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FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: CUTLER RIDGE ELEMENTARY SCHOOL

District Name: Dade

Principal: Adrienne L. Wright-Mullings

SAC Chair: Maritza Cortada

Superintendent: Alberto M. Carvalho

Date of School Board Approval: Pending

Last Modified on: 09-10-2009

Dr.Eric J.Smith, Commissioner

Florida Department of Education 325 West Gaines Street

Tallahassee, Florida 32399

Dr.Frances Haithcock, ChancellorK-12 Public Schools

Florida Department of Education325 West Gaines Street

Tallahassee, Florida 32399

VISION and MISSION STATEMENTS

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

VISION Cutler Ridge Elementary and Assurant Satellite Learning Center joins the parents and community to assist all students in discovering, exploring and experiencing lifetime learning while imagining and believing limitless possibilities for the future.

MISSION Cutler Ridge Elementary and Assurant Satellite Learning Center stakeholders are committed to delivering and promoting instruction that is reflective, responsible, research-based, and rigorous while nurturing the individual needs and differences of all students to achieve their maximum potential in a ever-changing society

Brief History and Background of the School

Cutler Ridge Elementary/Assurant Satellite Learning Center built in 1956 is located at 20210 Coral Sea Road, in Cutler Bay, Florida. The fifty-three year old campus was built on 11.8 acres in incorporated Miami-Dade County. Two-miles away, students of the Assurant Solutions’ employees attend the Satellite Learning Center. The satellite serves 163 students of middle socio-economic status, who are not necessarily residents of the Town of Cutler Bay. The main campus serves 681 students of low –to-middle socio-economic parents who generally have lived in the area for several generations. While there are separate assistant principals and PTA groups, one principal oversees both sites. Furthermore, the Educational Excellence School Advisory Council (EESAC) is comprised of representatives from both campuses. Although the campuses vary in many ways, every effort is made to maintain close ties between the two sites as it services a student population that consists of Pre-K - 5.

Unique School Strengths for Next Year

Cutler Ridge Elementary provides students, parents, and the community a safe and stimulating environment full of educational opportunities. Students who are eligible are given the opportunity to participate in a full-time gifted program. After earning 552 accountability points on the 2009 FCAT, Cutler Ridge Elementary regained its “A” status by demonstrating increases in seven accountability areas. In the last seven years, the school has maintained “A” status and has met AYP for all subgroups, four years with 100%. Teacher mobility is low and teacher attendance is 96.6%. Cutler Ridge Elementary/Assurant Satellite Learning Center (CRE/ASLC) was awarded the Five Star School Recognition in 2007-2008 which recognizes the vast support and involvement of parents, community agencies, Dade Partners, and other partnerships. The school has expanded the partnerships presently to approximately 40 partnerships as listed in the data base and applied once again for Five Star Recognition for 2008-2009. It is through these efforts, the increased parent involvement, PTA, community partnerships collaborative efforts that the school is able to continue improvement and excel even with decreased revenues and personnel. The school had 2nd place district winners in the MDCPS’ Geography and History Bees and District Finalist in the annual MDCC Theodore Gibson Oratorical Contest. Another partnership, Arts for Learning awarded the “Sun Award” in September 2008, and awarded a new, three year grant program to expand the program and continue services for students to express themselves artistically. UniVision Channel 23 awarded Cutler Ridge Elementary the outstanding program presentation. M-DPCS Mathematics Bowl Winners; include 1st Place Intermediate Team Winner, and 2nd Place Winner in Math Relays. Bilingual Parent Outreach Program, (BPOP) provided grant through Title III funds for parent workshops and tutoring for ELL students. It is an environment which strives for academic excellence and has a great deal of parental involvement and support despite the economic decline. Our school partneringwith “KAPOW”, Bank of America, and completed training for teachers and students initiating a new school program last school year and will continue implementation for 2009-2010.

Unique School Weaknesses for Next Year

Due to budget constraints, the decrease in personnel needed to provide student interventions and operate two sites has placed a real strain on the ability to address all issues and concerns. Support personnel allocations were cut such as full time-paraprofessionals which provided services in intervention skills for both school sites and budget for hourly personnel have been reduced significantly. The school continues to lose students to neighboring charter schools and students are moving out of state due to the slowing economy. Adequate Yearly Progress (AYP) was not met during the 2009 school year. The percentage of students who achieved math proficiency decreased in the economically disadvantaged sub-group from 69% to 66% (3% decrease) and in the Black student sub-group from 66% to 55% (11 percent decrease).

Student Demographics

Cutler Ridge Elementary has a multi-ethnic population that consists of 863 students: 51 % of students are Hispanic, 27% are White, 17% are Black and 5% are American Indian, Asian or multi-racial. Economically disadvantaged students account for 49.9% of the population. Additionally, 10.4% are classified as English Language Learners (ELL), 7.3% of students are Students with Disabilities, (SWD), and 11% of students are gifted. During the 2008-2009 school year 31 students were retained in grades K-5 and for the 2009-2010 only four students did not master standards or achieve level 2 (3rd grade) in order to be promoted to the next grade. The inclusion rate for students with disabilities spending 80% or more of their time with non-disabled students is 48.4%.

Student Attendance Rates

Cutler Ridge Elementary students have attended school during the 2008-2009 school year at a rate of 96.6%. Attendance trend for the last three years indicates a decrease: 2008-2009: 96.6 %, 2007-2008: 96.7% and 2006-2007: 96.46%. The District, Region, and Feeder Pattern three year trends : 06-07 07-08 08-09 94.97 95.45 95.19 District 95.05 95.56 95.19 Region 93.32 93.46 93.12 Miami Southridge Senior

Student Mobility

The mobility index of the school is 15%. The mobility occurs predominantly when students transfer within MDCPS as evidenced by the following: Transfers in: 43 students within MDCPS 20 transferring out of MDCPS. Transfer out: 42 within MDCPS and 30 transferring out of MDCPS. Data shows 121 new incoming students which predominantly are incoming MDCPS. Only two students transferred out to a non-public school setting. The financial impact was a decrease/increase of FTE therefore loss of funding and in some cases because there were students not present for both FTE periods their scores were not included in the grade calculation

Student Suspension Rates

The indoor three year trend is: 2006-2007: 0 2007-2008: 0 2008-2009: 10

The outdoor three year trend is: 2006-2007:1 2007-2008:1 2008-2009:3 The discipline plan is addressed school-wide through grade level assemblies, student and parent contracts, and alternatives to suspension. The Code of Student Conduct is followed and shared with parents, students and staff. Students tend to respond positively to discipline measures implemented by the teacher and administrators. Safety committee will continue to meet monthly to determine methods to encourage students to adhere to the school-wide discipline plan. Partnering with the Elijah Network, implementing Trust curriculum, Life Skills program and DARE will continue to reinforce positive behaviors expected of students.

Student Retention Rates

Cutler Ridge Elementary had in 2008-2009, retained 12 students or less than 1% in grades K-5 as compared to 31 students, or 3.6 % retained in 2007-2008 in grades K-5. All retentions require meetings, with parents, students, counselors and administrators to identify strategies for intervention and support for addressing student success. The school counselor has provided support services in individualized and group counseling for all students identified. All students who are retained receive interventions in reading for the first nine week period until they demonstrate growth

Class Size

The average class size in general education is: PK-3 17.22 and 4-5 is 17.80.

Efforts have been made to reduce class sizes throughout the school to positively impact student character and maintain an environment with very few discipline problems and strengthen the teacher and student relationships. At Cutler Ridge Elementary/Assurant Satellite Learning Center the average primary and intermediate class size, for general education classes, meets the state requirement. Whenever possible, SPED and ESOL students are included with their grade level peers for instruction, however, these students are taught in small groups in the resource environment, as indicated in their respective Individual Education or Limited English Proficient Plans. English Language Learners in Kindergarten and first grade are in an inclusion setting and Second through fifth grade students are in a resource setting. Students with disabilities in grades kindergarten through fifth grade are in a resource,consult or

inclusion model.

Academic Performance of Feeder Pattern

Cutler Ridge Elementary is in the Southridge Feeder Pattern and feeds into three middle schools: Cutler Ridge Middle, Centennial Middle and Mays Middle Schools.

Cutler Ridge Middle School is a Correct II school. Cutler Ridge Middle has been a “C” school for the past two years, based on the FCAT 2007 and 2008 results. The Reading Proficiency, AYP was not met, and the subgroups identified not meeting Reading were the economically disadvantaged and the Hispanic subgroups. AYP was met by all subgroups except one, for Math Proficiency for 2008. The one subgroup not meeting AYP was the Black population.

Mays Middle School is a Correct II school. Mays Middle has been a “C” for the past two years, based on the FCAT 2007 and 2008 results. This middle school did not meet criteria for Reading or Mathematics Proficiency for AYP. One subgroup, the SWD was the only subgroup meeting criteria for Reading.

Centennial Middle School is a Correct II school. Centennial Middle has been a “C” school for the past two years, based on the FCAT 2007 and 2008 results. The AYP for Reading and Math Proficiency were not met by any of the subgroups during the 2008 FCAT administration.

All three middle schools, as stated above, that Cutler Ridge Elementary feeds into have had 95% or more students tested in Reading and Math, thus have met this criteria.

Fifth grade students are completely departmentalized which is a strategy implemented to prepare students for the transition to middle school. This decreases the amount of stress that students would have if they were with one teacher for the entire fifth grade experience.

Articulation continues to be an opportunity for students to demonstrate responsible behavior in making sure that the form is completed and parent signature acquired.

Teachers are selected to provide instruction in fifth grade who possess qualities and expertise that maximizes student achievement and understands the need to support their developmental progression.

Teachers’ individual class proficiencies in reading and math is evidence that they possess a knowledge of their subject matter that enables them to maintain student achievement through instructional practices. Students who enter sixth grade continue to demonstrate a drastic decrease in student achievement levels due to various factors. There needs to be more collaboration within the feeder pattern to determine strengths and weaknesses in an effort to address the needs of the students. Greater attention needs to be placed on parental involvement and identification of benchmarks or strands that students are having the greatest difficulty.

Partnerships and Grants

STUDENT ACHIEVEMENT DATA

Cutler Ridge Elementary/Assurant Satellite Learning Center has now established approximately 40 partnerships as listed in MDCPS data base. These partners collaborate and offer tremendous support to our school and include Assurant Solutions Corporation which annually donates $3,500 for student and teachers incentives to Cutler Ridge Elementary. In addition, the partnership established over twenty years ago, supports in-kind donations including the K-5 school building, maintenance, and security for the children of the corporation employees to attend Assurant Satellite Learning Center School. The Assurant Solutions/Landon Foundation provides an estimated $10,000 monetary donation yearly for classroom, teacher supplies and school identified needs and works in conjunction with SLC-ACT Committee in supporting technology and funding for an hourly paraprofessional at the Satellite School. Cutler Bay Town and Park provides needed support for partnering with Cutler Ridge Elementary’s physical fitness department with sharing fields and supporting school fundraising events. “Arts 4 Learning” awarded a continuing grant to Cutler Ridge Elementary for $3,000 including professional development and provided resident artists to work with the students. The Education Fund awarded $1,000 to each qualifying teacher for each classroom as identified and applied by individual teachers at the school. MDCPS’ Office of Community Services provided support throughout the school year, and MDCPS’ BPOP/Title III provided support for Hispanic students through parent workshops and tutoring. Both school sites, Parent Teacher Associations fundraised and parents supported numerous events to provide student incentives, especially to sub groups receiving intervention skills. The Children’s Trust and Elijah Network provided grants to support tutoring and student skills programs like “Vision Smarts” and “Life Skills” for low performing students as identified. Awarding the high achievers, the “MDCC Theodore Gibson Oratorical Contest” provided professional development for parents and students participating in the contest for identified students at both school sites and implemented a new “KAPOW” partnering model with Bank of America this school year. These are a few highlighted partnering samples, which demonstrates that through the extensive number of partnerships supporting Cutler Ridge Elementary/Assurant Satelllite Learning Center, student support is evident for the entire student population.

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School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

Position Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as an

AdministratorPrior Performance Record *

Principal Adrienne L. Wright-Mullings

BS in Management Information Systems, Florida State University, Master of Science, Elementary, Florida International University

7 14

Principal of Cutler Ridge Elementary/Assurant Satellite Learning Center 2008-2009: Grade A Reading Mastery: 83%, an increase of 6%, compared to FCAT 2008. Reading Learning Gains: 72%, an increase of 1% compared to FCAT 2008. Lowest 25%: 62%, an increase of 3% as compared to FCAT 2008. All subgroups met AYP in Reading Mathematics Mastery: 78% Learning Gains: 62% Lowest 25%: 52% Hispanic, White, SWD, ELL, subgroups met AYP in Math Science Mastery: 49% Writing Mastery: 92% Principal of Cutler Ridge Elementary/Assurant Satellite Learning Center 2007-2008: Grade A Reading Mastery: 77% Learning Gains: 71% Lowest 25%: 59% AYP: YES 100% Mathematics Mastery: 78% Learning Gains: 76% Lowest 25%: 75% Science Mastery: 61% Writing Mastery: 93% Principal of Cutler Ridge Elementary/Assurant Satellite Learning Center 2006-2007: Grade A Reading Mastery: 82% Learning Gains: 67% Lowest 25%: 64% AYP: YES 100% Mathematics Mastery: 64 Learning Gains: 64 Lowest 25%: 60% Science Mastery: 48% Writing Mastery: 92% Principal of Cutler Ridge Elementary/Assurant Satellite Learning Center 2005-2006: Grade A Reading Mastery: 83% Learning Gains: 69% Lowest 25%: 68% AYP: YES 100% Mathematics Mastery: 79% Learning Gains: 74% Lowest 25%: NA Science Mastery: NA Writing Mastery: 93% Principal of Cutler Ridge Elementary/Assurant Satellite Learning Center 2004-2005: Grade A Reading Mastery: 82% Learning Gains: 69% Lowest 25%: 55% AYP: YES 100% Mathematics Mastery: 79% Learning Gains: 73% Lowest 25%: NA Science Mastery: NA Writing Mastery: 90%

Assistant Principal of Cutler Ridge Elementary/Assurant Satellite Learning Center 2008-2009: Grade A Reading Mastery: 83%, an increase of 6%, compared to FCAT 2008. Reading Learning Gains: 72%, an increase of 1% compared to FCAT 2008. Lowest 25%: 62%, an increase of 3% as compared to FCAT 2008. All subgroups met AYP in Reading Mathematics Mastery: 78% Learning Gains: 62% Lowest 25%: 52% Hispanic, White, SWD, ELL, subgroups met AYP in Math Science Mastery: 49% Writing Mastery: 92% Assistant Principal of Cutler Ridge

Assis Principal Jennifer Sejeck

BS in Special Education, Florida International University, Master of Science – TESOL, Nova Southeastern University

3 3

Elementary/Assurant Satellite Learning Center 2007-2008: Grade A Reading Mastery: 77% Learning Gains: 71% Lowest 25%: 59% AYP: YES 100% Mathematics Mastery: 78% Learning Gains: 76% Lowest 25%: 75% Science Mastery: 61% Writing Mastery: 93% Elementary/Assurant Satellite Learning Center 2006-2007: Grade A Reading Mastery: 82% Learning Gains: 67% Lowest 25%: 64% AYP: YES 100% Mathematics Mastery: 64 Learning Gains: 64 Lowest 25%: 60% Science Mastery: 48% Writing Mastery: 92% 2005-2006 Miami-Dade County Public Schools District Placement Specialist 2004-2005 Miami-Dade County Public Schools District Placement Specialist

Assis Principal Norma Zick

BS- Elementary Education, (1-6), English for Speakers of Other Languages, Florida International University; Master of Science Educational Leadership, Nova Southeastern; Specialist in Science, Barry University, State of Florida

6 13

Assistant Principal of Cutler Ridge Elementary/Assurant Satellite Learning Center 2008-2009: Grade A Reading Mastery: 83%, an increase of 6%, compared to FCAT 2008. Reading Learning Gains: 72%, an increase of 1% compared to FCAT 2008. Lowest 25%: 62%, an increase of 3% as compared to FCAT 2008. All subgroups met AYP in Reading Mathematics Mastery: 78% Learning Gains: 62% Lowest 25%: 52% Hispanic, White, SWD, ELL, subgroups met AYP in Math Science Mastery: 49% Writing Mastery: 92% Assistant Principal of Cutler Ridge Elementary/Assurant Satellite Learning Center 2007-2008: Grade A Reading Mastery: 77% Learning Gains: 71% Lowest 25%: 59% AYP: YES 100% Mathematics Mastery: 78% Learning Gains: 76% Lowest 25%: 75% Science Mastery: 61% Writing Mastery: 93% Assistant Principal of Cutler Ridge Elementary/Assurant Satellite Learning Center 2006-2007: Grade A Reading Mastery: 82% Learning Gains: 67% Lowest 25%: 64% AYP: YES 100% Mathematics Mastery: 64 Learning Gains: 64 Lowest 25%: 60% Science Mastery: 48% Writing Mastery: 92% Assistant Principal of Cutler Ridge Elementary/Assurant Satellite Learning Center 2005-2006: Grade A Reading Mastery: 83% Learning Gains: 69% Lowest 25%: 68% AYP: YES 100% Mathematics Mastery: 79% Learning Gains: 74% Lowest 25%: NA Science Mastery: NA Writing Mastery: 93% Assistant Principal of Cutler Ridge Elementary/Assurant Satellite Learning Center 2004-2005: Grade A Reading Mastery: 82% Learning Gains: 69% Lowest 25%: 55% AYP: YES 100% Mathematics Mastery: 79% Learning Gains: 73% Lowest 25%: NA Science Mastery: NA Writing Mastery: 90%

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Subject Area Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as a Coach

Prior Performance Record *

Reading Madelin Garcia

Professional Educator’s Elementary Education (1-6), English for Speakers of Other= Languages, and Primary Education (PK-2), Reading Endorsement

1 3

Reading Coach: Cutler Ridge Elementary/Assurant Satellite Learning Center 2008-2009: Grade A Reading Mastery: 83% Learning Gains: 72% Lowest 25%: 62% All subgroups met AYP in Reading Mathematics Mastery: 78% Learning Gains: 62% Lowest 25%: 52% Hispanic, White, SWD, ELL, subgroups met AYP in Math Science Mastery: 49% Writing Mastery: 92% Reading Coach: Southside Elementary School 2007-2008: Grade A Reading Mastery 81% Learning Gains 61% Lowest 25% Gains 57% AYP 100% Reading Coach: Southside Elementary School 2006-2007: Grade A Reading Mastery 88% Learning Gains 78% Lowest 25% Gains 69% AYP 100% Reading Coach: Southside Elementary School 2005-2006: Grade A Reading Mastery 81% Learning Gains 82% Lowest 25% Gains 90% AYP 100%

2004-2005: Grade A Reading Mastery 74% Learning Gains 72% Lowest 25% Gains 50% AYP 100%

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

Description of StrategyPerson

Responsible

Projected Completion

Date

Not Applicable (If not, please explain why)

1. Regularly schedule informal and formal meetings for teachers with administrators or members of the leadership team.

Principal and Assistant Principals

On-going

2. Partnering new and veteran teachers to ensure effective induction and support at the school site and for . their participation in the District Mentoring Program.

Principal, Assistant Principals and Professional Development Liaison

On-going

3. Establish partnerships with universities that continue to identify field experience students and interns who could be possible recruits for potential school-site openings

Principal, Assistant Principals, Grade Level Chairpersons and Professional Development Liaison

August - December

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

LINDA D. ALDRIDGE ELEM ED, PRIMARY ED 3RD GRADE

ESOL Endorsement needed Courses offered on-site.

ELKE DEL SOL ELEM ED

ESOL ENGLISH SECOND LANGUAGE

Certificate add-on needed. All requirements and courses completed.

HILDA M. MONTES ELEM ED 1ST GRADE ESOL Endorsement needed

Staff Demographics

Teacher Mentoring Program

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Courses offered on-site.

SIMONE R. KELLY ELEM ED ESE-VARYING EXCEPTIONAL

SPED Waiver, presently taking courses to complete certification. She will be given the opportunity to attend courses on Wednesdays afternoon to facilitate completing her certification. She is also paired with Jacqueline Viera, SPED Dept. Chairperson for support.

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

% Reading Endorsed Teachers

% National Board

Certified Teachers

% ESOL Endorsed

59 0 30.51 28.81 40.68 33.9 93.75 8.47 6.78 55.93

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

Margaret D. Samuels Katie May-Taylor

Experienced teacher in early childhood, K-2 that will give support upon teacher’s return from long term medical leave.

Model Teaching, Data Chats, Grade Level Meeting Support with Implementation of Focus Calendar Support

Title I, Part A

Cutler Ridge Elementary/Assurant Satellite Learning Center provides services to ensure students requiring additional remediation are assisted through after-school programs or summer school. The district coordinates with Title II and Title III in ensuring staff development needs are provided. Support services are provided to secondary students. Curriculum Coaches Develop, lead, and evaluate school core content standards/ programs; identify and analyze existing literature on scientifically based curriculum/behavior assessment and intervention approaches. They identify 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;” assist in the design and implementation for progress monitoring, data collection, and data analysis; participate in the design and delivery of professional development; and provide support for assessment and implementation monitoring. Other components that are integrated into the school wide program include an extensive Parental Program; Supplemental Educational Services; and special support services to special needs populations such as homeless, migrant, and neglected and delinquent students. Cutler Ridge Elementary/Assurant Satellite Learning Center has been identified as a Title I school for the 2009-2010 school year. Due to this recent designation, a Reading Coach is assigned full time to the school and Pre-K students will be able to attend the enrichment program without additional costs to parents.

Title I, Part C- Migrant

The District Migrant liaison coordinates with Title I and other programs and conducts a comprehensive needs assessment of migrant students to ensure that the unique needs of migrant students are met. After students enroll and are identified as migrant students, the appropriate contacts are made in order to ensure that students access opportunities available.

Title I, Part D

District receives funds to provide the school with a reading coach

Title II

Cutler Ridge Elementary/Assurant Satellite Learning Center uses supplemental funds for improving basic education as follows:

• training to certify qualified mentors for the New Teacher (MINT) Program, Gifted, • training and substitute release time for Professional Development Liaisons (PDL) at each school focusing on Professional Learning Community (PLC) development and facilitation, as well as Lesson

Study Group implementation and protocols

Title III

Cutler Ridge Elementary/Assurant Satellite Learning Center provides services through the district for education materials, tutoring, parent educational development, professional development for ESOL and content area teachers and ELL district support services to improve the education of immigrant and English Language Learners.

Title X- Homeless

N/A

Supplemental Academic Instruction (SAI)

This school will receive funding from Supplemental Academic Instruction (SAI) as part of its Florida Education Finance Program (FEFP) allocation.

Violence Prevention Programs

The school offers a non-violence and anti-drug program, Miami-Dade Police, “DARE” to students in grade 5 at ASLC and both school sites offer “Bullying”, “Conflict Resolution, Peer Mediation Programs, through the TRUST program and school guidance counselor. The “Elijah Network” provides Life Skills training to grade 5 students at the main campus. The instructional delivery is once a week and a representative from the Elijah Network teaches the classes on a weekly basis to all fifth grade students.

Nutrition Programs

Cutler Ridge Elementary/Assurant Satellite adheres and implements: 1) The nutrition requirements stated in the District Wellness Policy. 2) Nutrition education, as per state statute, is taught through physical education. 3) The School Food Service Program, school breakfast, school lunch, and after care snacks, follows the Healthy Food and Beverage Guidelines as adopted in the District's Wellness Policy. 4) Healthy School Alliance for the first time during the 2009-2010 school year. This initiative provides funding and requires that a committee that includes parents and community members be formulated to address and establish goals that would encourage healthy habits school-wide and in the community

Housing Programs

N/A

Head Start

N/A

Adult Education

N/A

Career and Technical Education

N/A

Job Training

N/A

Other

Parental Involvement

Cutler Ridge Elementary currently involves parents in the planning and implementation of the Title I Program and extends an open invitation to our school’s parent resource center in order to inform parents regarding available programs, their rights under No Child Left Behind and other referral services.

Increase parental engagement and involvement through developing (with on-going parental input) our Title I School-Parent Compact (for each student); our school’s Title I Parental Involvement Policy; scheduling the Title I Orientation Meeting (Open House); and other documents/activities necessary in order to comply with Title I requirements.

Conduct informal parent surveys to determine specific needs of our parents, and schedule workshops, Parent Academy Courses, etc., with flexible times to accommodate our parents’ schedule as part of our goal to empower parents and build their capacity for involvement. A number of workshops and parent meetings have been presented regarding FCAT preparation, Anti-Bullying Program, Parenting information and as well as topics requested by the parents.

Complete Title I Administration Parental Involvement Monthly School Reports (FM-6914 Rev. 06-08) and the Title I Parental Involvement Monthly Activities Report (FM-6913 03-07), and submit to Title I Administration by the 5th of each month as documentation of compliance with NCLB Section 1118.

The Parent, Teacher Association (PTA) continues to be an avenue that encourages parental participation that positively

Response to Instruction/Intervention (RtI)

impacts the lives of all students.

Identify the school-based RtI Leadership Team.

School-based RtI Team

Adrienne L. Wright-Mullings, Principal: Provides a common vision for the use of data-based decision-making, ensures that the school based team is implementing Rtl, conducts assessment of RTL skills of school staff, ensures implementation of intervention support and documentation, ensures adequate professional development to support RTl implementation, and communicates with parents regarding school-based RTl plans and activities.

Jennifer Sejeck and Norma Sanchez-Zick, Assistant Principals: Assists the principal in data-based decision-making, provides information about core instruction, evaluates school core content standards/programs; identifies and analyzes existing literature on scientifically based curriculum/behavior assessment and intervention approaches. 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”.

Primary Grade Level Chairpersons/General Education Teachers: Susan Martell, Hilda Montes, Christine Michael, Sylvia McCabe Provides information and direction about core instruction, collaborates with other staff members and integrates materials/instruction with instructional strategies.

Intermediate Grade Level Chairperson/General Education Teachers: Jacqueline Viera, Geneva Jackson, Lori Williams, Michelle Mazin Provides information and direction about core instruction, collaborates with other staff members and integrates materials/instruction with instructional strategies.

Special Education (SPED Teachers): Jacqueline Viera, Thomas Hudson, Angela Whitehead, Michelle Rolon and Simone Kelly Participates in student data collection, serves as a Reading Leader, SPED Chairperson, integrates materials with instructional strategies and collaborates with general education teachers through resource, consultation and inclusion models. Serves as members of the Students’ Work Assessed Team (SWAT).

Instructional Coach - Reading: Madelin Garcia Develops, leads, and evaluates school core content standards and programs; identifies and analyzes existing literature on scientifically based curriculum/behavior assessment and intervention approaches. 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; and provides support for assessment and implementation monitoring.

Instructional Lead Teachers with classroom responsibility: Elke Del Sol, ESOL Teacher : Reading Leader: Assists the Reading Coach with teacher collaboration and professional development. Assist with school-wide assessments and conducts the Cella assessment administration and data collection.

Jackie Maduro, Fifth Grade Teacher: Math Leader : Assists with data collection, attends district math meetings, conducts professional development, co-chairperson Safety committee and collaborates with teachers regarding math initiatives.

Maritza Cortada, First Grade Teacher, EESAC Chairperson: Science Leader: Assists with data collection, attends district science meetings, conducts professional development, and collaborates with teacher regarding science and technology initiatives.

Professional Development Liaison – Hilda Montes Provides curriculum support and professional development for all teachers, maintains bulletin board with professional development reminders, assist with data collection, and assists with curriculum planning. School Psychologist- Deborah Barkow 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; facilitates data-based decision making activities.

Computer Specialist- David Dingley Develops or brokers technology necessary to manage and display data; provides professional development and technical support to teachers and staff regarding software and hardware.

Speech Language Pathologist- Iris Sheckman

Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).

Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan

Educates the team in the role language plays in curriculum, assessment, and instruction, as a basis for appropriate program design; assists in the selection of screening measures; and helps identify systemic patterns of student need with respect to language skills.

Student Services Personnel- Elizabeth Novoa-Regalado, Counselor, TBA, School Social Worker Provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students. In addition to providing interventions, school social workers continue to link child-serving and community agencies to the schools and families to support the child’s academic, emotional, behavioral, and social success.

Utilizing the RtI process to enhance data collection, data analysis, problem solving, differentiated assistance, and progress monitoring, the Leadership Team will monitor academic and behavior data, evaluating progress by addressing questions such as the following:

What will all students learn, and how will that learning be determined? How will we respond if they do, or do not learn, or already know the content?

During bi-weeklymeetings, the team will determine student placement, achievement needs, intervention programs and teacher professional development topics, based on analysis of current student performance data. Finally, supporting the goal of improved performance of all students, and sub-groups, the team will facilitate open and fluid communication, requesting and reviewing staff input and feedback, and monitoring and responding to the needs of students.

The RtI team will focus on how to help students access a free and appropriate education while experiencing success. The team will analyze and monitor data in order to develop and identify resources that will meet the needs of the students that are performing below grade level.

The team meets bi-weekly to engage in the following activities: Review universal screening data and link to instructional decisions; review progress monitoring data at the classroom/grade level to identify students who are meeting/exceeding benchmarks, at moderate risk or at high risk for not meeting benchmarks. Based on the data the team will identify professional development, activities, and resources. The team will also work together to problem solve, share researched strategies, evaluate interventions, and practice new instructional trends. The team will also assist with collaborative planning, building rigor, maintaining fidelity, facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation

The Leadership Team will monitor and adjust the school’s academic and behavioral goals through data gathering and data analysis, while also monitoring the fidelity of the delivery of instruction and intervention. As well, the Rtl Leadership Team met with EESAC (School Advisory Council) 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 systematic approach to teaching (Gradual Release, Essential Questions, Activating Strategies, Teaching Strategies, Extending, Refining, and Summarizing); and aligned processes and procedures.

Describe the data management system used to summarize tiered data.

Describe the plan to train staff on RtI.

RtI Implementation

Managed data will include:

Data Tool Collection: Data Binders, EduSoft and Charts with data

Baseline data: Pre-Test, Progress Monitoring and Reporting Network (PMRN), Florida Comprehensive Assessment (FCAT) previous years’ results, Florida Assessments for Instruction in Reading (FAIR)and FCAT Simulation

Mid-year: Florida Assessments for Instruction in Reading (FAIR), Reading and Math Star Quarterly Assessments

End of Year: Post-test, FAIR, FCAT, Star Reading and Math Quarterly Assessments

Frequency of Data Chats: Weekly within grade level with administrators, once a quarter with individual teachers and administrators. Data will be used to guide instructional decisions and system procedures for all students. Delivery of curriculum, instruction, and behavior management systems will be monitored and adjusted to meet specific student needs and drive targeted professional development and resource allocations.

Professional development will be provided during utlizing teachers’ common planning time, small group sessions, Wednesday once a month professional development sessions with whole faculty rotating within breakout groups throughout the entire year. The RtI team will also decide on supplementary professional development during the RtI Leadership Team meetings.

School Wide Florida’s Continuous Improvement Model

Data Disaggregation 2008-2009 FCAT Data

What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?

Instructional Calendar Development

Plan

Strengths: FCAT 2008-2009 Reading: • Grade 3: Words/Phrases and Reference/Research with each having 78% and both clusters are above district and state averages. • Grade 4: Reference/Research with 75%, above district and state averages. • Grade 5: Comparisons with 73%

Mathematics:

Grade 3: Number Sense is 75%, above district and state averages. Grade 4: Geometry, Algebraic Thinking, and Data Analysis with each of these scoring 71% Grade 5: Measurement and Algebraic Thinking with each of these scoring 64%.

Science: Grade 5: Physical/Chemical cluster with 67%.

Writing: 92% of students met standards and the Organizations and Conventions clusters were 67% and 69% respectively.

Baseline and District Interim Assessments in Reading: Grade 3: Words/Phrases and Comparisons Clusters with each at 78% as compared to 60% and 75% respectively in 2008. Grade 4: Reference/Research cluster was strongest at 75% Grade 5: Comparisons cluster at 73% as compared to 71% in 2008.

Baseline and District Interim Assessments in Math: Grade 3: Number Sense Clusters was strongest 75%, as compared to 67% in 2008. Grade 4: Geometry, Algebraic Thinking, and Data Analysis with each at 71%. Grade 5: Measurement and Algebraic Thinking clusters with each at 64%.

Weaknesses: FCAT 2008-2009:

Reading: Grade 3: Reference/Research cluster with 67%. Grade 4: Main Idea/Purpose cluster with 61% Grade 5: Words/Phrases, Main Idea/Purpose and Reference/Research with each having 67%.

Mathematics: Grade 3: Measurement with 63% followed by the Algebraic Thinking with 67% are the weakest clusters. Grade 4: Measurement with 63% followed by Number Sense with 64% were the weakest clusters. Grade 5: Data analysis was the lowest with 58%.

Science: Grade 5: Earth/Space, Life/Environmental, and Scientific Thinking - weakest clusters with 62% each.

Writing: Grade 4: Focus and Support clusters were the weakest with 63% each.

Baseline and District Interim Assessments in Reading: Grade 3: Reference/Research cluster was weakest, at 67% a decrease of 13% as compared to 2008. Grade 4: Main Idea/Purpose cluster was weakest 61% a decrease of 7% as compared to 2008. Grade 5: Reference/Research, Main Idea/Purpose, Words Phrases- weakest with each at 67%. Baseline and District Interim Assessments in Math: Grade 3: Geometry was weakest at 54%, as compared to 75% in 2008. Grade 4: Measurement cluster was weakest at 63%. Grade 5: Number Sense cluster was weakest at 62% followed by the Measurement cluster at 64%.

What is the process for developing, implementing, and monitoring an Instructional Focus Calendar for reading, writing, mathematics, and science?

Which instructional Benchmarks will be given priority focus, based on need, for each content area (reading, writing, mathematics, and science)?

What is the process to ensure instruction is based on individual students’ needs, as opposed to the master schedule?

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

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?

The Instructional Focus Calendars (IFC) were created in July 2009. The IFC will be updated in October 2009 as determined by disaggregated data results from the September Pre-Test, and again in January 2010 as determined by the disaggregated data results from the December Mid-Term Test.

The 2009 FCAT results were utilized to develop the IFC. Data results from the September Pre-Test, and December Mid-Term Test will also be utilized. Also, quarterly interim assessments will be used throughout the year to guide instructional focus.

Teachers meeting as a grade level, and with grade level chairperson will be responsible for determining the instructional focus of whole group lessons, and small group/differentiated instruction based on data collected.

Targeted Benchmarks are selected as indicated by students’ strengths and weaknesses, which were measured by progress on class work assignments, assessments, and data results.

The duration of instruction for each Benchmark was determined by the amount of time allotted in the IFC to ensure that students are exposed to all Benchmarks prior to FCAT testing. Within the amount of time allotted in the IFC, teachers will provide instruction on each Benchmark. Students will be given opportunities to practice, teachers will assess the students’ knowledge, and then re-teach the Benchmark as indicated by student progress, either in a whole group or small group setting.

Administration will implement a continuous cycle of making classroom observations and visitations, monitoring lesson plans, reviewing teacher data, and conducting meetings with teachers to ensure that the IFC is being utilized and implemented effectively. Reading Coach will also be assigned to teachers who are demonstrating signs of struggling with IFC implementation and to provide support to all in need.

Teachers who are struggling with implementing the IFC will be provided additional opportunities to attend professional development sessions, have a mentor assigned to them, and participate in the process of observing model teachers. The grade level chairpersons, reading coach and/or department chairpersons will provide additional assistance to the teacher. The teacher will participate in Professional Learning Communities, and utilize the support of their colleagues during weekly team meetings.

Reading: Main Idea/Purpose was the least proficient strand followed by Reference/Research and will be given priority focus. Writing: Focus and support were the least proficient strands and will be given priority focus. Mathematics: Number Sense was the least proficient strand and will be given priority focus. Science: Scientific Thinking was the least proficient strand and will be given priority focus.

Once FCAT scores were released, the administration determined student learning gains by teacher and made sure that students were scheduled to adhere to the requirements and maximizing time on task during interventions for tier students and differentiating instruction for targeted students during the school day and after school tutoring. An analysis of learning gains allowed the strongest teachers to be paired with the weakest students. Technology resources such as FCAT Explorer, Reading Plus, Ticket to Read, Gizmo and Riverdeep will be implemented and monitored to ensure that students receive individualized instruction. These strategies will be monitored by the administration and the reading coach through classroom observations and printing of reports.

School-wide efforts are focused on providing student exposure to beautification initiatives, reading events, community educational visitations related to character building, animals and environmental initiatives, artistic and musical expressions, poetry, poster and oratorical, essay contests. This is also encouraged through Spanish, Art, Music and Physical Education classes and the library media program. In addition, the guidance counselor along with PTA and administration plans an annual Career Fair that encourages students apply their learning by learning about various career opportunities.

The guidance counselors articulates with the middle school counselors in order to plan students’ academic and career planning according to their interests and abilities. The counselor will also assist with individual students and parents in need of guidance

Direct the Instructional Focus

How are lesson plans and instructional delivery aligned across grade levels and subject areas?

How are instructional focus lessons developed and delivered?

How will instructional focus lessons be revised and monitored?

DO

Grade level teachers will meet weekly to determine the areas of students’ strengths and weaknesses as demonstrated by class work assignments and assessment results. Lesson plans will be created for differentiated instruction, which provides lessons for all levels of students, below mastery, at mastery, and above mastery. Focus calendars are being utilized in all grade levels and serve as a tool for monitoring student achievement with teacher accountability.

Teachers will meet weekly for grade level meetings as a Professional Learning Communities to share best practices and resources.

Focus lessons were developed by the reading coach and curriculum leaders for each subject area based on a review of previous assessments where students were struggling.

The focus lessons selected by the reading coach and curriculum leaders are aligned to the Benchmarks and standards for each subject area. These cover those Benchmarks that are assessed school-wide each quarter and annually on the FCAT. The 5 to 10-minute focus lessons will be taught at the beginning of each class period. Reading, math, social studies, and science teachers will teach the focus lesson that correlates with their subject area.

Student mastery on mini-assessments based on the focus lessons will determine if the focus lessons need to be revised and/or re-taught. Teachers and administrators will ensure the effectiveness of the focus lessons by analyzing data results from focus lessons as they are re-assessed intermittently throughout the year. Proficiency of skills and benchmark should also be evident in skills and Benchmarks that are taught as part of the whole group instruction. Formal and informal observations, including walk through, peer modeling and collaboration

Assessment

Describe the types of ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention.

How are assessments used to identify students reaching mastery and those not reaching mastery?

Maintenance

How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built into the Instructional Focus Calendar?

CHECK

Mini-assessments based on the focus lessons will be administered. Ten questions per Benchmark will be utilized for assessment purposes. The assessments will be administered on a weekly, monthly and quarterly basis.

Mastery will be set at 80%. Mastery is set at higher than the traditional score of 70% to ensure student proficiency of each benchmark. The assessment results will be used to determine the instructional focus of whole group lessons. An Item-Analysis of the assessment will be utilized to re-teach the questions that students missed most frequently. The assessment results will be used to redirect the focus lessons, via whole and small group. Questions on the assessment will be analyzed and revisited in the classroom. Consequently, the pacing of lessons and benchmarks will be adjusted accordingly.

Implementation of reading centers, guided reading, Response To Intervention (RTI), Reading Plus, Gizmos, Ticket to Read, Accelerated Reader (AR) & STAR Reading and Math Testing will be utilized. Teachers will differentiate their instruction as indicated by assessment results to provide intensive instruction to those students earning less than 50%, additional instruction and practice opportunities for those students earning between 50-70%, and enrichment/advanced instruction to students earning 80-100%.

The school develops and adheres to an Assessment Calendar that establishes dates for school-wide Assessments. Students at the mastery level will receive challenging activities that incorporate independent and cooperative problem solving projects. Activities will center around mastered benchmarks. Following each assessment, data chats are conducted at each grade

Describe the process and schedule for teams to review progress monitoring data (summative and mini assessments) to identify the required instructional modifications that are needed to increase student achievement.

Monitoring

Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the teaching and learning process.

level, and areas of strength are noted. Opportunities for improvement are built into the next Instructional Focus Calendar with new strategies that will lead to mastery.

The leadership team conducts scheduled “data chats” for progress monitoring and uses assessments that identify needed modifications to improve student achievement. Grade levels will meet weekly at during their common planning time and with the RTI throughout the year to review assessment data and make the necessary modifications. The meetings will be facilitated by the grade level chairpersons, reading coach, curriculum leaders and administrative team. The meetings will also be documented through minutes recorded at both grade level and leadership team meetings.

The Principal and Leadership Team will meet with teachers either during bi-monthly meetings, or one-on-one to discuss assessment results and student progress. During these meetings, lesson plans, data binders, and student portfolios will be utilized to provide evidence of instruction, assessment, and differentiation to address individual student needs. Progress Monitoring logs will also be utilized to document the process of teaching, assessing, re-teaching, and re-assessing. The Principal and Leadership Team will meet weekly, every Monday after to review progress and make adjustments as needed. The reading coach and curriculum leaders will assist teachers with providing instruction on the focus lessons either by modeling whole group instruction or assisting the teacher in providing small group instruction through professional development, modeling, observing and coaching. The reading coach will also help with the process of grading, recording, and charting student scores.

Special attention will be given to special needs populations such as migrant, homeless, neglected and delinquent students.

Supplemental and Intensive Instruction/Interventions

Identify the core, supplemental, and intensive instruction and interventions.

How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target areas?

How does the school identify staff’s professional development needs to improve their instructional strategies?

Which students will be targeted for supplemental and intensive instruction/interventions?

ACT

Instruction will be driven by the Sunshine State Standards, Comprehensive Core Reading Program (CCRP), Comprehensive Reading Research Plan (CRRP), needs assessments generated from pre-testing data and the 2009 FCAT results.

Remediation of targeted needs and intensive instruction will be provided through teacher-directed tutorials, after school tutoring, and differentiated instructional opportunities provided within the CCRP blocks.

Resources from the core state adopted textbooks such as Houghton Mifflin Reading, Harcourt Math, and Scott Foresman Science will be utilized for intensive instruction and interventions.

Computerized programs such as Voyager, Ticket to Read, Reading Plus, and Riverdeep, will be utilized.

Teachers will implement instructional strategies or best practices discussed in Professional Learning Communities to provide different methods of providing instruction to students in non-mastered areas.

Resources from the state adopted textbooks such as Houghton Mifflin Reading, Scott Foresman Science, and Harcourt Math which are designed for intensive instruction will be utilized to re-teach non-mastered target areas.

Computerized programs (e.g. Voyager, Ticket to Read, Reading Plus. Riverdeep, Math Mania). In addition to these internet instructional websites, FCAT Explorer will be utilized.

Professional development needs are identified through data analysis review, coach/administrative walkthroughs, and individual teacher data chats. Teachers will also complete a professional development survey to identify areas of need and growth.

As a result of progress monitoring (class work assignments and assessment results) and observations (classroom teacher, instructional coach, administrators, counselors, etc.) students who consistently demonstrate academic difficulty will receive supplemental and intensive instruction through interventions such as tutoring or technology resources. Students not making

Professional Learning Communities

How will the effectiveness of the interventions be measured throughout the year?

Enrichment

Describe alternative instructional delivery methods to support acceleration and enrichment activities.

Describe how students are identified for enrichment strategies.

mastery will be offered after-school assistance through Vision Smart Program funded by Children's Trust, as well as assistance during the regular school day from reading coach, personnel hired through ACT on an hourly basis to provide tutorial services.

Students who consistently perform below grade level with no indication of progress or are struggling to maintain average performance will receive supplemental and intensive instruction interventions.

Students not making mastery will be provided during the regular school schedule, as well as before or after school tutoring by parent and teacher volunteers. Students will also be provided assistance during small group instruction via teacher-led centers.

All personnel providing services to a student not making mastery will meet with RTI team to discuss their evidence and/or documentation of strategies and interventions that have previously been utilized. Factors hindering implementation of a strategy (attendance, behavior, etc.) will be addressed and resolved. Strategies that are unsuccessful will be discontinued and replaced with alternative interventions. Focus assessments through FCAT Explorer will also be utilized to determine the effectiveness of supplemental instruction.

Students who typically exceed mastery levels participate in the school’s art and music club and gifted or Academic Excellence Program.

Students are identified for higher level instructional experiences based on FCAT, SAT 10, FAIR, classrooms and school based assessments, and teacher observations.

PLC Organization (grade level, subject, etc.) PLC Leader

Frequency of PLC Meetings Schedule (when)

Primary Focus of PLC (include Lesson Study and Data Analysis)

The Professional Development Liaison (PDL) will be trained prior to the opening of the 2009- 2010 school year

and again in the Fall during the Professional Development Day October 19, 2009. This training will include the variety of ways to organize a PLC at their work

location.

Hilda Montes Monthly Wednesday from 2:30 to 3:45 p.m.

The PDL will propose various courses, aligned with the SIP and school-site objectives , for teacher development, as available and needed

Reading, K-5 grade reading teachers,

reading coach, SPED teachers and ELL Teacher.

Assistant Principal, Reading Coach

Bi-Monthly Wednesdays at 2:30 pm Focus Calendars and Assessments

Mathematics, K-5 grade math teachers, and Computer specialist.

Adrienne L. Wright-Mullings, Principal and Peter Galera Math Curriculum Leader

Bi-Monthly Wednesdays at 2:30 pm Focus Calendars and Assessments

Response To Intervention

Jennifer Sejeck/Norma Sanchez-Zick, Assistant Principals

Monthly or as needed

Tuesdays 3:15 p.m. Focus Calendars and Assessments

NCLB Public School Choice

Note: For Title I schools only

Notification of (School in Need of Improvement) SINI Status No Attached Notification of (School in Need of Improvement) SINI Status Public School Choice with Transportation (CWT) Notification No Attached Public School Choice with Transportation (CWT) Notification Notification of (School in Need of Improvement) SINI Status No Attached Supplemental Educational Services (SES) Notification

Pre-School Transition

Postsecondary Transition

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

Leadership TeamPrincipal/Assistant Principal Weekly

Mondays at 3:30 pm Instructional Program and Operations

Title I Administration will assist Cutler Ridge Elementary/Assurant Satellite Learning Center by providing supplemental funds beyond the State of Florida funded Voluntary Pre-Kindergarten Program (VPK). Funds are used to provide extended support through a full time highly qualified teacher and paraprofessional. This will assist with providing young children with a variety of meaningful learning experiences, in environments that give them opportunities to create knowledge through initiatives shared with supportive adults. In selected school communities, the Title I Program further provides assistance for preschool transition through the Home Instruction for Parents of Preschool Youngsters (HIPPY) Program.

At Cutler Ridge Elementary/Assurant Satellite Learning Center there are two Pre-Kindergarten programs that are used to recruit students to the Kindergarten Program. At Cutler Ridge Elementary, a VPK program is in full capacity and has on-going activities for parental involvement such as Open Houses, Orientation Meetings for Parents with School tours involving Pre-K students visiting at both sites. At Assurant Satellite, this off-site center holds annual Pre-K Orientation visits for both, parents and students as well as Open House. Due to space limitations and budgetary constraints, Assurant Satellite has a waiting list for incoming Kindergartners.

N/A

PART II: EXPECTED IMPROVEMENTS

Reading Goal

Needs Assessment: Based on School Grade and Adequate Yearly Progress Data:

Did the total percent proficient increase or decrease? What is the percent change?

What clusters/strands, by grade level, showed decrease in proficiency?

Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?

Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of students making learning gains?

Did 50% or more of the total number tested make learning gains? What is the percent of students making learning gains?

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

In grades 3-5, 77% of students achieved mastery on the 2009 administration of the FCAT Reading Test. There was a 6% increase in all clusters, as compared to 2008, no decrease in any specific Reading clusters in grades 3-5. The lowest scoring mastery is Main Idea/ Purpose

Given instruction using the Sunshine State Standards, 78% of students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Reading Test.

Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 The school will implement the new instructional practice to monitor student progress.

Principal, Assistant Principal, and Reading Coach

Review FAIR data reports to ensure teachers are assessing students according to the created schedule

Printout of FAIR assessment data reports

2 Implement lessons/strategies that increase higher order questions/thinking.

Principal, Assistant Principal , and Reading Coach

Work samples will be reviewed during classroom walkthroughs

Classroom log of focused walkthroughs will determine frequency of higher order questions and observe students ability to respond accurately or stimulate class discussions

3 Conduct monthly grade level curriculum planning meetings with emphasis on reading comprehension strategies and revisiting Instructional Focus Calendar for Reading to analyze the weakest cluster areas in all grades and develop remediation lessons to target skills needed to gain growth in these clusters.

Principal, Assistant Principal, Reading Coach, and Reading Teachers

Administration will monitor on a biweekly basis the Instructional Focus Calendar’s implementation through classroom walkthroughs.

Effectiveness will be determined through Instructional focus records, FAIR, Star Testing, Pre/Post, student work samples and quarterly assessments



In grades 3-5, 62% of the lowest quartile students achieved learning gains on the 2009 administration of the FCAT Reading. This represents an increase of 3 % compared to the 59% who achieved mastery in 2008. The lowest scoring mastery is Main Idea/ Purpose.

Given instruction using the Sunshine State standards, 72% of the lowest quartile students in grades 3-5 will demonstrate learning gains on the 2010 FCAT Reading Test.



Evaluation Tool

1 Analyze core instructional needs by reviewing FAIR assessment data of the identified lowest 25%.

Principal, Assistant Principal, Reading Coaches

Analysis of assessments of students and their groupings for instruction using FAIR Ongoing Progress Monitoring (OPM) every month. Adequate progress of students will be determined.

Printout of FAIR assessment data reports

2 Tier 2: Plan supplemental intervention that includes explicit instruction, modeled instruction, guided practice and independent practice.

Reading Coach Analysis of assessments of students and their groupings for instruction using FAIR Ongoing Progress Monitoring (OPM) every month. Adequate progress of students will be determined.

Classroom walkthrough log and focused walkthroughs to determine frequency of higher order questions

3 Tier 3: Plan implement targeted intervention for students using intervention matched to individual student needs and provided in addition to the core support for those students. Strategies that assist students in increasing key vocabulary through word banks, wordwalls, and morning announcements exercises with exposure of daily vocabulary words.

Response to Intervention Team, Principal, Reading Coaches

Analysis of assessments of students and their groupings for instruction using FAIR Ongoing Progress Monitoring (OPM) every month. Adequate progress of students will be determined.

Effectiveness will be determined through FAIR, Pre/Post, and quarterly assessments

Professional Development Aligned with Objective:

For Schools with Grades 6-12, Describe the Plan to Ensure the Responsibility of Teaching Reading for Every

Teacher

Objective Addressed Content/Topic Facilitator Target

Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

In grades 3-5, 76% of the students will achieve mastery for reading on the 2010 FCAT Reading Test.

Effective Implementation of the Instructional Focus Calendar and FAIR Training.

Reading Coach

August 2009 through January 2010

Lesson Plans, Classroom Visits, Teacher data chats with administration and Reading Coach

Principal, Assistant Principal, Reading Coach

In grades 3-5, 72% of the students will demonstrate learning gains on the 2010 FCAT Reading Test.

Data Driven Instruction-Differentiated Instruction

Administration September 2009

Monthly discussions with special area teachers to discuss implementation of reading benchmarks and review of lesson plans to ensure fidelity and focused walkthroughs to observe frequency and effectiveness of reading activities.

Principal, Assistant Principal, Reading Coach

In grades 3-5, 72% of the lowest 25% of students will demonstrate learning gains on the 2010 FCAT Reading Test

Response to Intervention (Rtl)

Administration and Curriculum Specialist

October 2009

Rtl agendas and minutes of meeting as well as a review of the effectiveness of intervention program by analyzing individual student data.

Assistant Principals, and Rtl Team

Budget:

Evidence-based Program(s)/Material(s)

Description of Resources Funding Source Available Amount

Time for Kids (3-5) ASLC PTA $1,000.00

Accelerated Reader Books/Assessments for STAR Reading and Math Testing and classrooms libraries

District Funds/School Site Allocation $4,000.00

Total: $5,000.00

Technology


Voyager (Ticket to Read) District Funds $5,400.00

Riverdeep District Funds $4,500.00

Edusoft- Exam View District Funds $2,700.00

Total: $12,600.00

Professional Development


Reading Strategies Training coverage Title 1 $3,000.00

FAIR Training: coverage Title 1 $3,000.00

Total: $6,000.00

Other


No Data No Data $0.00

Total: $0.00

Final Total: $23,600.00

End of Reading Goal

Mathematics Goal

Needs Assessment: Based on School Grade and Adequate Yearly Progress Data:

Did the total percent proficient increase or decrease? What is the percent change?

What clusters/strands, by grade level, showed decrease in proficiency?

Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?

Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of students making learning gains?

Did 50% or more of the total number tested make learning gains? What is the percent of students making learning gains?



In grades 3-5, 78% of students achieved mastery on the 2009 administration of the FCAT Mathematics Test. This remained the same when compared to 78% who achieved mastery in 2008. In Grades 3 and 4, there was no decrease in any of the Math clusters. The only decrease was in grade 5, with 8% decrease in Geometry, and 9% decrease in Data Analysis

Given instruction using the Sunshine State Standards, 74% of students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Mathematics Test.



Evaluation Tool

1 Provide students with hands-on experiences to facilitate the fluency with grade-level appropriate number concepts and apply the learning to solve real-world problems.

Principal, Assistant Principal, Math Support Teacher

Focus walkthrough s by administration will be used to ensure all math teachers are using appropriate activities correlated with the action step.

Reports generated from walkthroughs.

2 Engage students in activities to use technology (Gizmo) that include visual stimulus to assist with students’ progress.


Administration will provide ample computer time and teachers will identify and assign appropriate activities using technology.

Monitor progress of all students on activities /assessments

3 Provide students with more practice to develop an understanding of number relationships through Problem of the Day warm-up activities.


Classroom observations Effectiveness will be determined through analysis of assessments throughout the year (baseline, mid-year)



Based on the 2009 FCAT Mathematics data, 66% of Economically Disadvantaged students in grades 3-5 scored at Level 3 or above. This represents an decrease of 3% compared to 69% who achieved mastery in 2008

Given instruction using the Sunshine State Standards , the percent of Economically Disadvantaged students in grade 3-5 scoring at level 3 or above will increase from 66% to 74% on the 2010 administration of the FCAT Mathematics Test.



Evaluation Tool

1 Increase the use of manipulatives and hands-on activities to reinforce mathematics concepts


Classroom observations and review of student folders.

Reports generated from walkthroughs and Edusoft print-outs by teacher (baseline, midyear, final, monthly mini-assessments)

as well as min-assessments (bi-weekly).



Based on the 2009 FCAT Mathematics data, 55% of Black Students in grades 3-5 scored at Level 3 or above. This represents an decrease of 11% compared to 66% who achieved mastery in 2008

Given instruction using the Sunshine State Standards , the percent of Black students in grade 3-5 scoring at level 3 or above will increase from 55% to 74% on the 2010 administration of the FCAT Mathematics Test.



Evaluation Tool

1 Provide instruction on solving word problems that is based on common underlying structures (such as problem types that indicate addition and subtraction).


Review of lesson plans and classroom observations.

Reports generated from walkthroughs and Edusoft print-outs by teacher (baseline, midyear, final, monthly mini-assessments) as well as min-assessments (bi-weekly).


Objective Addressed Content/Topic Facilitator Target Date


Person Responsible

for Monitoring

In grades 3-5, 74% of students will achieve mastery on the 2010 administration of the FCAT Mathematics Test.

Florida Continuous Improvement Models (FCIM) Use of district pacing guides and effective implementation of the Instructional Focus Calendars (IFC) through Professional Learning

Administration August 2009

Classroom Walk-throughs and Model Lessons


The percent of Economically Disadvantaged students in grade 3-5 scoring at level 3 or above will increase from 66% to 74% on the 2010 administration of the FCAT Mathematics Test.

GIZMO Training for Mathematics Support and Training for Teacher Usage of Technology and Computer Lab Support

Assistant Principal and Math Curriculum Lead Teachers

September 2009

Observation of use of GIZMO, and implementation of instructional strategies in classroom walk-throughs, formal evaluations, and IPEGS Goal setting

Assistant Principal and Math Curriculum Lead Teacher

The percent of Black students in grades 3-5 scoring at level 3 or above will increase from 55% to 74% on the 2010 administration of the FCAT Mathematics Test.

Increasing Student Achievement in Mathematics: Instructional Strategies for Effective Instruction

Curriculum Specialist in Math Curriculum Lead Teachers

October 2009

Observation of instructional strategies in classroom walk-throughs, formal evaluations, and IPEGS Goal setting

Assistant Principal and Math Curriculum Lead Teacher

Budget:



Math Manipulatives and supplies Title I $2,000.00

Total: $2,000.00

Technology


Explore Learning Gizmos District $3,000.00

Hourly Paraprofessional to Assist with Interventions Skills. PTA and SLC Act United Way Committee $5,000.00

Total: $8,000.00



Substitute Coverage for Professional Development District Funding/School-Site Allocation $3,000.00

Total: $3,000.00

Other



Total: $0.00


End of Mathematics Goal

Science Goal

Needs Assessment: Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?



Based on the 2009, FCAT Science data, 49% of the students achieved level three and above. This represents a decrease of 12% compared to 61% who achieved level three or above in 2008. Only one cluster, Scientific Thinking 62%, had a decrease of 5% as compared to 67% in 2008.

Given instruction based on the Sunshine State Standards, 50% of students will score at a level three or above on the 2010 FCAT Science Assessment.



Evaluation Tool

1 Utilize hands-on laboratory experiments two times per week using the 5E model, and lab reports documenting the scientific method.

Principal, Assistant Principal, and Science Lead Teacher

Science lab schedule will be monitored by the Principal and Assistant Principal.

Effectiveness will be determined through analysis of mini- assessments throughout the year (including baseline, midyear, etc.)

2 Provide opportunities for students to model, explain, and label scientific relationships


Teachers will require students to create drawings or posters to demonstrate scientific relationships for home learning. Science teachers will review home learning.

Improvements on science mini-assessments and Scott Foresman exams

3 Provide supplemental activities with GIZMO.


Teachers will take their classes to the computer lab to work on GIZMO activities once per week

Improvements on science mini-assessments and Scott Foresman exams.




Person Responsible

for Monitoring

Given instruction based on the Sunshine State Standards, 50% of students will score at a level three or above on the 2010 FCAT Science Assessment

Increasing Student Achievement in Science: Instructional Strategies for Effective Instruction

Curriculum Specialist for Science

October 2009

Observation of instructional strategies in classroom walk-throughs, formal evaluations, and IPEGS Goal setting

Principal, Assistant Principal, Curriculum Specialist for Science


Florida Continuous Improvement Models (FCIM) Use of district pacing guides and effective implementation of the Instructional Focus Calendars (IFC).

Administration August 2009

Classroom-walkthroughs and review of lessons plans

Principal, Assistant Principal, Curriculum Specialist for Science

Budget:



Science libraries Title I $1,000.00

Science consumable lab materials Title I $800.00

Total: $1,800.00

Technology


Exploring Learning Gizmos District $1,700.00

Hourly Paraprofessional to Assist with Interventions Skills ASLC ACT Committee $2,500.00

Total: $4,200.00



Substitute Coverage for Professional Development District Funding/School-Site Allocation $3,000.00

Total: $3,000.00

Other



Total: $0.00


End of Science Goal

Writing Goal

Needs Assessment: Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?



On the 2009 administration of the FCAT Writing Test, 67% of the students in 4th grade scored level 4 or above in writing.

On the 2010 administration of the FCAT Writing Test, 68% of the 4th grade students will achieve a 4.0 or above.



Evaluation Tool

1 Students will maintain a writing portfolio: Students will use the writing process daily; all writing will be dated, and recorded in a journal, notebook, or work folder for monitoring of growth across time.

Principal, Reading Coach

Monitor and review student-writing portfolios.

Progress between the Pretest Prompt, monthly prompts, Mid-year Prompt and FCAT scores.

2 The revision and editing process will be explicitly taught and seen in student writing drafts.


Administration will monitor revision and editing process by reviewing student drafts.

Progress between drafts and final products.

3 Use graphic organizers (web, flowchart, matrices) as a pre-writing activity.


Lesson plan review, classroom walk-throughs and school displays.

Weekly vocabularytests




Person Responsible

for Monitoring


Teaching the use of editing and revision strategies

Administration and Reading Coach

September 2009

Monitor student writing portfolios, notebooks or journals.



Using Graphic Organizers


November 2009

Review and monitor lesson plans.


On the 2010 administration of the

FCAT Writing Test, 68% of the 4th grade students will achieve a 4.0 or above.

Vocabulary development


October 2009

Monitor classroom word walls, classroom walk-throughs


Budget:



Student agendas, CRE/ASLC “Take Home Tuesday” Folder, journals and writing portfolio notebooks

ASLC - PTA $1,000.00

Total: $1,000.00

Technology



Total: $0.00



Temporary Instructor coverage for Professional Development District Funding/School Allocation $2,000.00

Total: $2,000.00

Other



Total: $0.00


End of Science Goal

Parent Involvement Goal

Needs Assessment: Based on information from School Grade and Adequate Yearly Progress Data:

Were parent involvement activities and strategies targeted to areas of academic need?

Based on information from surveys, evaluations, agendas, or sign-ins:

Was the percent of parent participation in school activities maintained or increased from the prior year?

Generally, what strategies or activities can be employed to increase parent involvement?



In grades 3-5, 66% of Economically disadvantage students achieved mastery on the 2009 administration of the FCAT Mathematics Test. This represents a decrease of 3% compared to 69% who achieved mastery in 2008

Given instruction using the Sunshine State Standards , the percent of Economically Disadvantaged students in grade 3-5 scoring at level 3 or above will increase from 66% to 74% on the 2010 administration of the FCAT Mathematics Test



Evaluation Tool

1 Promote active parental involvement of events disseminating information on the Mathematics.

Math Curriculum Specialist, Parent Liaison

Collect feedback surveys from parents

Parental data logs

2 Provide math workshops during school hours for parents and students to collaborate on How to assist your child with Mathematics

Math Curriculum Specialist, Assistant Principal, Grade level chairpersons

Collect feedback surveys from parents

Parent sign in sheets and surveys

3 BOPP, Bilingual/Parent District Parent Liaison Review parent sign in logs Parent sign in sheets

Academy Parent Session on how to assist your child in mathematics preparation and achievement

for participation rate



Based on the 2009 FCAT Science data, 49% of students in the fifth grade scored a level three and above. This represents a decrease of 11% compared to 61% who achieved a level three or above in 2008




Evaluation Tool

1 Science Parent Night Provide parents with workshops about the Scientific Method.

Math Curriculum Specialist, Parent Liaison

Administration will review rate of parental participation

Parent sign in sheets

2 Parent Portal access and science objectives and concepts that will assist fifth grade students achieve mastery on the 2010 administration of the FCAT Science Test.

Math Curriculum Specialist, Assistant Principal, Grade level chairpersons

Administration will review rate of parental participation


3 Using Technology to assist your child with Science Achievement

Parent Liaison Administration will review rate of parental participation





Person Responsible

for Monitoring

Given instruction using the Sunshine State Standards , the percent of Economically Disadvantaged students in grade 3-5 scoring at level 3 or above will increase from 66% to 74% on the 2010 administration of the FCAT Mathematics Test

How to assist your child with Mathematics Skills

Math Leader Parent Liaison

Ongoing

Effectiveness will be determined by parent surveys and FCAT Mathematics Test scores and student work samples

Administrators Math Leader Parent Liaison

Budget:



1% of Title I Part A Schoolwide allocation and District parental set-aside Title I Part A $2,155.00

Total: $2,155.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00


End of Parent Involvement Goal

Other GoalsNo Other Goals were submitted for this school

FINAL BUDGET

Differentiated Accountability

School-level Differentiated Accountability Compliance

No Attached school’s Differentiated Accountability Checklist of Compliance

School Advisory Council


Goal Description of Resources Funding Source Available Amount

Reading Time for Kids (3-5) ASLC PTA $1,000.00

Reading

Accelerated Reader Books/Assessments for STAR Reading and Math Testing and classrooms libraries

District Funds/School Site Allocation $4,000.00

Mathematics Math Manipulatives and supplies Title I $2,000.00

WritingStudent agendas, CRE/ASLC “Take Home Tuesday” Folder, journals and writing portfolio notebooks

ASLC - PTA $1,000.00

Science Science libraries Title I $1,000.00

Science Science consumable lab materials Title I $800.00

Parental Involvement1% of Title I Part A Schoolwide allocation and District parental set-aside

Title I Part A $2,155.00

Total: $11,955.00

Technology


Reading Voyager (Ticket to Read) District Funds $5,400.00

Reading Riverdeep District Funds $4,500.00

Reading Edusoft- Exam View District Funds $2,700.00

Mathematics Explore Learning Gizmos District $3,000.00

Mathematics Hourly Paraprofessional to Assist with Interventions Skills.

PTA and SLC Act United Way Committee $5,000.00

Science Exploring Learning Gizmos District $1,700.00

Science Hourly Paraprofessional to Assist with Interventions Skills ASLC ACT Committee $2,500.00

Total: $24,800.00



Reading Reading Strategies Training coverage Title 1 $3,000.00

Reading FAIR Training: coverage Title 1 $3,000.00

Mathematics Substitute Coverage for Professional Development

District Funding/School-Site Allocation $3,000.00

Writing Temporary Instructor coverage for Professional Development District Funding/School Allocation $2,000.00

Science Substitute Coverage for Professional Development

District Funding/School-Site Allocation $3,000.00

Total: $14,000.00

Other


No Data No Data No Data $0.00

Total: $0.00


Intervenenmlkj Correct IInmlkj Prevent IInmlkj Correct Inmlkj Prevent Inmlkj NAnmlkji

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 Funds Amount

Support programs for students identified as AYP and students needing tutoring and intervention skills in the basic areas of Reading, Math, Science and Writing with intervention support, including Computer Lab/and Science Lab personnel, instructional materials, and other supplemental materials as needed.

1000

CRE Hourly Paraprofessional for Mathematics/Science Support, Intervention Skills 5000

Describe the Activities of the School Advisory Council for the Upcoming Year

SAC Members

1) Support programs for students identified as AYP and students needing tutoring and intervention skills in the basic areas of Reading, Math, Science and Writing with instructional materials, and other supplemental materials as needed with hourly personnel. 2) Provide rewards and incentives for students participating in the intervention skills program throughout the school year. • Review the School Improvement Plan periodically for accountability and progress of mid year/end of the year documentation.

3) Utilize instructional materials that support the objectives of the School Improvement Plan. 4) Work closely with Response to Intervention Team(RTI)

Members

1) Adrienne L. Wright-Mullings, Principal

2) Maritza Cortada , SAC Chair

3) Alexander Pacheco, Student

4) Christopher Ellison, Student

5) Lucy L. Bergouignan, Teacher

6) Michelle Mazin, Teacher

7) Ilisa Carroll, Teacher

8) Geneva Jackson, Teacher

9) Patrice Headley, Teacher

10) Elke Del Sol, Teacher

11) Sandra Castellon, Teacher

12) Miriam Mayoral, Business Member

13) Elaine Mora, Business Member

14) Iris Rego, Business Member

15) Lida Ellison, Parent

16) Kevin Cerchiai, Parent

17) Deidre L. Hush, School Support Personnel

18) Jackie M. McGavock, School Support Personnel

19) Katie May-Taylor, Union Steward

20) Jennifer Sejeck, Assistant Principal

AYP DATA

SCHOOL GRADE DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Dade CUTLER RIDGE ELEMENTARY SCHOOL 1241

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 421Math: 421

2008-2009 School Grade1:

A Did the School make Adequate Yearly Progress?

NO

This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2).

This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.

GroupReadingTested 95% of the students?

MathTested 95% of the students?

65% scoring at or above grade level in Reading?

68% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate3by 1%?

Percent of Students below grade level in Reading

SafeHarborReading

Percent of Students below grade level in Math

SafeHarborMath

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

2009 Y/N 2009 Y/N 2009 Y/N 2009 Y/N 2008 2009 Y/N 2007 2008 Y/N 2008 2009 Y/N 2008 2009 Y/N 2009 Y/N 2009 Y/N

TOTAL4 100 Y 100 Y 77 Y 72 Y Y NA 27 23 NA 28 28 NA 80 NA 66 NA

WHITE 100 Y 100 Y 85 Y 82 Y Y NA 17 15 NA 22 18 NA 85 NA 71 NA

BLACK 100 Y 100 Y 72 Y 55 N NA NA 40 28 NA 34 45 N 73 NA 53 N

HISPANIC 100 Y 100 Y 73 Y 71 Y Y NA 30 27 NA 30 29 NA 78 NA 69 NA

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED 100 Y 100 Y 70 Y 66 N Y NA 38 30 NA 31 34 N 74 NA 63 N

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y NA NA NA NA NA NA

STUDENTS WITH DISABILITIES 100 Y 100 Y NA NA NA NA NA NA






YES










SafeHarborReading


SafeHarborMath




Growth model math




BLACK 100 Y 100 Y 60 Y 66 Y Y NA 35 40 NA 43 34 NA 62 NA 69 NA




ECONOMICALLY DISADVANTAGED 100 Y 100 Y 62 Y 69 Y Y NA 34 38 NA 39 31 NA 67 NA 73 NA








YES










SafeHarborReading


SafeHarborMath




Growth model math




BLACK 100 Y 100 Y 65 Y 57 Y Y NA 37 35 NA 39 43 NA 63 NA 57 NA




ECONOMICALLY DISADVANTAGED 100 Y 100 Y 66 Y 61 Y Y NA 39 33 NA 38 39 NA 63 NA 61 NA



Dade School DistrictCUTLER RIDGE ELEMENTARY SCHOOL2008-2009

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards (FCAT Level 3 and Above)

83% 78% 92% 49% 302

Writing and Science: Takes into account the % scoring 3.5 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% 62% 134

3 ways to make gains:● Improve FCAT Levels● Maintain Level 3, 4, or 5● Improve more than one year within Level

1 or 2Adequate Progress of Lowest 25% in the School?

62% (YES) 54% (YES) 116

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.

Points Earned 552 Percent Tested = 100% Percent of eligible students tested

School Grade A Grade based on total points, adequate progress, and % of students tested


Reading

Math

Writing

Science

GradePointsEarned


77% 78% 93% 61% 309



71% 76% 147

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?

59% (YES) 75% (YES) 134





Reading

Math

Writing

Science

GradePointsEarned


82% 74% 92% 48% 296



67% 64% 131

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) 60% (YES) 124




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