying and analyzing data related to language skills and participates in developing interventions.


Describe how the school-based RtI Leadership Team functions (e.g., meeting processes and roles/functions). How does it work with other school teams to organize/coordinate RtI efforts?

The Cunningham Creek Elementary RtI Leadership Team will focus meetings around one question: How do we develop and maintain a problem-solving system to bring out the best in our schools, our teachers, and in our students?
The team meets once a week to engage in the following activities: Review universal screening data and link to instructional decisions; review progress monitoring data at each grade level and classroom level to identify students who are meeting/exceeding benchmarks, who are at moderate risk or at high risk for not meeting benchmarks. We also review student behavioral trends and attendance. Based on the collective information, the team will determine whether there is a need for professional development and the proper resources. The team will also collaborate regularly, problem solve, share effective practices, evaluate implementation, make decisions, and practice new processes and skills toward all students making learning gains. The team will also facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation.


Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan. Describe how the RtI Problem-solving process is used in developing and implementing the SIP?

The RtI Leadership Team at Cunningham Creek Elementary met with the School Advisory Council(SAC)Chairs and principal to help develop the SIP. The team provided data on: Tier 1, 2, and 3 targets; academic and social/emotional areas that needed to be addressed; helped set clear expectations for instruction (Rigor, Relevance, Relationship); facilitated the development of a systemic approach to teaching (Gradual Release, Essential questions, Activating Strategies, Teaching Strategies, Extending, Refining, and Summarizing);and aligned processes and procedures. The RtI team is Cunningham’s problem solving team. By reviewing ongoing progress monitoring data, the team will be able to identify students who are “at risk” in both the areas of academics and behavior and will develop appropriate interventions to help “at risk” students make appropriate academic gains and/or improve behaviors which may interfere with the learning process.




RtI Implementation

Describe the data source(s) and the data management system(s) used to summarize data at each tier for reading, mathematics, science, writing, and behavior.

Baseline data: Progress Monitoring and Reporting Network (PMRN), Scholastic Reading Inventory (SRI), Developmental Reading Assessment (DRA), ThinkLink and Write Score, FAIR, Florida Comprehensive Assessment Test (FCAT)
Progress Monitoring: PMRN, Curriculum Based Measurement (CBM), FCAT Simulation, DIBELS, Great Leaps, Quick Reads, ThinkLink Probes, Monthly Writing Prompts

Midyear: Florida Assessments for Instruction in Reading (FAIR), Diagnostic Assessment for Reading (DAR), SRI, FCAT Writes, ThinkLink

End of year: FAIR, SRI, DRA, FCAT, ThinkLink

Frequency of data: three probes for data analysis


Describe the plan to train staff on RtI.

The RtI Team at Cunningham Creek Elementary plans to provide staff with professional development through short presentations about RtI during Cunningham’s monthly Best Practice Symposiums. Small sessions will also occur throughout the school year and training with individual staff will occur when the need arises. Throughout the year the RtI team will evaluate additional staff PD needs during the weekly RtI Leadership Team meetings.



Literacy Leadership Team (LLT)


School-Based Literacy Leadership Team

Identify the school-based Literacy Leadership Team (LLT).

The School-based Literacy Leadership Team is comprised of the Administrative team, the Instructional Coach and the Grade Level Team leaders.


Describe how the school-based LLT functions (e.g., meeting processes and roles/functions).

The team meets to pick school wide books that will be read and discussed by the entire school. The books that chosen area aligned with Character Counts Pillars and 6 habits of highly effective kids. The team also creates lessons for classroom use with each of the books.


What will be the major initiatives of the LLT this year?

The major initiative of the LLT will be to encourage students to read.
The LLT would also like to promote good charatcer through reading and instruction.




NCLB Public School Choice


*Elementary Title I Schools Only: Pre-School Transition

Describe plans for assisting preschool children in transition from early childhood programs to local elementary school programs as applicable.

N/A


*Grades 6-12 Only

Sec. 1003.413(b) F.S.

For schools with Grades 6-12, describe the plan to ensure that teaching reading strategies is the responsibility of every teacher.

N/A


*High Schools Only

Note: Required for High School - Sec. 1008.37(4), F.S., Sec. 1003.413(g)(j) F.S.

How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

N/A


How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?

N/A


Postsecondary Transition

Note: Required for High School - Sec. 1008.37(4), F.S.

Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the School Feedback Report

N/A



 

PART II: EXPECTED IMPROVEMENTS

 
 

Additional Goal(s)

 

FINAL BUDGET



Differentiated Accountability


School-level Differentiated Accountability Compliance



No Attached School’s Differentiated Accountability Checklist of Compliance



School Advisory Council



School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.



Projected use of SAC FundsAmount
N/A $0.00



Describe the activities of the School Advisory Council for the upcoming year


The SAC will help provide direction for the school to focus on assisting the subgroup of SWD to make AYP. Cunningham Creek did not make AYP during the 09-10 school year. If AYP is not obtained during the 10-11 school year we will become a Differentiated Accountability School.

Another area of focus for SAC will be community involvement. We will work towards this goal by showcasing our daily instructional rigor during our annual walk-through and making our membership aware of daily happenings in our classrooms.


 

AYP DATA

No Data Found
No Data Found
No Data Found


SCHOOL GRADE DATA

St. Johns School District
CUNNINGHAM CREEK ELEMENTARY SCHOOL
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 96%  97%  93%  75%  361   Writing and Science: Takes into account the % scoring 4.0 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
% of Students Making Learning Gains 82%  77%      159  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 84% (YES)  78% (YES)      162  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    FCAT Points Earned         682   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade*         A  Grade based on total points, adequate progress, and % of students tested


    St. Johns School District
    CUNNINGHAM CREEK ELEMENTARY SCHOOL
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 92%  92%  83%  80%  347   Writing and Science: Takes into account the % scoring 4.0 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 72%  70%      142  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 64% (YES)  77% (YES)      141  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    FCAT Points Earned         630   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade*         A  Grade based on total points, adequate progress, and % of students tested


    St. Johns School District
    CUNNINGHAM CREEK ELEMENTARY SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 93%  94%  92%  76%  355   Writing and Science: Takes into account the % scoring 4.0 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 74%  77%      151  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 68% (YES)  73% (YES)      141  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    FCAT Points Earned         647   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade*         A  Grade based on total points, adequate progress, and % of students tested