##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply)
[**√**]{.underline} Elementary \_\_ Middle \_\_ High \_\_ K-12
\_\_Charter

Name of Principal **Mr. Craig O. Belshe** (Specify: Ms., Miss, Mrs.,
Dr., Mr., Other) (As it should appear in the official records)

Official School Name **Willow Creek Elementary School**

(As it should appear in the official records)

School Mailing Address **7855 South Willow Way**

(If address is P.O. Box, also include street address)

**Centennial** **CO** **80112-2728**

City State Zip Code+4 (9 digits total)

County **Arapahoe** State School Code Number\* **0130/ School District
#5**

Telephone **(720) 554-3900** Fax **(720) 554-3988**

Website/URL
[**www.will.ccsd.k12.co.us**](http://www.will.ccsd.k12.co.us/) Email
[**cbelshe2@cherrycreekschools.org**](mailto:cbelshe2@cherrycreekschools.org)

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* **Dr. Monte C. Moses**

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name **Cherry Creek School District #5** Tel. **(720)
554-4262**

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson **Mrs. Aagje Barber, President**

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: **36** Elementary schools

**9** Middle schools

**N/A** Junior high schools

**6** High schools

**5** Other

**56** TOTAL

2\. District Per Pupil Expenditure: **\$ 7,462.00**

Average State Per Pupil Expenditure: **\$10,592.00 \***

**\*Above figure is for 2003-2004. Figures for 2004-2005 are not yet
available.**

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> **\[ √** \] Suburban school with characteristics typical of an urban
> area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. **One** Number of years the principal has been in her/his position
at this school.

**Five** If fewer than three years, how long was the previous principal
at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**    6         6                      **12**       **7**                             **N/A**

  **K**       43        35                     **78**       **8**                             **N/A**

  **1**       42        50                     **92**       **9**                             **N/A**

  **2**       48        39                     **87**       **10**                            **N/A**

  **3**       56        37                     **93**       **11**                            **N/A**

  **4**       50        43                     **93**       **12**                            **N/A**

  **5**       49        41                     **90**       **Other**                         **N/A**

  **6**                                        **N/A**                                        

                                    **TOTAL                                                   **545**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of **89%** White

the students in the school: **3%** Black or African American

**3%** Hispanic or Latino

**5%** Asian/Pacific Islander

**0%** American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year: **7 %**

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      **15**
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      **24**
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    **39**
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in **557**
                            the school as of October 1  

  **(5)**                   Total transferred students  **.07**
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           **7%**
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: **0 %**

**0** Total Number Limited English Proficient

Number of languages represented: **0**

Specify languages:

9\. Students eligible for free/reduced-priced meals: **5 %**

Total number students who qualify: **25**

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: **8 %**

**44** Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

**2** Autism **1** Orthopedic Impairment

**0** Deafness **4** Other Health Impaired

**0** Deaf-Blindness **17** Specific Learning Disability

**2** Emotional Disturbance **14** Speech or Language Impairment

**0** Hearing Impairment **0** Traumatic Brain Injury

> **0** Mental Retardation **0** Visual Impairment Including Blindness
>
> **4** Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) **1 0**

Classroom teachers **29 4**

Special resource teachers/specialists **2 5**

Paraprofessionals **8 18**

> Support staff **3 1**
>
> Total number **43 28**

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
**18:1**

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  **97%**     **97%**     **96%**     **97%**     **N/A**

  Daily teacher attendance  **97%**     **96%**     **6%**      **N/A**     **N/A**

  Teacher turnover rate     **4%**      **5%**      **15%**     **N/A**     **N/A**

  Student dropout rate      **N/A**     **N/A**     **N/A**     **N/A**     **N/A**
  (middle/high)                                                             

  Student drop-off rate     **N/A**     **N/A**     **N/A**     **N/A**     **N/A**
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Willow Creek Elementary School is the sum of many factors equaling the
perfect equation. The mission of the Cherry Creek School District, and
thus of Willow Creek, is, **"To inspire every student to think, to
learn, to achieve, and to care**." By honoring our following core values
in the ways described, Willow Creek excels with an amazing pool of
students, teachers, administrators, staff members, parents, and
community supporters.

-   *Students thrive in a positive school climate that is physically and
    psychologically safe.*

> Willow Creek maintains a nurturing, supportive, and structured
> learning environment for students. The school and
> surrounding community work together, with strong support from the
> District, to provide students the framework of the 40 Developmental
> Assets, as identified by the Search Institute
> *([www.search-institute.org)]{.underline}*.** ** These assets are
> positive experiences and personal qualities that young people need, in
> order to grow up healthy, caring, and responsible.  We also work to
> ensure a positive learning environment with yearly instruction in
> "Bully-Proofing," a program developed by our District.
>
> Extending beyond the classroom, we offer child care services for
> children of working parents. During the school year, Willow Creek
> Cares for Kids (WCCK) operates weekdays before- and after-school. In a
> safe, familiar environment, children receive consistent care, healthy
> snacks, and an opportunity to play and do homework. Enrollment
> averages 95 per day. In the summer, WCCK operates on weekdays,
> offering the same familiar setting, coupled with an array of field
> trips. Summer enrollment averages 45 per day.
>
> Additionally, kindergarten parents are offered an alternative to
> traditional half-day kindergarten. Kindergarten Enrichment extends for
> the full school day, including lunch, computer class, and activities
> to enrich kindergarten learning. Enrollment averages 48 per day.

-   *In order to maximize their potential, students must "push their
    limits" in regard to their bodies, minds, and characters.*

> Following is a partial listing of additional learning experiences
> available through extracurricular programs, with number of
> participants listed in parentheses: Band/ Orchestra (12), Challenge
> Time (60), Chess Club (35), Destination Imagination (75), French/
> Spanish (50), Intramural Sports (120), MADD (Music, Art, Drama, Dance)
> Hatters - 4^th^ and 5^th^ Grade Musical (100), Multicultural Club
> (35), Student Council (40), Safety Patrol (14), Banking Day (100),
> Willow Creek's Outreach on the World -- WOW (30).

-   *Students should have a solid understanding of basic knowledge, as
    well as thinking processes that allow them to effectively use this
    information.*

> Willow Creek has developed a strong reputation for academic
> excellence. The school has earned the highest Colorado Department of
> Education (CDE) School Accountability Report rating of "Excellent"
> every year since the rating system, based on student academic
> achievement, was established. Willow Creek received an additional
> commendation from CDE in September 2005 as an "Accomplished School" by
> having at least 90% of students' record results at the "Proficient" or
> "Advanced" level on state assessments in reading and mathematics in
> each of the last three school years.

-   *Parent partnerships are essential to students' education*.

> Parental involvement greatly supports and expands student learning
> opportunities through volunteerism, activity sponsorship, and
> fundraising. Active support is evidenced by consistently high
> attendance at both Parent-Teacher Organization (PTO) and
> Accountability Committee meetings. More than 40 "Room Parents" work
> with teachers to coordinate activities within classrooms. In addition
> to chairing clubs, activities, and special events, parents annually
> unite to provide the following for students and the school community:
> Accelerated Reading Store; Annual Book Fair; Library and Main Office
> support; Publications: school directory, yearbook, bi-weekly
> newsletter; Red Ribbon Week; representation at many district and
> community meetings. PTO prioritizes fundraising to annually fund the
> salaries of additional paraprofessional employees, who provide student
> supervision and instructional services. In recent years, a pledge
> drive has been the primary fundraising tool. For 2005-2006, the amount
> pledged is \$44,594, representing 73% participation.

-   *Students excel and achieve when we uphold high expectations and
    standards for them*.

> Student success at Willow Creek is directly related to high
> expectations for student achievement. Differentiation of instruction
> to meet student need and to provide learning challenges for all
> students is an essential part of instruction in all subject areas.
> Providing challenging work and expectations for learning, supported by
> targeted assistance and intervention strategies, is an integral part
> of the instructional delivery program at Willow Creek.

-   *We must celebrate our successes and seek continuous
    improvement***.**

> Willow Creek opened as a neighborhood school in 1977 to meet the needs
> of a new community. Due to neighborhood population changes, combined
> with desirability of the school's learning environment, approximately
> 25% of students currently attending Willow Creek are non-residents of
> our District. An additional 10% of the current student body is
> comprised of "School of Choice" students, wherein Colorado state law
> provides options for parents to actively select school enrollment for
> their children within their home district. Willow Creek Elementary and
> its surrounding community continue to celebrate the recognition
> received in 1999 as a National Blue Ribbon School of Excellence.

-   *Teachers and staff are part of a professional learning community,
    committed to ongoing learning and development***.**

> As detailed in Parts IV and V of this application, Willow Creek's
> teachers and staff members are high achievers themselves, directly
> influencing and contributing to the success of our students. Also,
> continuity lends an air of professionalism throughout the faculty and
> staff. Not only does the school have relatively low turnover, but many
> teachers who opened Willow Creek in 1977 have retired from teaching
> here after 25+ years.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

**1. Assessment Results**

As a public school, Willow Creek participates each year in the Colorado
Student Assessment Program (CSAP), administered by the Colorado
Department of Education (CDE). The content of the CSAP is based on
Colorado Model Content Standards. Standards for student performance and
learning objectives have been developed, and the CSAP is designed to
assess student performance in the content areas of reading, writing,
mathematics, and science. Initiated in 1996-97, the CSAP has expanded
grade levels and subject matter assessed each year. The CSAP assesses
student performance in grades 3 through 10. Students at Willow Creek
were assessed in grades 3, 4, and 5 in reading, writing, and mathematics
during the 2004-2005 school year. A science CSAP for 5^th^ grade
students will be implemented in 2005-2006.

The CSAP is developed collaboratively by the testing coordinator and the
CDE. Teachers, curriculum specialists, and community members across the
state are involved in constructing each new assessment. The Colorado
Model Content Standards are rigorous standards. Student performance on
the CSAP is categorized into four levels, including "Unsatisfactory,"
"Partially Proficient," "Proficient," and "Advanced." Due to the
challenging nature of the CSAP, students recording reading and
mathematics results in three of the four levels, with the exception of
"Unsatisfactory," are judged to meet the demands of grade-level
performance defined in national legislation by the No Child Left Behind
Act.

In each of the past three school years, at least 94% of the Willow Creek
students in grades 3, 4, and 5 scored at the "Proficient" or "Advanced"
level on the CSAP in mathematics. In reading, at least 91% of the
students performed at the "Proficient" or "Advanced" levels. In addition
to this, more than 98% of the students in each year recorded grade-level
performance standards in both subject areas as defined by the No Child
Left Behind Act.

Willow Creek Elementary School includes the following racial/ethnic
population:

-   89% White

-   3% Black or African American

-   3% Hispanic or Latino

-   5% Asian/Pacific Islander

Due to the actual number of non-White students in each grade level,
coupled with confidentiality issues, Willow Creek is not able to provide
public information on the performance of groups in the Black or African
American, Hispanic or Latino, or Asian/Pacific Islander categories. As a
school, we closely monitor the performance of non-White students in an
effort to identify gaps in student performance. By combining the
assessment performance of non-White students at all grade levels, we are
able to track any potential gap in student achievement.

Complete information on the Colorado Student Assessment Program (CSAP),
including individual school results, can be accessed on the CDE website:
*[**www.cde.state.co.us**](http://www.cde.state.co.us/).*

**2. Using Assessment Results**

Willow Creek utilizes the results of the CSAP, additional formal
measures, and informal classroom assessments to plan for student
instruction. At the beginning of each school year, each teacher is
provided with complete information on the academic performance of their
current students, maintained in the District's Data Access System.
Information maintained in the database is accessed by the building
principal and a report, titled Recent Academic Data (RAD), is provided
to each teacher. The RAD report includes student performance results on
the CSAP and Achievement Level Tests (ALT), an assessment developed and
administered by the district. The principal meets with teachers
individually, in grade-level teams, and in content-area professional
learning communities, to review past results and to identify students
who are in need of targeted academic support or interventions in
specific sub-content areas.

Additional information gathered from the Colorado Master Miner data
access project is also utilized to guide instructional improvement.
Teachers are provided with an item analysis of performance from the most
recent CSAP, broken down into the percentage of correct answers for
specific sub-content areas. Individually, teachers are able to utilize
this information to review past instructional strategies and to target
areas for personal growth. As a group, teachers are able to utilize
information from the Master Miner to identify potential areas for
improvement and professional growth for the staff.

Teachers utilize ongoing formal, informal, and classroom assessment data
to continuously update student progress on standards. Teachers are
required to update student proficiency levels in reading, writing, and
mathematics three times during each school year. Intervention or support
services are defined for students who are continuing to perform below
the "Proficient" level.

**3. Communicating Assessment Results**

Willow Creek provides each parent with complete information on student
performance on the CSAP and ALT. Information mailed to parents includes
a detailed explanation of the assessment and contact information at
school if additional explanation or information is needed. Teachers
share assessment results with students to encourage individuals to take
responsibility for learning and to monitor progress on state standards.
An Individual Learning Plan (ILP) is developed for every student who is
performing below the "Proficient" level in reading, writing, or
mathematics. The ILP defines support services or interventions that will
be used at school and at home to assist the student to reach the
"Proficient" level of performance. The ILP is reviewed, discussed, and
signed by the teacher, parent, and student. Each ILP is kept on file in
the office and updated at least twice each school year.

Willow Creek mails the School Accountability Report (SAR) developed by
the Colorado Department of Education to parents of all its students. The
SAR provides each parent with information on school and student
performance on the CSAP, staff experience, safety and school
environment, and a taxpayer's report. The SAR is made available to all
school visitors and can also be accessed on the school or CDE websites.

Yearly progress is communicated to parents through the distribution of
report cards three times each school year. Conferences between parents
and teachers to review student progress are established on the school
calendar in the fall and spring. The school regularly records nearly
100% of parent participation in conferences. Teachers also initiate and
respond to parent contact for additional conferences as needed to ensure
a consistent flow of communication.

Assessment data is shared and analyzed with the Willow Creek
Accountability Committee. The results of student performance on the CSAP
are published in a school bulletin, local news sources, and in
metropolitan area newspapers.

**4. Sharing Success**

The District schedules meetings to facilitate the sharing of information
among schools. Regular meetings are held in the district that include a
variety of school-represented teams. The District's Administrative
Council (ADCO - all administrators), Elementary Principal's Council
(EPC - elementary principals), Parent's Council (representative parents
and administrators), Feeder Groups (arranged by high school feeder
systems), and Gifted and Talented Council meet on a monthly basis to
share information about schools and programs. Smaller teams of school
principals, paired by location in the district, also meet throughout
each year to exchange information on school success and programming.

Dr. Monte Moses, the Superintendent of Cherry Creek Schools, is an
active member of the American Association of School Administrators
(AASA) and the Western States Benchmarking Consortium. Both groups have
a stated goal to join forces to improve learning for all students. Dr.
Moses was selected as the 2005 National Superintendent of the Year by
AASA and is a sought-after speaker and consultant on school reform.

Mr. Craig Belshe, Principal of Willow Creek Elementary School, is an
active member of the Colorado Association of School Executives (CASE)
and the Colorado Association of Elementary School Principals (CAESP).
Both groups operate as professional networks designed to facilitate the
exchange of ideas and information related to school improvement. Mr.
Belshe has served as a presenter at the annual CASE Conference, sharing
information on school success. Mr. Belshe was selected as the 2005
National Distinguished Principal for the state of Colorado by the
National Association of Elementary School Principals (NAESP).

Teachers on the Willow Creek staff have served as trainers and
instructors for a variety of course offerings to model best
instructional practices. These professional development opportunities
are popular with staff members throughout the Cherry Creek School
District. Willow Creek also has assigned staff members who serve as
District Liaisons in the core academic areas of literacy, mathematics,
science, social studies, and Adequate Yearly Progress (AYP). Liaisons
exchange information on district and school programs with a goal to
improve student instruction. Six teachers on the Willow Creek staff are
currently pursuing National Board Certification from the National Board
for Professional Teaching Standards (NBPTS). The stated purpose of the
NBPTS is to advance educational reforms for the purpose of improving
student learning. Willow Creek's Gifted and Talented coordinator, Mrs.
Lisa Heaton, was recently inducted into the Colorado Academy of Gifted
Educators, and she participates in monthly meetings to exchange
information with other selected educators across the state.

Information on Willow Creek's programs and instructional methods are
available via brochures in the main entry area of the school, in the
Willow Creek Parent Handbook, and on the Willow Creek website:
[***www.will.ccsd.k12.co.us***](http://www.will.ccsd.k12.co.us/).

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum**

The curriculum at Willow Creek Elementary School emphasizes the whole
child. Students are expected to show growth in their mastery of basic
skills and in content associated with the Colorado State Model Content
Standards. Information on these standards can be accessed on the
Colorado Department of Education website:
*[**www.cde.state.co.us**](http://www.cde.state.co.us/).* National media
and technology standards are also interwoven throughout the curriculum,
in order to teach students how to access and utilize information. These
content areas and skills lay a foundation for an excellent preparation
for middle school and for eventual successful adults.

**Reading** - To meet or exceed Colorado Model Content Standards, our
school utilizes the Wilson *Fundations* program at the primary level to
assist students in the development of a strong base of phonetic
awareness. Our school implements a *Guided Reading* program at the
primary level, and reading instruction evolves into units of novel study
at the intermediate level. The novel study units include the practice of
pairing students with reading experiences that correspond with their
assessment and performance levels. Students are provided with the
opportunity to respond to literature in both verbal and written formats,
enabling students to develop the skills to construct their own meaning
while reading.

**Writing -** To meet or exceed Colorado Model Content Standards, our
school has established a belief system that students can and should
write on a regular basis. We incorporate the use of effective writing
programs, including *Step Up to Writing* and *Six-Traits Writing*, which
involve the complete writing process. It is our belief that teachers
have a responsibility to help students find real purposes to write and
to assist students as they draft and revise writing pieces. We also
believe that grammar and mechanics are best learned in the context of
actual writing.

**Mathematics -** To meet or exceed Colorado Model Content Standards,
our school utilizes the University of Chicago School Mathematics Project
materials titled *Everyday Mathematics* as the primary resource in
mathematics instruction. *Everyday Mathematics* builds on fundamental
mathematical strands such as numeration and order, measures and
measurement, reference frames, operations, patterns, functions, and
sequences. Moreover, *Everyday Mathematics* uses more of the
mathematical spectrum by exploring data and chance, geometry and spatial
sense, algebra, and the uses of variables.

**Science -** To meet or exceed Colorado Model Content Standards, our
school utilizes the Houghton Mifflin science materials titled *Discovery
Works* as a primary resource in science instruction. The school beliefs
formulated for science instruction provide a solid basis of study for
students. The program emphasizes the scientific method and includes many
opportunities for hands-on experiments.

**Social Studies --** To meet or exceed Colorado Model Content
Standards, direct instruction is provided in history, geography, civics,
and economics. We understand that several other disciplines, including
anthropology, psychology, and sociology, have an important role within a
comprehensive social studies program. In the intermediate grades, social
studies curriculum is predominantly integrated with literacy
instruction. The knowledge and skills provided through social studies is
the key to preparing citizens to participate effectively in our
democratic society and to understand international events that shape the
future.

**Art, Music, and Physical Education -** To meet or exceed Colorado
Model Content Standards, our school provides specialized instruction in
art, music, and physical education to every student. Instruction is
designed to actively engage students to develop an understanding and
appreciation for each subject.

**2. Reading**

The staff at Willow Creek utilizes a wide range of research-based
instructional methods to teach reading, tailored to meet all students'
needs. These methods are closely aligned with five essential reading
components, including phonemic awareness, phonics, comprehension,
vocabulary, and fluency, addressed by Colorado Model Content Standards
for teaching reading. Our reading program allows for continuity of
instructional practices across all grade levels.

In the primary grades, our school utilizes multi-sensory instructional
techniques focused on phonemic awareness and phonics. The Wilson
*Fundations* Program is paired with *Guided Reading* instruction to
provide targeted academic challenge for each student. We use oral and
written retell formats at this level, which focus on the essential
components of story grammar and text structure. These practices are
paired with a variety of genres of text.

As students progress to intermediate grades, we focus on a skills scope
and sequence of instruction that correlates with district standards and
benchmarks for reading. A continuing focus on phonemic awareness occurs
with the use of *Spellography*, a structured phonics, word study and
spelling program. Each grade level utilizes selected novel studies as
the basis for reading instruction at the intermediate level. Students
are matched with novels in instructional groups arranged by assessment
and performance data. We blend the use of the *Daybook of Critical
Reading and Writing* published by Great Source Educational Group into
our reading instruction. Programs including *Daily Language Instruction,
Step Up to Writing, and Six-Traits Writing* are used to enable students
to respond effectively in a written format to reading retells.

Our instructional strategies for reading comprehension have been
strongly influenced by a past staff professional development study of
the work of educational researcher Dr. Robert Marzano in a series
describing the "Dimensions of Learning."

We believe in early identification and intervention for children who
exhibit reading difficulties. Prior to reaching school age, we identify
and provide service to students who are in need of support as pre-school
children preparing for entrance into school. Our Pupil Services Team
provides an individual readiness assessment to each child upon entrance
into Kindergarten. Our school's Problem Solving Team, a group of
professionals including the principal, Special Education personnel,
program specialists, and classroom teachers, meets each week to discuss
student referrals and to develop assistance strategies in a Response to
Intervention (RTI) model. Our school has a speech pathologist, learning
disabilities specialist, occupational therapist, physical therapist,
psychologist, and a reading specialist who work together to provide
support services and interventions for students.

Our school's licensed librarian has assembled an extensive collection of
books in our library, supplemented by Renaissance Learning's
*Accelerated Reader* program. Parent involvement is considered to be an
essential component of our reading program, and the library coordinates
school-wide efforts to encourage active student reading on a daily
basis.

**3. Mathematics**

The University of Chicago School Mathematics Project curricular
materials, titled *Everyday Mathematics,* provide the foundation for
mathematics instruction in Kindergarten through 5^th^ grade. *Everyday
Mathematics* is a National Council for Teachers of Mathematics (NCTM)
approved curriculum that promotes a balanced approach to mathematics.
Computational skill, conceptual understanding, and reasoning develop
together during meaningful activities that emphasize problem solving and
real-life applications. In addition to this curriculum, the Willow Creek
teachers supplement with a variety of research-based best practice
materials to enhance written communication, application, and depth of
understanding of mathematical content. We assess and compact curriculum
to maximize achievement in each child. Flexible groups are formed within
grade levels to differentiate individual pacing needs and learning
styles. Specialized small group instruction, provided by mathematics
specialists, is utilized to assist students not meeting grade-level
benchmarks. Currently, a building-level math committee and study team
are working as a professional learning community to refine instruction
in order to increase student learning in mathematics.

**4. Instructional Methods**

Reading instruction for students at Willow Creek could best be described
as comprehensive and balanced.

At the primary levels, teachers utilize the Wilson *Fundations* program
to assist students with an understanding of phonemic awareness, phonics,
and spelling. The *Fundations* program is a multi-sensory approach
developed to enable students to acquire an understanding of letters and
sounds in relation to reading words and spelling. The *Guided Reading*
program also is used throughout the primary levels as a method to
differentiate instruction for students as they progress as readers. Our
reading specialist provides extended programming for primary students in
need of additional service in small group settings, utilizing
*Fundations* and patterned readers for direct instruction.

In the intermediate levels, teachers work to individualize and
differentiate instruction through the use of written response in novel
study format. Intermediate level teachers sponsor before or after-school
Proficiency Centers to provide guided instruction for students who are
not performing at the "Proficient" level. Beginning in 3^rd^ grade,
Willow Creek uses the *Spellography* phonics, word study, and spelling
program as a means to increase student competency. The learning
disability specialist provides small group instruction for intermediate
level students utilizing the Denver *FAST* program. *FAST* is a program
designed to assist students in developing vocabulary, comprehension, and
decoding skills in reading. The Gifted and Talented specialist utilizes
a word etymology-based spelling program for advanced level 5^th^ grade
students.

Willow Creek relies on the use of flexible grouping patterns to
differentiate student instruction in mathematics. Based on assessment
results, students are placed in math groups designed to provide academic
challenge. Intervention services for students, utilizing small group
instruction, begins in 2^nd^ grade and extends through 4^th^ grade.
Fast-paced challenge groups are organized in 3^rd^ grade. In the 4^th^
and 5^th^ grades, students are grouped in a continuum based on student
progress. Instruction in 4^th^ grade includes a nine-week *Hands on
Algebra* unit taught by the Gifted and Talented specialist for advanced
students. Math instruction at the 5^th^ grade level culminates with the
addition of the Gifted and Talented specialist to the instructional
rotation. The Gifted and Talented teacher provides above grade-level
instruction to a group of students. The additional teacher in the
rotation allows for the reduction in class size for students who are in
need of additional instructional support.

**5. Professional Development**

Members of the teaching staff at Willow Creek are organized into
professional learning communities by subject matter or category. Current
professional communities include literacy/reading, writing/ Professional
Educators Business Coalition (PEBC), mathematics, technology,
assets/safety, and the Problem Solving Team. Each group meets every two
weeks to review assessment results, discuss current practices, and to
develop improvement goals and strategies. Each community includes
grade-level teachers and learning specialist representatives who share
information and updates with members of their teaching team. Each
learning community is focused on improving student service and
increasing academic achievement.

Study teams of staff members who work to research best educational
practices are formed each year. In recent years, study teams have been
focused on improving student writing instruction. A math study team was
recently formed and meets for extended sessions on a regular basis.

Professional growth is encouraged and financially rewarded for teachers
in Cherry Creek Schools. The District offers a wide range of growth
opportunities designed to improve professional skills for staff members
in all job categories. Specific certificate programs for elementary
teachers designed to improve instructional methods in reading and
writing are offered by the district. Specialized training in mathematics
also is available.

The majority of the staff members at Willow Creek have earned advanced
degrees in education. Currently, six teachers on the staff are pursuing
National Board Certification.

**PART VII - ASSESSMENT RESULTS**

**Public Schools**

**Willow Creek Elementary School**

**Cherry Creek School District #5**

**Assessment Data**

Subject **Reading** Grade **3**

Test **Colorado Student Assessment Program (CSAP)**

  ------------------------------------------- ----------- ----------- -----------
                                              2004-2005   2003-2004   2002-2003

  Testing month                               February    February    February

  **SCHOOL SCORES \***                                                

  \% At or Above "Partially Proficient"       100 %       100 %       100%

  \% At or Above "Proficient"                 92 %        99 %        97 %

  \% At or Above "Advanced"                   29 %        23 %        32 %

  Number of students tested                   98          87          96

  Percent of total students tested            99 %        100 %       99 %

  Number of students alternatively assessed   0           3           0

  Percent of students alternatively assessed  0 %         3 %         0 %

  **STATE SCORES \***                                                 

  \% At or Above "Partially Proficient"       91 %        92 %        93 %

  \% At or Above "Proficient"                 71 %        74 %        74 %

  \% At or Above "Advanced"                   7 %         8 %         10 %
  ------------------------------------------- ----------- ----------- -----------

Subject **Mathematics** Grade **3**

Test **Colorado Student Assessment Program (CSAP)**

  ------------------------------------------- ----------- ----------- -----------
                                              2004-2005   2003-2004   2002-2003

  Testing month                               March       N/A         N/A

  **SCHOOL SCORES \***                                                

  \% At or Above "Partially Proficient"       99 %        N/A         N/A

  \% At or Above "Proficient"                 95 %        N/A         N/A

  \% At or Above "Advanced"                   69 %        N/A         N/A

  Number of students tested                   96          N/A         N/A

  Percent of total students tested            99 %        N/A         N/A

  Number of students alternatively assessed   0           N/A         N/A

  Percent of students alternatively assessed  0 %         N/A         N/A

  **STATE SCORES \***                                                 

  \% At or Above "Partially Proficient"       90 %        N/A         N/A

  \% At or Above "Proficient"                 63 %        N/A         N/A

  \% At or Above "Advanced"                   27 %        N/A         N/A
  ------------------------------------------- ----------- ----------- -----------

\* Students performing at or above, "Partially Proficient," meet grade
level performance standards

for the No Child Left Behind Act. Students performing at or above the,
"Proficient," level meet

performance expectations for the State of Colorado.

**Willow Creek Elementary School**

**Cherry Creek School District #5**

**Assessment Data**

Subject **Reading** Grade **4**

Test **Colorado Student Assessment Program (CSAP)**

  ------------------------------------------- ----------- ----------- -----------
                                              2004-2005   2003-2004   2002-2003

  Testing month                               March       March       March

  **SCHOOL SCORES \***                                                

  \% At or Above "Partially Proficient"       99 %        99 %        98 %

  \% At or Above "Proficient"                 91 %        95 %        94 %

  \% At or Above "Advanced"                   8 %         17 %        16 %

  Number of students tested                   86          104         96

  Percent of total students tested            100 %       100 %       100 %

  Number of students alternatively assessed   3           0           0

  Percent of students alternatively assessed  3 %         0 %         0 %

  **STATE SCORES \***                                                 

  \% At or Above "Partially Proficient"       87 %        89 %        88 %

  \% At or Above "Proficient"                 64 %        63 %        63 %

  \% At or Above "Advanced"                   7 %         5 %         7 %
  ------------------------------------------- ----------- ----------- -----------

Subject **Mathematics** Grade **4**

Test **Colorado Student Assessment Program (CSAP)**

  ------------------------------------------- ----------- ----------- -----------
                                              2004-2005   2003-2004   2002-2003

  Testing month                               March       N/A         N/A

  **SCHOOL SCORES \***                                                

  \% At or Above "Partially Proficient"       99 %        N/A         N/A

  \% At or Above "Proficient"                 94 %        N/A         N/A

  \% At or Above "Advanced"                   53 %        N/A         N/A

  Number of students tested                   86          N/A         N/A

  Percent of total students tested            100 %       N/A         N/A

  Number of students alternatively assessed   3           N/A         N/A

  Percent of students alternatively assessed  3 %         N/A         N/A

  **STATE SCORES \***                                                 

  \% At or Above "Partially Proficient"       91 %        N/A         N/A

  \% At or Above "Proficient"                 66 %        N/A         N/A

  \% At or Above "Advanced"                   22 %        N/A         N/A
  ------------------------------------------- ----------- ----------- -----------

\* Students performing at or above, "Partially Proficient," meet grade
level performance standards

for the No Child Left Behind Act. Students performing at or above the,
"Proficient," level meet

performance expectations for the State of Colorado.

**Willow Creek Elementary School**

**Cherry Creek School District #5**

**Assessment Data**

Subject **Reading** Grade **5**

Test **Colorado Student Assessment Program (CSAP)**

  ------------------------------------------- ----------- ----------- -----------
                                              2004-2005   2003-2004   2002-2003

  Testing month                               March       March       March

  **SCHOOL SCORES \***                                                

  \% At or Above "Partially Proficient"       98 %        99 %        100 %

  \% At or Above "Proficient"                 95 %        92 %        97 %

  \% At or Above "Advanced"                   36 %        25 %        23 %

  Number of students tested                   99          85          90

  Percent of total students tested            99 %        100 %       98 %

  Number of students alternatively assessed   0           1           2

  Percent of students alternatively assessed  0 %         1 %         2 %

  **STATE SCORES \***                                                 

  \% At or Above "Partially Proficient"       89 %        89 %        87 %

  \% At or Above "Proficient"                 69 %        69 %        66 %

  \% At or Above "Advanced"                   9 %         9 %         8 %
  ------------------------------------------- ----------- ----------- -----------

Subject **Mathematics** Grade **5**

Test **Colorado Student Assessment Program (CSAP)**

  ------------------------------------------- ----------- ----------- -----------
                                              2004-2005   2003-2004   2002-2003

  Testing month                               March       March       March

  **SCHOOL SCORES \***                                                

  \% At or Above "Partially Proficient"       100 %       100 %       100 %

  \% At or Above "Proficient"                 96 %        96 %        95 %

  \% At or Above "Advanced"                   74 %        60 %        81 %

  Number of students tested                   99          85          88

  Percent of total students tested            99 %        100 %       99 %

  Number of students alternatively assessed   1           1           2

  Percent of students alternatively assessed  0 %         1 %         2 %

  **STATE SCORES \***                                                 

  \% At or Above "Partially Proficient"       90 %        89 %        88 %

  \% At or Above "Proficient"                 63 %        59 %        56 %

  \% At or Above "Advanced"                   27 %        22 %        20 %
  ------------------------------------------- ----------- ----------- -----------

\* Students performing at or above, "Partially Proficient," meet grade
level performance standards

for the No Child Left Behind Act. Students performing at or above the,
"Proficient," level meet

performance expectations for the State of Colorado.