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VISION/MISSION/BELIEF STATEMENTS

Note: Required for Title I

Vision:
“It is our vision that we nurture and expose children to the love of learning, facilitate a desire to continue their education, and maintain a successful level of achievement at each grade level.”

Mission:
The mission of Medart Elementary is to provide a child-centered atmosphere where students are given the opportunity to excel. Our commitment is to provide experiences for personal growth and achievement for all members of the learning community through an enjoyment of learning. We encourage a lasting enthusiasm for learning while stressing moral standards, responsibility, and respect toward others.

We believe that all members of the Medart Elementary School community can learn. We take responsibility for our own learning and for fostering a learning environment that is continual, endless, and is ever changing to meet the developing needs of our society. We strive to instill confident autonomies and positive mental attitudes in our students that will insure life long learners.

Beliefs:
• Teachers, administrators, parents, and community members share in the responsibility of student learning and make this a chief priority.
• Students need to not only demonstrate their understanding of essential knowledge and skills, but also be actively involved in solving problems and producing quality work through developing the capacity to apply their learning and reasoning skills.
• Each student is a valued individual with unique physical, social, emotional, and intellectual needs. Meeting those needs is the primary focus of all decisions affecting the work, structure, and operation of the school providing students with a variety of opportunities and social mobility.
• A student’s self-esteem is enhanced by positive relationships and mutual respect among and between students and staff in a safe and physically comfortable environment that promotes student learning.
• Curriculum and instructional practices, based on the Sunshine State Standards, incorporate a variety of learning activities to accommodate differences in learning styles.
• Students with exceptionalities are provided with special services and resources to meet their individual needs.

Our Vision, Mission, and Belief Statements were revisited by the faculty and staff in the spring of the 2008 SY. Adjustments were made on the compilation of the data by one of our SAC Team members, Belinda McElroy. The following information shares the findings and the responses of Medart's stakeholders which shares our commitment to continually focus on student improvement.
VISION/MISSION/BELIEFSTATEMENTS

Vision: (No change)
“It is our vision that we nurture and expose children to the love of learning, facilitate a desire to continue their education, and maintain a successful level of achievement at each grade level.”

Mission: (1 change)
The mission of Medart Elementary is to provide a child-centered atmosphere where students are given the opportunity to excel. Our commitment is to provide experiences for personal growth and achievement for all members of the learning community through an enjoyment of learning. We encourage a lasting enthusiasm for learning while stressing moral standards, responsibility, and respect toward others.

We believe that all members of the Medart Elementary School community can learn. We take responsibility for our own learning and for fostering a learning environment that is continual, endless, and ever changing to meet the developing needs of our society. (This was reworded: We strive to instill confident autonomies and positive mental attitudes in our students that will insure life long learners.) We assist students in becoming self-directed, lifelong learners, confident in their ability to learn independently.
Beliefs: (1) (No change)
• Teachers, administrators, parents, and community members share in the responsibility of student learning and make this a chief priority.
• Students demonstrate their understanding of essential knowledge and skills while being actively involved in solving problems and producing quality work through developing the capacity to apply their reasoning skills.
• Each student is a valued individual with unique physical, social, emotional, and intellectual needs. Meeting those needs is the primary focus of all decisions impacting the work, structure, and operation of the school providing students with a variety of opportunities and social mobility.
• Each student’s self-esteem is enhanced by positive relationships and mutual respect among and between students and staff in a safe and physically comfortable environment that promotes student learning.
• Curriculum and instructional practices, based on the Sunshine State Standards, incorporate a variety of learning activities to accommodate differences in learning styles.
• Students with exceptionalities are provided with special services and resources to meet their individual needs.

(1) 2002, 2005, 2008 NSSE School Belief Inventory
Review of Vision/Mission/Beliefs
Medart Elementary has a common instructional framework, which guides curriculum, teaching, assessment, and learning climate. The vision statement and mission have assimilated into our culture, and this is proven by the manner in which they are demonstrated in the programs, practices, and working conditions at our school. Staff members worked in cross curricular multi grade level groups during a faculty meeting to reassess our mission statement, consider whether each statement shared our movement in the direction of achieving our school’s vision, and to determine if changes were needed. Each group was asked to write down any examples that they could think of to demonstrate how our school supports our beliefs through allocation of resources, instructional strategies, materials, actions, and programs.
The mission statement of Medart Elementary begins by stating our commitment to providing a child-centered atmosphere where students are given the opportunity to excel. Medart shows that it is child centered in many ways. We have several student driven organizations including a student council, a media club that does a daily-televised news program, a student generated newspaper, and an annual student directed talent show. One teacher noted that, “It would be much easier and time efficient if these activities were organized by teachers, but then the kids wouldn’t be learning how to do it.” We also provide many opportunities for artistically or athletically talented students to excel outside the regular classroom in the Art club, the Orff band, and the special area classes.
Our commitment is to provide experiences for personal growth and achievement for all members of the learning community through an enjoyment of learning. At Medart we are continually searching for ways to take the standards and make them relevant and fun. For example, someone found an on-line template for Jeopardy that allows us to adapt the game board to fit our categories and use our questions. Our AP created a folder on our server so that we can save and share teacher created game boards. Students and teachers feel like Jeopardy is an enjoyable way to take a quiz. During one of our annual parent workshops, we review the scientific method and give parents the basic information they need to assist their children with the students’ projects for the Annual Science Fair. It is all “hands-on” experimentation and the parents love it!
We encourage a lasting enthusiasm for learning while stressing moral standards, responsibility, and respect toward others. Compared to other schools of our size and demographic make-up, our school has a very low incidence of behavior problems, as measured by office referrals and suspensions. (SAC Report) Administrators, teachers, and staff members of our school communicate this aspect of our mission regularly to all stakeholders and serve as role models by embodying this belief. Everyone at Medart Elementary is given the same degree of respect by co-workers and students. Our philosophy has always been that everyone in our school has a role to play and all roles are important. One weak link, whether it be with a custodian, a teacher, or a lunchroom supervisor can affect the outcome of student learning, which is our ultimate goal. When there is a problem, we address it. Surveys administered by the School Advisory Council last year indicated a problem with behavior in the lunchroom. Students were getting too loud and getting out of their seats too often. Faculty representatives researched a Positive Behavior Support program and presented it to the faculty. We adapted the program to fit our needs and implemented it this year.
We believe that all members of the Medart Elementary School community can learn. This is evidenced in our implementation of ESE Inclusion classes and our practice of providing the least restrictive environment for all students. Students with severe disabilities are involved in the regular operation of the school. All students attend special area classes daily, participate in extracurricular activities, share the same playground, participate in fieldtrips, and attend assemblies with the entire student population. Although many of these activities are not academic, students are using these opportunities to learn social skills that will help them navigate in other contexts. We also feel that it is important for our general education students to learn to accept that people are all different, and that all students, regardless of differences, are of equal worth as human beings and as members of our school community. There are no ESE resource pull out programs in 2nd through 5th grades, except for Gifted and Speech Language. Our school has committed a great deal of resources to include students with specific learning disabilities into the mainstream classrooms. Inclusion teachers and paraprofessionals have attended several in-services, conferences, and workshops to learn methods for making inclusion work. The school has purchased addition materials such as individual whiteboards and classroom sets of math manipulatives for the Inclusion classes. Periodically, Inclusion teachers are given release time so that they can plan and share with other Inclusion teachers in our school.
We take responsibility for our own learning and for fostering a learning environment that is continual, endless, and ever changing to meet the developing needs of our society. Evidence that faculty and staff members at Medart take responsibility for their own continual learning is abundant. The administrators at our school ask faculty members to construct their own personal goals compatible with those of the school improvement plan, as they develop Individualized Professional Development Plans each year. An IPDP includes professional reflection, identification of resources for development, and documenting achievement. Twelve of or 45 member instructional staff have achieved Master’s or Specialist’s degrees, and four others are in the process of attaining advanced degrees. Three staff members are pursuing Bachelor’s Degrees in Elementary Education. Six of our faculty members are certified by the National Board for Professional Teaching Standards. This year, groups of teachers formed Book Study Groups, which meet weekly to reflect on and discuss professional literature selections. Faculty and staff members attend conferences, in-services, and workshops whenever they are made available.
Medart Elementary faculty members realize that pencils, paper, and textbooks are not enough to prepare students for the future. Technology is becoming more sophisticated and more all encompassing at an exponential rate. We are preparing our students for the future by integrating technology into all parts of the curriculum through the use of computer interactive whiteboards. Our commitment to preparing students for the future is also demonstrated in our efforts to persuade them to be good stewards of our delicate environmental resources. During our annual Project Learning Tree Week, students enjoy five days of nature hikes, interaction with live animals, and lessons taught by practicing biologists, naturalists, and environmentalists.
We assist students in becoming self-directed, lifelong learners, confident in their ability to learn independently. The faculty and staff of Medart Elementary believe that by helping too much, we can inadvertently, create students that are helpless. Scaffolding instruction so that students are given only the amount of accommodation and assistance that is necessary is an important component of our teaching strategies. We teach students how to learn by using resources such as libraries, the Internet, peer supports, and by giving them explicit instruction in problem solving strategies.
Conclusion:
The curriculum, strategies, materials, programs, beliefs and learning environment at Medart Elementary model excellence in instructional program coherence. The administration operates and manages the school with methods aligned to the mission statement. Medart Elementary is making great strides toward obtaining our vision, “to nurture and expose children to the love of learning, facilitate a desire to continue their education, and maintain a successful level of achievement at each grade level.”




2002, 2005, AND 2008 NSSE School Belief Inventory

SCHOOL PROFILE DEMOGRAPHICS

SCHOOL PROFILE DEMOGRAPHICS
In the 2007-2008 SY, the enrollment for Medart Elementary School was 676 students based on the February 08 FTE report. Medart Elementary faculty took a stand in the 2006-2007 SY, and through discussion, decided morale was a stronger issue than having five teachers recognized in the category of Outstanding. All teachers above a satisfactory in their personal evaluation will be High Performing teachers. A discussion forum was held this year with the faculty, and the faculty unanimously decided to continue this practice. Medart Elementary has always been proud of having a faculty that works together in a cohesive manner. We exhibit this through actions, consideration, and respect towards each other with the focus being on the welfare of the school and its students. We take pride in our team spirit.
Medart Elementary boasts several National Board Certified Teachers - Beth Brown, Margaret Callaghan, Belinda McElroy, Brooke Mohr, Diane Perez, and Virginia Tillman. Charlotte Hoover, fifth grade teacher, was selected by her co-workers as Medart’s Teacher of the Year. Medart Elementary recognized Dana Hicks as Teacher of the Month in January, and Lori McNally in July. The Wakulla County School Board gave these teachers special recognition during their monthly meetings. Medart’s faculty and staff attended many workshops during the 2007-2008 SY. All of our teachers and paraprofessionals are highly qualified with all teachers in field.
The faculty and staff continue to create student incentive programs to increase interest in reading and encourage good behavior. Within the school, we have a Terrific Kids program, which recognizes and rewards those students who excel in citizenship and work habits. Students are nominated by their teachers and receive recognition and rewards during a televised program via the school’s closed circuit TV system. Students read books checked out from the media center and earn points in the Accelerated Reader Program by correctly responding to questions on AR quizzes taken on our Internet hosted Renaissance Place. We also recognize students who achieve honor roll status, excellent citizenship, and perfect attendance each nine-week term by presenting ribbons with their report cards. At the end of the school year, we have a special assembly for these students where their parents are invited. Trophies, pins, and certificates are awarded for citizenship, academics, the arts, and physical fitness.
This year there were several academic programs offered to Medart Elementary students. These included Title I, which encompasses the entire school population, and Camp TEAM, which is an after school remediation and enrichment program for third, fourth, and fifth grades. These programs were funded with SAI, Title I, and School Recognition funds.
Student assessment is an on-going process in every school district. In Wakulla County this was accomplished through the administration of SAT 10 in Kindergarten through second grades in the 2007-2008 SY. Third, fourth, and fifth graders took FCAT SSS and NRT in Math and Reading. In addition, fourth graders took FCAT Writing and fifth graders took FCAT Science. Test scores by Wakulla County Schools show that our students excel. Medart continues to do its part in helping our district to achieve high rankings. For the 2007-2008 SY, Medart Elementary made its seventh A in a row with our highest score ever – 594. We were awarded Provisional Adequate Yearly Progress.
This year Medart Elementary School worked closely with several Flagler College students through internships and practicum activities. Their fresh knowledge was absorbed by some of our veteran teachers, which generated a positive experience for teachers and students alike.
Medart has an exciting and active volunteer program. Many parents, grandparents, aunts, uncles, and community members provide our faculty, staff, and students with help and assistance in enriching activities and educational opportunities. These volunteers have willingly given 4,461 hours of their time to help Medart in its drive to succeed. Our hard working volunteer coordinator, Candace Lowe continues to manage a successful Volunteer Program.
Medart is also proud of its outstanding P.T.O. and the projects undertaken by this group. A landscaping project, which began in the fall of 2002, has continued with the planting of many more trees and shrubs around the school campus. This has helped provide new environmental experiences for our students. Another big project, the annual Carnival, rose over $19,000 gross. Each year, the P.T.O. gives money to teachers for purchasing additional classroom materials. For the 2008-2009 SY, each teacher will receive $100.00 to be spent in the summer of 2008 for consumable supplies. The faculty and staff are treated several times a year to lunches and breakfasts as a ‘Welcome Back’ or ‘Thank You’ from this wonderful parent group. We are supportive and appreciative of our P.T.O. and look forward to another dynamic year.
The school’s Mission and Beliefs were assessed by all stakeholders in the school setting in the 2007-2008 SY. The 2007-2008 SAC and faculty agreed that the Beliefs and Vision needed to be updated to match our high expectations for students to perform at a higher level. Just as the Missions and Beliefs were reestablished for the SACS Report for the Peer Review Team in October 2002, the Mission and Belief statements were updated in the spring of 2008. We feel our Mission and Beliefs are well defined within the focus and boundaries of our expectations.

SCHOOL MATCH

Note: Required for all Assistance Plus Schools

School Match:

N/A

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Robert Pearce, Principal

• Native of Wakulla County; graduated from Wakulla High School; received BS degree in
Physical Education in 1987 from Florida State University; received MS degree in
Educational Leadership from Florida State University in 1997.
• Twelve years of teaching experience and seven years of administrative experience
• 2004 and 2007 Administrator of the Year for Wakulla County Schools
• Completed Florida Principal Leadership Development Program for High Quality Schools
in 2003
• ESOL Certified
• Philosophy for Administrative Duties: “It is important to recognize the individualism of
every person that an administrator serves, whether they are a teacher, a student, or
a member of the support staff. Their needs must be met whenever possible. The happiness of all those
within a school community leads toward a successful school. An administrator must
always be facilitative in nature and the best listener possible with the willingness to
make tough and sometimes unpopular decisions. To the best of my ability, I provide
opportunities for all stakeholders to be recognized for the successes and
accomplishments of the school with the intent of shared leadership and a feeling of
ownership for all parties”.

Sharon Kemp, Assistant Principal

• Native of Wakulla County; graduated from Wakulla High School; received BS degree in
Elementary Education in 1976 from Florida State University; received MS degree in
Educational Leadership from Florida State University in 1997
• 30+ years teaching experience including 3rd – 5th grades and guidance at Sopchoppy
Elementary and Medart Elementary School
• Served as School Advisory Council Chairperson and Technology Resource Teacher for
Sopchoppy Elementary and Medart Elementary for 10+ years
• ESOL Certified
• Five years administrative experience as Assistant Principal
• 2007 Administrator of the Year for Wakulla County Schools; selected 2007 District AP to represent Wakulla County in the state competition
• Philosophy of Teaching: “All children have an innate desire to learn. As a teacher and
now as an administrator, I must provide the most informative, age appropriate lessons
possible in an encouraging learning environment.”

Recruitment/Retention of Highly Qualified Teachers

Note: Required for Title I

Medart Elementary has consistently had a low turnover of teachers. We employed forty-six teachers for the 2007-2008 SY. Due to the addition of a new elementary school, and the cuts from state funding, we lost six teachers, and our art teacher will be shared with another elementary school. We had one kindergarten teacher leave due to illness, so there will be one new kindergarten teacher. For the 2008-2009 SY, we have forty-five teachers (3 of these are shared with other schools). Based on this data, 93.8% of the teachers returned. Our administration strives to select new teachers that fit our vision, philosophy, and mission of the school.
Medart Elementary had 14.5% of our teachers with a Master's Degree or higher in the 2007-2008 SY. Several of our teachers are currently working on advanced degrees. One hundred percent of Medart’s teachers are teaching in-field and teaching appropriate level content. Our data is proof; Medart Elementary was an A school for 2007-2008 SY.

 

Show Attached Staff List 

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: Required for Title I

Services provided through the following programs:
Title I - Above and beyond equipment and supplies.
Title II - Teacher inservice and staff development.
Title IV - PBS and Guidance
SAVE Program
Volunteer Program
Are coordinated in order to enhance the services and instruction provided to the students at Medart Elementary.

School Wide Improvement Model

Note: Required for Title I

NEEDS ASSESSMENT TOOLS USED:

A. Results from School and District Climate Surveys completed by parents, students, faculty, and staff during the 2007-08 SY were reviewed.
B. Results from the 2007-2008 SY Stanford 10 results (kindergarten, 1st, and 2nd grades) and FCAT NRT Math and Reading (3rd – 5th grades) were reviewed.
C. Results from 2007-2008 SY fourth grade FCAT Writing and fifth grade FCAT Science were reviewed.
D. Results from 2007-2008 SY FCAT Reading and FCAT Math (3rd, 4th, and 5th grades) were reviewed.
E. Diagnostic results/Disaggrated data
F. Teacher observed behaviors and performances
G. All programs are research based with school-wide use of Harcourt Reading Series and
other research based programs.

NCLB Public School Choice

Note: Required for Title I

Communication with Parents
Communication is an ongoing concern at Medart Elementary. As a Title I School, parental involvement is a major component of our communication process. Listed are ways we strive to communicate with parents: • End of Nine Week Report Cards and Mid Term Progress Reports • Weekly posting of grades on Edline • Field Trip newsletters • Monthly calendar/menu • Telephone recorded messages • Notes as needed • Disciplinary referrals • Upcoming events • Fundraisers • Graded papers with parent signatures • Folders with graded papers • Parental requests met • Marquee with upcoming events • Open House • PTO • School and District Web Sites • Teacher email • Parent participation form • Hubache Report – FDLRS • IEP’s • Daily notes as needed • Telephone calls – logs • Title I and Parent Nights to help parents help their children • Harcourt online link • Grade level packets including FCAT materials• Student Handbook • Volunteer handbook/opportunities Link to Website www.wakullaschooldistrict.org/mes/

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition

Note: Required for Title I

Pre-School Transition
Medart Elementary Assistant Principal, Sharon Kemp visits Wakulla Educational Center (WEC) and Sopchoppy Educational Center (SEC) in the spring during a Parent (Lapsit) meeting to meet with parents and explain registration requirements. In the spring, Pre-K students from WEC, SEC, and Trinity Lutheran Preschool, come to Medart Elementary for a Kindergarten Orientation. Children visit the kindergarten classrooms and tour the school with the Principal or Assistant Principal. Coordination of services and discussions between administrators and teachers from WEC, SEC, and MES make for a smooth transition to kindergarten for the Pre-K students. At Open House, the Friday proceeding the first day of school, Kindergarten Orientation is provided for students and parents. On the first day of school, Medart encourages parents to come to the Boo-Hoo Breakfast after they take their child to class. This gives parents the opportunity to express their feelings and to be comforted.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Note: Required for Title I

Medart Elementary is a caring environment where all teachers, administrators, and staff work together. We work as a collaborative TEAM and share resources, materials, and time. We have six National Board Certified Teachers, one NBPTS Candidate, and within three years, 3-5 more teachers will become candidates. Some of the ways we mentor beginning teachers, new teachers to our school, and veteran teachers are:
• Establish regular grade level meetings
• Assign mentor if needed
• Plan together
• Grade Level Chairs
• Checklists
• Elicit help when needed
• Share Goals for Evaluations
• Ask upper grades what students need to know
• List of tests and timelines
• Internet and Technology resources
• Invite teachers to join different organizations
• Local, State, and National In-services, Workshops, and Conferences
• Grade Level Chairs meet with other teachers as needed
• Writing measurable goals for IEPs
• District level assistance
• Updates on State requirements
• Loan class library books
• Help with scheduling and pacing
• Notify teachers of school policies
• Encouragement
• Video taping for NBPTS
• Procedural awareness written and verbal
• Location of materials and resources
• New ideas from other school and innovated ideas from interns and graduates
• Participation in activities, events and socializing
• Shared responsibilities such as, i.e. Brain Bowl, SAVE, Spelling Bee, Science Fair, etc.
• Orientation
• Handbook
• Schedules
• School Board Policies
• Cover each other’s classes when needed, i.e. performances, grants, and etc.
• Cross curriculum collaboration with basic skills – interdisciplinary

Show Attached Teacher Mentoring List

Extended Learning Opportunities

Note: Required for Title I

Extended Learning Opportunities
Medart Elementary provides learning opportunities for students who have been identified through Camp TEAM (an after school program), and for third grade students scoring level 1 on FCAT Reading through remediation during our Summer Reading Camp.
• Plan together
• Grade Level Chairs
• Checklists
• Elicit help when needed
• Share Goals for Evaluations
• Coordinate efforts between intermediate and primary grades
• List of tests and timelines
• Internet and Technology resources
• Invite teachers to join different organizations
• Local, State, and National In-services, Workshops, and Conferences
• Grade Level Chairs meet with other teachers as needed
• Writing measurable goals for IEP’s
• District level assistance
• Updates on State requirements
• Loan class library books
• Help with scheduling and pacing
• Notify teachers of school policies
• Encouragement
• Video taping for NBPTS
• Procedural awareness written and verbal
• Location of materials and resources
• New ideas from other school and innovated ideas from interns and graduates
• Participation in activities, events, and socializing
• Shared responsibilities such as, Brain Bowl, SAVE, Spelling Bee, Science Fair, etc.
• Orientation
• Handbook
• Schedules
• School Board Policies
• Cover each other’s classes when needed, i.e. performances, grants, and etc.
• Cross curriculum collaboration with basic skills – interdisciplinary

SCHOOLS GRADED C OR BELOW

Professional Development

Disaggregated Data

Informal and Formal Assessments

Alternative Instructional Delivery Methods

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Responsibility of Teaching Reading for Every Teacher

Quality Professional Development for Teachers and Leaders

Small Learning Communities (SLC)

Intensive Intervention in Reading and Mathematics

Parental Access and Support

Applied and Integrated Courses

Course Choice Based on Student Goals / Interests / Talent

Master Schedules Based on Student Needs

Academic and Career Planning

GOALS

Goal: Reading *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Did all student subgroups meet AYP targets? Yes, Did 50% or more of lower 25% make learning gains? Yes Did 50% or more make learning gains? Yes Did the percent proficient increase? Yes Medart Elementary uses various methods to identify students with deficiencies such as: • DIBELS (K-5) • DAR (4-5) and ERDA (K-3) • IEP (K-5) • Kaleidoscope (3rd) • Core Reading Program Assessments • Stanford 10 (K-2nd) • FCAT SSS (3rd-5th) • FCAT NRT (3rd-5th) • Remedial Classes/Inclusion (Pre-1st – 5th) • ESE (K-5) • Speech Therapy (K-5) Helping all students become a reader is a priority at Medart Elementary. Assessment tools are used at the beginning of the year to determine every student’s reading level in order to differentiate instruction and periodically throughout the year to monitor progress. Students who are not achieving adequate progress in reading are administered a formal DIBELS assessment three times during the year to monitor progress.
*Objective:	1. By June 2009, 52% or higher of second, third, fourth and fifth grade students, including ESE students, will make a minimum of one year’s growth (.9), or score at or above grade level in reading as evidenced by an appropriate skills lab report. 2. By June 2009, 67% or more of all students in second through fifth grade will have an average score of 52% or above in reading as measured by the Stanford 10 for second grade, and scoring at level 3 or above as measured by the FCAT SSS for third, fourth, and fifth grades.
*Strategies:	A. Reading diagnostic tests such as DIBELS (Dynamic Indicators of Basic Early Literacy Skills), DAR (Diagnostic Assessments of Reading), Harcourt Reading Inventory, FCAT Explorer (third and fourth), ERDA (Early Reading Diagnostic Assessment), and FLKRS (Echos + DIBELS), are used for early identification of student needs. See Wakulla County’s Comprehensive Researched-Based Reading Plan. B. All teachers (K-5) will conduct a minimum of one read aloud lesson each week for developing knowledge and skills (i.e., vocabulary, word recognition, comprehension, story structure, genres, etc.). C. After-school remediation and enrichment academic programs will continue with funding provided by SAI, Title I, School Recognition, and other sources. In-school recess remediation will continue to provide support for third grade students. Students participating will include, but not be limited to, those subgroups with an IEP (Individual Educational Plan), ESOL students, and those subgroups not meeting 10% improvement in reading and math from the 2007-2008 SY. D. All database software programs including, Renaissance Place (Accelerated Reader and STAR) and Pearson SuccessMaker, will enable students in grades first through fifth to track their reading progress. In addition, FCAT Explorer will enable students in grades third and fourth to track their reading progress. E. Training will be provided for parents and teachers highlighting basic reading techniques using appropriate Title I materials, as provided by the Wakulla County Title I Parent Involvement Plan. F. Professional Development on reading strategies will continue to be provided for teachers. G. A 90-minute reading block will continue to be utilized school-wide. H. A Reading Leadership Committee will continue to share current research based reading strategies throughout the school. I. SRA Reading Mastery will continue to be made available for remediation in ESE and other classrooms as funds are available. J. Title I will sponsor a Parent Night and offer free books to help parents encourage students to read. K. Title I funds will continue to supply resource materials in all academic areas for parent checkout in the media center. L. PBS is a behavior modification system that is school wide, and supports instruction.
*Evaluation:	Formal and Informal assessments will be administered and analyzed throughout the year.
*Evidence-based Program(s):	• Pearson SuccessMaker • Harcourt Reading • FCAT Explorer(3rd-4th) • Florida Achieves (3rd-5th) • Renaissance Place - Accelerated Reader and STAR
*Professional Development:	• Local, State, and National Conferences including opportunities provided by school and district personnel • Opportunities provided by Panhandle Area Educational Consortium (ePDC) • Book Studies and Action Research by teacher groups
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Programs + Software, FCAT, DIBELS, Dash~Board, Reading Adoption K-5 General Revenue, Textbook Allocation $59,000.00 Total: $59,000.00 Technology Description of Resources Funding Source Available Amount Renaissance Book Fair $3,000.00 Total: $3,000.00 Professional Development Description of Resources Funding Source Available Amount Local and State Reading Conferences State Funds $3,000.00 Total: $3,000.00 Other Description of Resources Funding Source Available Amount Title I $125,000.00 PBS District Funds $0.00 Total: $125,000.00 Final Total: $190,000.00
*Non-Highly Qualified Instructors:	All are Highly Qualified
End of Reading Goal

Goal: Mathematics *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Did all student subgroups meet AYP targets? Yes Did 50% or more of lower 25% make learning gains? Yes Did 50% or more make learning gains? Yes Did the percent proficient increase? Yes Medart Elementary uses various methods to identify students with deficiencies such as: • IEP (K-5) • Progress Monitoring • Stanford 10 (K-2nd) • FCAT SSS (3rd-5th) • FCAT NRT (3rd-5th) All students are a concern at Medart Elementary. Assessment tools will be used throughout the year to identify needs. The School Improvement Plan helps guide the teachers with a mid-year report (formative) and the end of the year report (summative).
*Objective:	1. By June 2009, at least 64% or more of second, third, fourth and fifth grade students will achieve a ten point gain using the grade level Harcourt Math End of Year Test at the beginning and the end of the year to measure growth (including ESE students). 2. By June 2009, at least 70% or more of fourth and fifth grade students will score a Level 3 or above in math as measured by FCAT SSS.
*Strategies:	A. Mathematics progress will be periodically assessed utilizing the FCAT Explorer reports, Pearson SuccessMaker math programs, and Harcourt Chapter and Unit tests. Extra support will be given to Tier 2 & 3 students as designated. B. Software programs will be implemented including, but not limited to, Harcourt Math Supplemental Software as an ongoing process to continue to excel as an ‘A’ school. (Title I) C. Technological equipment, both hardware and software, will be expanded for student use. (See Technology Plan) (Title I) D. Professional development opportunities will provide math training for teachers. E. Special Area teachers (Art, Music, Physical Education, and Media) will enhance thematic lessons instructing students in problem solving skills across the curriculum during special area time. (Title I) F. Parent involvement in the instruction of math skills will be provided using appropriate Title I materials. G. FCAT links will be added to the school web site for parents and students to explore. After school remedial and enrichment academic programs will continue with funding provided by Title I, School Recognition and other sources. Students participating will include, but not limited to, subgroups with an IEP (Individual Educational Plan), and subgroups not meeting 10% improvement in math from the 2007-08 SY. H. PBS is a behavior modification system that is school wide, and supports instruction.
*Evaluation:	Formal and informal assessments will be administered and analyzed throughout the year.
*Evidence-based Program(s):	• Harcourt Math • Pearson SuccessMaker • FCAT Explorer(5th) • Florida Achieves (3rd-5th)
*Professional Development:	• Pearson SuccessMaker (1st-5th) • Harcourt Math Networked Software (K-5) • FCAT Explorer (5th) • Local, State, and National Conferences • Opportunities provided by Panhandle Area Educational Consortium (ePDC)
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Pearson SuccessMaker, Harcourt Math, Dash~Board, FCAT Explorer General Revenues $1,500.00 Total: $1,500.00 Technology Description of Resources Funding Source Available Amount United Streaming General Revenue, Title I $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount Pearson SuccessMaker, Harcourt Math, FCAT Explorer General Revenue $1,000.00 Total: $1,000.00 Other Description of Resources Funding Source Available Amount PBS District Funds $0.00 Title I $0.00 Total: $0.00 Final Total: $2,500.00
*Non-Highly Qualified Instructors:	All are Highly Qualified
End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Did the percent proficient increase? No Medart Elementary uses various methods to identify students with deficiencies such as: • IEP (K-5) • Progress Monitoring Plan • Writing Grades from Previous School Year • FCAT Writing + FCAT Writing Rubric • Wakulla Writes: School wide and District wide Writing Prompt Results Helping all students become writers is a priority at Medart Elementary. Assessment tools are used at the beginning of the year to determine every student’s writing level in order to differentiate instruction, and then periodically throughout the year to monitor progress.
*Objective:	By June 2009, 69% or more of the fourth grade students will score in Levels 3.5 or above on the Fourth Grade Writing Florida Comprehensive Assessment Test Prompt (FCAT Writing).
*Strategies:	A. Writing activities will provide students with opportunities for communicating with others through letters, compositions, emails (Gaggle), poems, and/or stories with opportunities for publication. B. Camp TEAM, an after-school remediation and enrichment program will continue as funds are available. Students participating will include, but not be limited to, those subgroups with IEP (Individual Educational Plan), or those subgroups not meeting 10% improvement in reading, writing, or math from the 2007-08 SY. C. Opportunities will be provided for students to share their writing through public speaking and other avenues in order to build reader awareness and self-esteem. D. Instructional staff will continue to use the Six Traits of Writing and other methods to teach target-writing skills. E. A group of teachers will explore developing guidelines for sequential writing instruction across grade levels as funds become available. F. Technology opportunities will be expanded by providing more technological equipment and software within each classroom as funds become available. See Technology Plan. G. Professional development opportunities will be provided for teachers and paraprofessionals to enhance writing instruction. (Title I) H. Parent training in the instruction of writing skills will be provided using appropriate Title I materials. I. PBS is a behavior modification system that is school wide, and supports instruction.
*Evaluation:	Formal and Informal assessments will be administered and analyzed throughout the year.
*Evidence-based Program(s):	• Six Traits Writing • Harcourt Storytown
*Professional Development:	• Six Traits Writing • Local, State, and National Conferences • Opportunities provided by Panhandle Area Educational Consortium (ePDC)
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Kathy Orapallo Writing Consultant General Revenue $1,000.00 Total: $1,000.00 Technology Description of Resources Funding Source Available Amount United Streaming General Revenue, Title I $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount Six Traits Writing, Local, State, and National Conference Opportunities District General Funds, Title I, School Improvement $3,000.00 Total: $3,000.00 Other Description of Resources Funding Source Available Amount PBS District Funds $0.00 Title I $0.00 Total: $0.00 Final Total: $4,000.00
End of Writing Goal

Goal: Science *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Needs Assessment (2007-2008 SY School- 325, District- 314, State- 310) Medart Elementary uses various methods to identify students with deficiencies such as • IEP (K-5) • FCAT SSS Scale Score 2007-2008 SY (5th) • Remedial Classes/Inclusion (K – 5th) All students are a concern at Medart Elementary. Assessment tools are used throughout the year to identify needs. The School Improvement Plan helps guide teachers with a mid-year report (formative) and the end of the year results (summative).
*Objective:	The 5th grade FCAT Science SSS average will be at or above the 2009 state mean.
*Strategies:	A. Continue delivery of inquiry-based instruction through the adopted science textbook aligned with the Sunshine State Standards and Benchmarks. B. Continue delivery of science instruction through the Scientific Method displayed with Science Fair Presentations. C. Establish a science lab and continue use of the science resource materials. D. Encourage greater utilization of science oriented software and websites. E. Professional Development (Workshops/Conferences/In-services) will provide science and PLT training for teachers. F. Participate in Project Learning Tree Week lessons and activities for primary and intermediate students with additional PLT Training. G. PBS is a behavior modification system that is school wide, and supports instruction.
*Evaluation:	Formal and Informal assessments will be administered and analyzed throughout the year.
*Evidence-based Program(s):	Houghton Mifflin Science Textbooks and Workbooks Project Learning Tree GEMSProgram United Streaming by Discovery Education Online
*Professional Development:	Local and State Conferences Project Learning Tree Workshop
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Web Sites $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount United Streaming General Revenue, Title I $1,495.00 Total: $1,495.00 Professional Development Description of Resources Funding Source Available Amount GEMS, Project Learning Tree $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount PBS District Funds $0.00 Science Fair Gneral Revenue, Title I $200.00 Title I $0.00 Total: $200.00 Final Total: $1,695.00
*Non-Highly Qualified Instructors:	All are Highly Qualified.
End of Science Goal

Goal: Parental Involvement *Note: Required for Title I
*Needs Assessment:	There are opportunities for parents to participate in family functions (i.e. PTO, Open House, Title I meetings, Exceptional Student Meetings, etc.). • Parents - 96.3 agreed or strongly agreed that there were opportunities to participate at Medart Elementary. • Faculty – 100% agreed or strongly agreed that there were opportunities to participate at Medart Elementary • Students – 91.8% agreed or strongly agreed that there were opportunities to participate at Medart Elementary
*Objective:	By June 2009, 13% or more of our students’ parents will participate in training opportunities and other activities involving their child provided by the school.
*Strategies:	A. The school will hold afternoon/evening meetings to provide parents with information regarding FCAT, Sunshine State Standards, and strategies to use in helping their child academically. B. The Science Committee will hold meetings in order to provide third through fifth grade parents with ideas, criteria, and strategies concerning projects for the Annual Science Fair. C. Classroom teachers will send home supplemental materials provided through the adopted textbook companies, such as, Harcourt Math Family Involvement Activities, Harcourt Reading School-Home Connections, and Additional Homework Ideas. D. Parents will continue to be provided with written and Internet accessible publications, e.g. Edline, Home School Connection newsletters, School Board Adopted Code of Student Conduct, monthly calendars, lunch menus, and other pertinent information. E. Information will be made accessible to parents concerning student physical fitness and indoor environmental air quality. F. The teachers will be available during school hours (8:10-3:40) for meetings to provide parents with ideas regarding their child’s education. (Title I) G. Monthly publications in a community newspaper/magazine. H. Parents are invited and encouraged to actively participate in our volunteer program. I. Student produced school newspaper, The Hoof Beat. J. Parents will be involved in determining how Title I funds are spent through involvement in the SAC and development of the SIP and the Title I Plan.
*Evaluation:	Medart Elementary prides itself on our open-door policy and friendliness. We will continue this policy to keep open communication with parents and community members. We will continue to elicit parents’ and community members’ opinions with our Climate Surveys to keep track of our communication record. We also: • View the Web Site for participation • Observe the number of activated and inactivated Edline accounts • Emails to school and teachers • Climate Surveys (School and District)
*Evidence-based Program(s):	• FCAT Explorer • SuccessMaker • Sunshine State Standards • PTO • School and District Climate Surveys
*Professional Development:	• Local, State, and National Conferences
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount Edline and Connect-ED District Funds $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount Title I Parental Involvement Title I $3,000.00 Total: $3,000.00 Final Total: $3,000.00
End of Parental Involvement Goal

Goal: Return on Investment
Needs Assessment:	Prudent and proper use of budgeted funds in order to attain continued success academically.
Objective:	To continue academic success as a highly qualified school through proper use of budgeted funds.
Strategies:	A. Through Climate Surveys B. Needs Assessments C. Disaggrated Data
Evaluation:	Climate Surveys Yearly Standardized Test Scores Disaggrated Data
End of Return on Investment Goal

ADDITIONAL GOALS

Additional Goal: School Safety and Discipline Strategies
Needs Assessment:	Climate Surveys show that parents, students, and teachers feel Medart Elementary is a safe environment with a good discipline policy. The following statistics show how faculty, parents, and students feel: Parents K-5: I feel my child is safe at school. 100% agree Students: I feel safe at school. 93.2% agree Faculty: Safety for schools is a focus. 96.8% agree Parents (K-5): My child is treated fairly. 100% agree or strongly agree Students: All students are treated fairly. 80.9% agree or strongly agree Faculty: Students are treated fairly. 96.9% agree or strongly agree The results indicate 96.7% of our students, parents, and faculty feel Medart
Objective:	By June 2009, 96% of our students, parents, and teachers will agree Medart Elementary has a safe environment.
Strategies:	A. Principal will encourage students to be respectful of others on morning and afternoon announcements. B. Incidents of bullying will be addressed according to the Discipline Policy with Zero Tolerance. C. Mentors are assigned to students with special needs by the Guidance Counselor. D. Discipline Committee consists of Grade Level Chairs (including Special Area, ESE, Positive Behavior Support Committee, and SAC Member). E. The PBS Committee meets monthly to discuss the needs/concerns of our students, parents, faculty, and paraprofessionals, including lunchroom behavior and safety concerns. F. As our enrollment changes, we continually update our policies to provide the safest environment. G. Our Discipline Policy is provided to students and parents in the MES Student/Parent Handbook, and the Wakulla County Code of Student Conduct and Elementary School Attendance Policy. H. The faculty, paraprofessionals, and staff are provided with this information in the Wakulla County School District Personnel Handbook and MES Faculty Handbook. I. Medart and its stakeholders provide an environment that is drug free and protects the health, safety, and civil rights of everyone at the school. J. Ribbons are awarded for excellent citizenship at the end of each nine-week grading period. K. A Student of the Week from each class is announced on Friday afternoon during the Terrific Kids televised announcements. L. Training will be made available to learn behavior modification utilizing Florida Positive Behavior Support Project (PBS).
Evaluation:	School-wide and District Climate Surveys will be done by students and parents in the spring. Based on the data we will evaluate the safety and discipline of the school.
Evidence-based Program(s):	Positive Behavior Support - PRIDE (Prepared, Responsible, Involved, Dependable and Enthusiastic)
Professional Development:	Positive Behavior Support (PBS)
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount PBS $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount PBS $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount Ribbons + Certificates General Revenue $300.00 Total: $300.00 Final Total: $300.00
End of School Safety and Discipline Strategies Goal

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	Programs + Software, FCAT, DIBELS, Dash~Board, Reading Adoption K-5	General Revenue, Textbook Allocation	$59,000.00
Mathematics	Pearson SuccessMaker, Harcourt Math, Dash~Board, FCAT Explorer	General Revenues	$1,500.00
Writing	Kathy Orapallo Writing Consultant	General Revenue	$1,000.00
Science	Web Sites		$0.00
School Safety and Discipline Strategies	PBS		$0.00
Total: $61,500.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	Renaissance	Book Fair	$3,000.00
Mathematics	United Streaming	General Revenue, Title I	$0.00
Writing	United Streaming	General Revenue, Title I	$0.00
Science	United Streaming	General Revenue, Title I	$1,495.00
Parental Involvement	Edline and Connect-ED	District Funds	$0.00
Total: $4,495.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Local and State Reading Conferences	State Funds	$3,000.00
Mathematics	Pearson SuccessMaker, Harcourt Math, FCAT Explorer	General Revenue	$1,000.00
Writing	Six Traits Writing, Local, State, and National Conference Opportunities	District General Funds, Title I, School Improvement	$3,000.00
Science	GEMS, Project Learning Tree		$0.00
School Safety and Discipline Strategies	PBS		$0.00
Total: $7,000.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Reading	Title I		$125,000.00
Reading	PBS	District Funds	$0.00
Mathematics	PBS	District Funds	$0.00
Mathematics	Title I		$0.00
Writing	PBS	District Funds	$0.00
Writing	Title I		$0.00
Science	PBS	District Funds	$0.00
Science	Science Fair	Gneral Revenue, Title I	$200.00
Science	Title I		$0.00
Parental Involvement	Title I Parental Involvement	Title I	$3,000.00
School Safety and Discipline Strategies	Ribbons + Certificates	General Revenue	$300.00
Total: $128,500.00
Final Total: $201,495.00

SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle, junior high 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.

SAC Involvement

1. By-Laws were discussed and ratified at the September 5, 2008 SAC Team meeting.
2. The dates and topics for the year were discussed and planned for 2008-2009 SY.
3. On September 5,2008, Mr. Pearce discussed A+ monies with the SAC Team. On September 12, 2008 A+ monies were budgeted and recommended by Medart Elementary School Faculty. Budget consisted of bonuses for all last year’s employees. Additional funds were allocated for after school programs. All remaining available funds would be approved later.
4.The School Advisory Council, faculty, and staff looked at the current expectations produced in the School Improvement Plan 2007-2008 SY to see if these were still applicable for the present. The expectations were discussed at several Faculty Meetings and were the foundation for the Goals, Objectives, and Strategies for the School Improvement Plan 2008-2009 SY. The Goals were in direct relationship to the District, and the Objectives and Strategies had minor revisions to help the students at Medart Elementary improve their academic performance. The SAC, faculty, and staff agreed upon all revisions and strategies in May 2008.
5. The school’s SAC routinely collected data about the school’s instructional and organizational effectiveness as it prepared to develop the School Improvement Plan. This included a consistent review of student performance data, the instructional practices occurring in the school, and any changes occurring in the school and community. This process was completed in May 2008 with consensus from all stakeholders.
6. The SAC met monthly and more as needed starting in September 2007 to formulate the School Improvement Plan for 2008-2009 SY. The SAC reviewed the progress of the School Improvement Plan for 2007-2008 SY mid-year and at the end of the year.
The SAC and the faculty agreed that the Goals were in alignment with the District’s Comprehensive Research-Based Reading Plan and District Accreditation. The faculty and staff met several times to improve the plan for the school year 2008-2009.
In 2002-03 SY, we implemented a Professional Development Committee and Plan, based on a Needs Assessment. This four year plan and will return to the beginning of the rotation in 2008-2009 SY. This is to insure all faculty members have the opportunity to participate in local, regional, and state workshops/conferences. The plan is on a rotational cycle and will help keep our teachers abreast of new techniques to help improve student academic performance. Additional teachers outside the rotation are also sent to state conferences, regional, and local workshops as needs emerge. The professional development opportunities have given our educators breadth and depth to improve student performance.

SAC Members

IMPLEMENTATION EVALUATION

Adequate Progress Statement

There will be a mid-year report (formative), and an end-of-the-year report (summative) that will check our progress and growth. The end of the year is based on Appendix F which shows adequate progress:


Appendix F

WAKULLA COUNTY SCHOOL BOARD
SCHOOL IMPROVEMENT PLAN
YEAR END REVIEW OF ADEQUATE PROGRESS

SCHOOL: Medart Elementary DATE: 6/1/09

Reading Goal Statement: All students will make annual learning gains and demonstrate mastery level of State Standards.

Objectives:
1. By June 2009, 42% or more of second, third, fourth and fifth grade students will make a year's growth, or score at or above grade level in reading as evidenced by an appropriate skills lab report including ESE students. (2007-2008 SY 77%)
2. By June 2009, 57% or more of first through fifth grade students will have an average score of 52% or above in reading as measured by the Stanford 10 for second grade and a score of level 3 as measured by the FCAT SSS for third, fourth, and fifth grades. (2007-2008 SY, SAT 10 - 85%, 73.6% FCAT NRT – 83.3% FCAT SSS)

Math Goal Statement: All students will make a learning gain in math.

Objectives:
1. By June 2009, at least 54% or higher of second, third, fourth, and fifth grade students will achieve a ten point gain using grade level Harcourt Math End of Year Test at the beginning and at the end of the year to measure growth including ESE students. (2007-2008 SY 96.3%)
2. By June 2009, at least 60% or higher of fourth and fifth grade students will score a Level 3 or above in math as measured by FCAT SSS. (2007-2008 SY 76%)

Writing Goal Statement: To continue to excel as an ‘A’ school, all students will improve their writing skills.

Objective: By June 2009, 59% or higher of the fourth grade students will score in Levels 3.5 or above on the Fourth Grade Writing Florida Comprehensive Assessment Test. (2007-2008 SY 66% )

Science Goal Statement: Improve the overall academic performance in Science.

Objective: The 5th grade FCAT Science SSS average will be at or above the 2009 state mean scale score. (2007-2008 SY School-325, District-314, State-310)

Parental Involvement Goal Statement: Parents will be active partners in the education of their children by taking advantage of opportunities to learn methods for helping their children achieve success in school.

Objective: By June 2009, 8% of our students’ parents will participate in training opportunities provided by the school. (2006-2007 SY 12%)

School Safety and Discipline Strategies Goal Statement: School Safety and Discipline will be ongoing processes.

Objective: By June 2009, 86% of our students, parents, and teachers will agree Medart Elementary has a safe environment. (2007-2008 SY 96.7%)

Medart will achieve adequate progress if six of the eight Goals are met.

REPORTING

Baseline Data Report

Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008 and all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 4
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 5
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 6
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 7
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 8
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 9
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 10
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 11
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

Baseline data aggregated at school level

End of Baseline Data Report

Mid-Year Report

2008 SCHOOL IMPROVEMENT MID-YEAR REPORT Differentiated Accountability Status:

End of Mid-Year Report

AYP DATA

SCHOOL GRADE DATA