VISION/MISSION/BELIEF STATEMENTS
Note: Required for Title I
The vision of the School District of Lee County is: To be a world-class school system.
The mission of Royal Palm Exceptional School is to provide an opportunity for each student to be involved in a well planned, structured program that is best suited to meet each student's individual needs. Areas of attention are academics, behavior, communication, career exploration and life skills/socialization leading to a successful post-education career. During the student's school years, the ultimate objective is to assist in the successful return to the school of choice or to a program which can provide the least restrictive environment.
SCHOOL PROFILE DEMOGRAPHICS
The mission of Royal Palm Exceptional School is to provide an opportunity for each student to be involved in a well planned, structured program that is best suited to meet each student's individual needs. Areas of attention are academics, behavior, communication, career exploration and life skills/socialization leading to a successful post-education caeer. During the student's school years, the ultimate objective is to assist in the successful return to the school of choice or to a program which can provide the least restrictive environment. Priorities include, but are not limited to, Behavioral change, reading, math, science instruction. Vocational/career education is a component for Middle and High School students.
All students participate in affective curriculum.
The school does not receive a "School Grade" from the state. Federal "Adequate Yearly Progress" increased, but was not met. Meeting AYP is an ongoing long term school challenge.
Several variables create many challenges for Royal Palm students, families and staff members. Due to many "life" issues, students have splintered academic skills, and limited coping and social interaction skills. Many experience limited parental involvement in their school lives.
Increasing parental involvement is a school challenge in the short term. Family involvement is critical in the development of student both academically and socially.
Our well trained, dedicated staff utilize many specialized tools to bridge the skill deficits and to encourage parental involvement with the children.
Royal Palm is comprised of 189 students. 39.3 white, 46.0 % African American, 9.4% Hispanic and 5.3% other. The school is 100% ESE with 84% economically disadvantaged students. No sub-groups met AYP.
Of the 22 teachers who teach core courses, 19 meet "Highly Qualified" status. All will complete these requirements by January 2009. .
Royal Palm's staff includes the Principal and Assistant Principal, along with, a Staffing Specialist, Reading Coach, Guidance Counselor, Technology Specialist, PE instructor and Helping teachers. A full time speech technician is on staff. Itinerent services include Speech Pathologist, PT/OT services, school Psychologist, and Psychiatric consult.
SCHOOL MATCH
Note: Required for all Assistance Plus Schools
N/A
QUALITY STAFF
Highly Qualified Administrators
Note: Required for Title I
Principal Dan R. Perry, M.A., Ed.S., 26 yrs; Assistant PrincipalRobert Moretti, M.A., 13 yrs
Recruitment/Retention of Highly Qualified Teachers
Note: Required for Title I
The Lee County School District is continuing recruitment efforts, including our own recruitment fair, providing a competitive starting salary for beginning teachers,and investigating low-cost housing options. The District has expanded its employee wellness efforts and continues to explore insurance and benefits to meet the needs of all employees. All of these efforts should help the District recruit and retain highly qualified teachers in all areas.
No Attached Staff List
ADDITIONAL REQUIREMENTS
Coordination and Integration
Note: Required for Title I
Title I, Title II and other programs coordinate through the SIP process. Each school completes a needs assessment before writing goals for the year. School improvement plans are written to ensure compliance with all state and national regulations. All school improvement plans are reviewed at the District level for appropriate use of funds and effective use of resources. This district level review prevents duplication of services and facilitates coordination between schools and departments. This collaboration ensures that all programs support schools.
School Wide Improvement Model
Note: Required for Title I
The School District of Lee County uses Sterling Quality as the improvement model.
NCLB Public School Choice
Note: Required for Title I
Assessment information, out-of-field teachers, student and classroom highlights are noted in the school quarterly newsletter.
Staff are being trained in "Parent Link" system.
Daily "point/progress" notes are sent to parents each day.
Attendance is closely monitored.
Translation services are available.
The school maintains an "up-to-date" web-site.
SIP and SPAR reports are available for public review.
No Attached Public School Choice Notice to Parents file
No Attached Notification of SINI Status file
Pre-School Transition
Note: Required for Title I
N/A
MENTORING AND EXTENDED LEARNING OPPORTUNITIES
Teacher Mentoring
Note: Required for Title I
Beginning July 1, 1997, teachers applying for their initial teaching position with The School District of Lee County enroll in an induction program with the acronym of A.P.P.L.E.S.-Accomplished Professional Practices for (the) Lee Educational System. A.P.P.L.E.S. is a program designed by and for teachers based on the 12 Educator Accomplished Practices, Florida Curriculum Frameworks & Sunshine State Standards, District Strategic Plan for the School District of Lee County, and legislation in FS 231.17.
The District's induction program provides a support and information system for new teachers to:
Retain the most promising teachers;
Foster self-assessment and reflection;
Improve instructional practice.
Model professionalism;
Offer professional growth opportunities;
and, familiarize new teachers with District and State initiatives.
New teachers are introduced to programs, practical tools, and strategies to enhance classroom performance in regularly scheduled regional sessions facilitated by experienced teacher-liasons.
New teachers are also provided with a support system comprised of a Peer/Mentor Teacher and a Building Administrator. The mentor provides support by:
Modeling professional practices of educators
Conducting formative observations.
Assisting with the construction and implementation of the Professional Development Plan.
Orienting to school based information, programs, logistics and procedures.
Meeting on a regular basis with the new teacher (initially once a week).
No Attached Teacher Mentoring List
Extended Learning Opportunities
Note: Required for Title I
An extended school year program is available each year and most students, due to their disabilities, are encouraged to attend. Reading is particularly emphasized during the extended school year session. An after school program is also available for high school students.
SCHOOLS GRADED C OR BELOW
Professional Development
N/A
Disaggregated Data
N/A
Informal and Formal Assessments
N/A
Alternative Instructional Delivery Methods
N/A
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: |
Students have been identified as Emotionally Handicapped (100% student population) with many having secondary disabilities such as ADD, ADHD, LD, EMH, and other disabilities. Most of the students are functioning below grade level, upon placement at Royal Palm Exceptional School. There is no significant difference in FCAT scores among subgroups. |
| *Objective: |
In 07-08 the fourth grade FCAT mean scale reading score was 195. The 08-09 fourth grade FCAT mean scale reading score will increase 5%. (204.75). |
| *Strategies: |
Using SRA corrective reading, Reading Mastery, supplementary reading, fluency materials, AR reading program and FCAT Explorer Lab, Successmaker lab. Language curriculum.
Implement ESE and ESOL strategies when appropriate. |
| *Evaluation: |
FCAT TESTING RESULTS |
| *Evidence-based Program(s): |
SRA corrective reading, Reading Mastery
FORF
AR
FCAT EXPLORER
KURZWEIL
LANGUAGE |
| *Professional Development: |
Training in SRA reading.
Training in FORF and KURZWEIL |
| Budget: |
| Evidence-based Program(s)/Material(s) |
| Description of Resources |
Funding Source |
Available Amount |
| "LANGUAGE" SRA Materials |
District funds, Textbook funds |
$20,000.00 |
| Reading: FCAT Explorer; DIBELS, FORF |
|
$0.00 |
| Reading First Materials |
Reading First Grant |
$10,000.00 |
| Total: $30,000.00 |
| Technology |
| Description of Resources |
Funding Source |
Available Amount |
| Reading: FCAT Explorer; DIBELS, FORF
LANGUAGE
|
|
$0.00 |
| Total: $0.00 |
| Professional Development |
| Description of Resources |
Funding Source |
Available Amount |
|
|
$0.00 |
| Learning Community-Reading Across the Curriculum |
Title II |
$200.00 |
|
|
$0.00 |
| Learning Community-Acclerated Reader |
Title II |
$200.00 |
| Total: $400.00 |
| Other |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Final Total: $30,400.00 |
|
|
*Non-Highly Qualified Instructors:
|
All non-highly qualified teachers are pursuing this status. Of 25 classroom instructors, 23 are highly qualified in reading. Remaining teachers are pursuing appropriate credentials via state certification. |
| End of Reading Goal |
|
Goal: Mathematics
*Note: Required for Title I
Scroll down for school data
|
| *Needs Assessment: |
Students have been identified as Emotionally Handicapped (100% student population) with many having secondary disabilities such as ADD, ADHD, LD, EMH, and other disabilities. Most of the students are functioning below grade level, upon placement at Royal Palm Exceptional School. No subgroups met AYP. There is no significant difference in FCAT scores among subgroups. |
| *Objective: |
Royal Palm Exceptional School's 07-08 5th grade mean scale mathematics score on the FCAT was 256. In 08-09 the 5th grade mean scale mathematics score will increase 5% (268.8). |
| *Strategies: |
SRA corrective math program.
FCAT explorer.
SUCCESSMAKER computer lab. |
| *Evaluation: |
School mean scale FCAT mathematics score for the 08-09 school year |
| *Evidence-based Program(s): |
SRA Corrective math program
FCAT explorer
Accelerated Math
FASTT MATH |
| *Professional Development: |
Training in SRA and FCAT explorer.
Two day training with Acclerated Math and FASTT MATH. |
| Budget: |
| Evidence-based Program(s)/Material(s) |
| Description of Resources |
Funding Source |
Available Amount |
| Math: SRA
FCAT explorer
FASTT MATH
|
|
$0.00 |
| Textbooks |
Textbook funds |
$3,500.00 |
| Total: $3,500.00 |
| Technology |
| Description of Resources |
Funding Source |
Available Amount |
| FASST Math, AR Math
FCAT Explorer |
|
$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 |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Final Total: $3,500.00 |
|
|
*Non-Highly Qualified Instructors:
|
All non-highly qualified teachers are pursuing this status. Of 25 classroom instructors, 22 are highly qualified in mathematics. Remaining teachers are pursuing appropriate credentials via state certification. |
| End of Mathematics Goal |
|
Goal: Writing
*Note: Required for Title I
Scroll down for school data
|
| *Needs Assessment: |
Students have been identified as Emotionally Handicapped (100% student population) with many having secondary disabilities such as ADD, ADHD, LD, EMH, and other disabilities. Most of the students are functioning below grade level, upon placement at Royal Palm Exceptional School. No subgroups met AYP. There is no significant difference in FCAT scores among subgroups. |
| *Objective: |
The 8th grade expository writing mean scale score in 07-08 was 2.08. In 08-09 the 8th grade expository writing mean scale score will increase 5% to 2.184. |
| *Strategies: |
FCAT explorer
FCAT Florida writes practice materials
Core writing curriculum
ESE and ESOL strategies infused throughout the day. |
| *Evaluation: |
FCAT writing scores |
| *Evidence-based Program(s): |
FCAT explorer
SRA language |
| *Professional Development: |
Reading endorsement training
Training leading to Highly qualified status
District training. |
| 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 |
| writing software |
District funds |
$500.00 |
| Total: $500.00 |
| Professional Development |
| Description of Resources |
Funding Source |
Available Amount |
| Learning Community-Writing across the curriculum |
Title II |
$200.00 |
| Total: $200.00 |
| Other |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Final Total: $700.00 |
|
| End of Writing Goal |
|
Goal: Science
*Note: Required for Title I
Scroll down for school data
|
| *Needs Assessment: |
Students have been identified as Emotionally Handicapped (100% student population) with many having secondary disabilities such as ADD, ADHD, LD, EMH, and other disabilities. Most of the students are functioning below grade level, upon placement at Royal Palm Exceptional School. No subgroups met AYP. There is no significant difference in FCAT scores among subgroups. |
| *Objective: |
Royal Palm Exceptional School's 07-08 5th grade mean scale science score on the FCAT was 217, this score will increase 5% in 08-09 to 227.85. |
| *Strategies: |
FCAT science dailies
Differentiated instruction
Science fair participation. |
| *Evaluation: |
School mean scale FCAT score for the 08-09 school year |
| *Evidence-based Program(s): |
District adopted HARTCOURT science series |
| *Professional Development: |
Training in new science curriculum.
District training. |
| Budget: |
| Evidence-based Program(s)/Material(s) |
| Description of Resources |
Funding Source |
Available Amount |
| Science textbooks |
District/textbook |
$2,500.00 |
| Total: $2,500.00 |
| 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 |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Other |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Final Total: $2,500.00 |
|
|
*Non-Highly Qualified Instructors:
|
All non-highly qualified teachers are pursuing this status. Of 25 classroom instructors,22 are highly qualified in science. Remaining teachers are pursuing appropriate credentials via state certification. |
| End of Science Goal |
|
Goal: Parental Involvement
*Note: Required for Title I
|
| *Needs Assessment: |
Encourage increased participation of parents in their child's education. |
| *Objective: |
Baseline data of parental attendance at their child's IEP, during 07-08 was 34% . Parental participation in their child's IEP will increase 5% to 39% during the 08-09 year. |
| *Strategies: |
Follow-up contacts to the two mandated parent notifications. |
| *Evaluation: |
Review parent attendance -10/08 through 5/09 |
| *Evidence-based Program(s): |
N/A |
| *Professional Development: |
N/A |
| 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 |
| No Data |
No Data |
$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 |
| "Family Friday"- group support for encouraging reading in the home. |
Internal Funds |
$300.00 |
| Total: $300.00 |
| Final Total: $300.00 |
|
| End of Parental Involvement Goal |
|
Goal: Return on Investment
|
| Needs Assessment: |
Royal Palm Exceptional School has unique needs, in contrast to general education facilities. Affective programming is vital to social AND academic growth. |
| Objective: |
The 07-08 Grade 6-8 students scored an average aggregate score of 1.89 on the "Life Excelerator" personal skills profile. In 08-09 the score will increase 5% to 1.98. |
| Strategies: |
Aquisition and implementation of the LEAPS program. |
| Evaluation: |
LEAPS Assessment of Personal Skills |
| End of Return on Investment Goal |
|
ADDITIONAL GOALS
Additional Goal: Teacher retention will exceed 85% |
| Needs Assessment: |
In-field and Highly Qualified teachers are in great demand. |
| Objective: |
Royal Palm had 28% of its Highly Qualified teachers transfer to another school, prior to the start of 07-08 school year. Royal Palm will retain 90% of Highly Qualified teachers from the 08-09 school year. |
| Strategies: |
Maintain appropriate workload for staff.
Administrative assistance as needed.
Positive work environment. |
| Evaluation: |
% of returning HQ teachers for 08-09 |
| Evidence-based Program(s): |
N/A |
| Professional Development: |
Assistance with completing HQ reuirements. |
| 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 |
| No Data |
No Data |
$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 |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Final Total: $0.00 |
|
| End of Teacher retention will exceed 85% Goal |
|
FINAL BUDGET
| Evidence-based Program(s)/Material(s) |
| Goal |
Description of Resources |
Funding Source |
Available Amount |
| Reading |
"LANGUAGE" SRA Materials |
District funds, Textbook funds |
$20,000.00 |
| Reading |
Reading: FCAT Explorer; DIBELS, FORF |
|
$0.00 |
| Reading |
Reading First Materials |
Reading First Grant |
$10,000.00 |
| Mathematics |
Math: SRA
FCAT explorer
FASTT MATH
|
|
$0.00 |
| Mathematics |
Textbooks |
Textbook funds |
$3,500.00 |
| Science |
Science textbooks |
District/textbook |
$2,500.00 |
| Total: $36,000.00 |
| Technology |
| Goal |
Description of Resources |
Funding Source |
Available Amount |
| Reading |
Reading: FCAT Explorer; DIBELS, FORF
LANGUAGE
|
|
$0.00 |
| Mathematics |
FASST Math, AR Math
FCAT Explorer |
|
$0.00 |
| Writing |
writing software |
District funds |
$500.00 |
| Total: $500.00 |
| Professional Development |
| Goal |
Description of Resources |
Funding Source |
Available Amount |
| Reading |
|
|
$0.00 |
| Reading |
Learning Community-Reading Across the Curriculum |
Title II |
$200.00 |
| Reading |
|
|
$0.00 |
| Reading |
Learning Community-Acclerated Reader |
Title II |
$200.00 |
| Writing |
Learning Community-Writing across the curriculum |
Title II |
$200.00 |
| Total: $600.00 |
| Other |
| Goal |
Description of Resources |
Funding Source |
Available Amount |
| Parental Involvement |
"Family Friday"- group support for encouraging reading in the home. |
Internal Funds |
$300.00 |
| Total: $300.00 |
| Final Total: $37,400.00 |
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
The SAC provides community input and helps develop strategies for a varied, special needs student population. Royal Palm Exceptional School's, School Improvement Plan is scheduled for approval on November 18th, 2008.
SAC Members
| Members |
|
1)
Dan R. Perry,
Principal
|
|
2)
Julie Slater,
SAC Chair
|
|
3)
Essie Barnes,
Teacher
|
|
4)
Angela Young,
Teacher
|
|
5)
James Nicolich,
Business Member
|
|
6)
Jenny Polanco,
Parent
|
|
7)
Rosairis Roman,
Parent
|
|
8)
Zavia Pickens,
Community Member
|
|
9)
Keith Nicholson,
Community Member
|
|
10)
Doug Goldman,
School Support Personnel
|
|
11)
Katheline Hickey,
School Support Personnel
|
IMPLEMENTATION EVALUATION
Adequate progress for Royal Palm Exceptional School is defined as the school meeting four of five of academic goals in the 2008-2009 School Improvement Plan.
Exceeds adequate progress for Royal Palm Exceptional School is defined as the school meeting six out of seven goals on the School Improvement Plan.
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
|
Reading
Baseline Data |
Mathematics
Baseline Data |
Writing
Baseline Data |
Science
Baseline Data |
Baseline Data
|
End of Baseline Data Report
Mid-Year Report
2008 SCHOOL IMPROVEMENT MID-YEAR REPORT
Differentiated Accountability Status:
|
| FCAT Assessed Grade Level: 3 |
| |
Reading |
Mathematics |
Writing |
Science |
| |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
| Baseline Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| Mid-Year Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| % Change from Baseline Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| FCAT Assessed Grade Level: 4 |
| |
Reading |
Mathematics |
Writing |
Science |
| |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
| Baseline Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| Mid-Year Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| % Change from Baseline Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| FCAT Assessed Grade Level: 5 |
| |
Reading |
Mathematics |
Writing |
Science |
| |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
| Baseline Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| Mid-Year Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| % Change from Baseline Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| FCAT Assessed Grade Level: 6 |
| |
Reading |
Mathematics |
Writing |
Science |
| |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
| Baseline Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| Mid-Year Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| % Change from Baseline Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| FCAT Assessed Grade Level: 7 |
| |
Reading |
Mathematics |
Writing |
Science |
| |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
| Baseline Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| Mid-Year Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| % Change from Baseline Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| FCAT Assessed Grade Level: 8 |
| |
Reading |
Mathematics |
Writing |
Science |
| |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
| Baseline Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| Mid-Year Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| % Change from Baseline Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| FCAT Assessed Grade Level: 9 |
| |
Reading |
Mathematics |
Writing |
Science |
| |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
| Baseline Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| Mid-Year Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| % Change from Baseline Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| FCAT Assessed Grade Level: 10 |
| |
Reading |
Mathematics |
Writing |
Science |
| |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
| Baseline Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| Mid-Year Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| % Change from Baseline Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| FCAT Assessed Grade Level: 11 |
| |
Reading |
Mathematics |
Writing |
Science |
| |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
% Mastery |
%Non- Mastery |
| Baseline Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| Mid-Year Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
| % Change from Baseline Data |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
0.00 |
Empty data from baseline data aggregated for your school.
Reading Data Analysis
1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred.
2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup.
3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines.
4. What specific strategies will be used to improve the achievement of non-AYP subgroups?
Mathematics Data Analysis
1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred.
2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup.
3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines.
4. What specific strategies will be used to improve the achievement of non-AYP subgroups?
Writing Data Analysis
1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred.
2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup.
3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines.
Science Data Analysis
1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred.
2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup.
3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines.
Extended Learning Programs for Students
Describe the activities (e.g. after school, pull-outs, etc) that have taken place to date.
| SUBJECT AREA | FREQUENCY | DURATION | TOTAL # OF LEVEL 1 AND 2 STUDENTS IN THE SCHOOL | AVERAGE # OF LEVEL 1 AND 2 STUDENTS PARTICIPATING | AVERAGE % OF LEVEL 1 AND 2 STUDENTS PARTICIPATING |
| No data submitted |
|
Please describe the academic improvement that has occurred for participating students (please refer to specific data points).
Research-based Professional Development Activities for Teachers
Describe the professional development activities to date that are aligned with the school’s instructional needs.
| NAME OF PROFESSIONAL DEVELOPMENT ACTIVITY | DATE
(MM/DD/YYYY) | INSTRUCTIONAL NEEDS ADDRESSED | # OF TEACHERS PARTICIPATING |
| No data submitted |
|
Based on the baseline and mid-year data, what additional professional development will be offered before the FCAT to help teachers increase student performance?
Parent Involvement Activities
Describe the parent involvement activities to date that are aligned with the school’s student achievement needs.
| ACTIVITY | DATE
(MM/DD/YYYY) | ACHIEVEMENT NEED ADDRESSED | # OF PARENTS PARTICIPATING |
| No data submitted |
|
Based on the baseline and mid-year data, what additional parent involvement activities will be offered before the FCAT to address student achievement needs?
End of Mid-Year Report
AYP DATA
| 2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 |
Lee ROYAL PALM EXCEPTIONAL SCHOOL CENTER 0651 |
Number of students enrolled in the grades tested:
|
Read: 131
Math: 131
|
2007-2008
School Grade1: |
|
Did the School make Adequate Yearly Progress? |
NO |
|
| This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). |
This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). |
This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model. |
| Group |
Reading
Tested 95% of the students? |
Math
Tested 95% of the students? |
58% scoring at or above grade level in Reading? |
62% scoring at or above grade level in Math? |
Improved performance in Writing by 1%? |
Increased Graduation Rate3by 1%? |
Percent of Students below grade level in Reading |
Safe
Harbor
Reading |
Percent of Students below grade level in Math |
Safe
Harbor
Math |
% of students on track to be proficient in reading |
Growth model reading |
% of students on track to be proficient in math |
Growth model math |
| |
2008 |
Y/N |
2008 |
Y/N |
2008 |
Y/N |
2008 |
Y/N |
2007 |
2008 |
Y/N |
2006 |
2007 |
Y/N |
2007 |
2008 |
Y/N |
2007 |
2008 |
Y/N |
2008 |
Y/N |
2008 |
Y/N |
| TOTAL4
|
95 |
Y |
95 |
Y |
10 |
N |
|
N |
12
|
11 |
N |
|
|
N |
90 |
90 |
NA |
|
|
NA |
21 |
NA |
17 |
NA |
| WHITE
|
98 |
Y |
98 |
Y |
23 |
N |
7 |
N |
|
|
NA |
|
|
NA |
87 |
77 |
NA |
|
93 |
NA |
43 |
NA |
|
NA |
| BLACK
|
94 |
N |
93 |
N |
|
N |
|
N |
|
|
NA |
|
|
NA |
92 |
|
NA |
|
|
NA |
11 |
NA |
|
NA |
| HISPANIC
|
|
NA |
|
NA |
|
NA |
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
|
|
| ASIAN
|
|
NA |
|
NA |
|
NA |
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
|
|
| AMERICAN INDIAN
|
|
NA |
|
NA |
|
NA |
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
|
|
| ECONOMICALLY DISADVANTAGED
|
95 |
Y |
95 |
Y |
8 |
N |
|
N |
|
|
NA |
|
|
NA |
92 |
92 |
NA |
|
|
NA |
19 |
NA |
18 |
NA |
| ENGLISH LANGUAGE LEARNERS
|
|
NA |
|
NA |
|
NA |
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
|
|
| STUDENTS WITH DISABILITIES
|
95 |
Y |
95 |
Y |
10 |
N |
|
N |
12
|
11 |
N |
|
|
NA |
90 |
90 |
NA |
|
|
NA |
21 |
NA |
17 |
NA |
| 2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 |
Lee ROYAL PALM EXCEPTIONAL SCHOOL CENTER 0651 |
Number of students enrolled in the grades tested:
|
Read: 147
Math: 147
|
2006-2007
School Grade1: |
|
Did the School make Adequate Yearly Progress? |
NO |
|
| This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). |
This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). |
This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model. |
| Group |
Reading
Tested 95% of the students? |
Math
Tested 95% of the students? |
51% scoring at or above grade level in Reading? |
56% scoring at or above grade level in Math? |
Improved performance in Writing by 1%? |
Increased Graduation Rate3by 1%? |
Percent of Students below grade level in Reading |
Safe
Harbor
Reading |
Percent of Students below grade level in Math |
Safe
Harbor
Math |
% of students on track to be proficient in reading |
Growth model reading |
% of students on track to be proficient in math |
Growth model math |
| |
2007 |
Y/N |
2007 |
Y/N |
2007 |
Y/N |
2007 |
Y/N |
2006 |
2007 |
Y/N |
2005 |
2006 |
Y/N |
2006 |
2007 |
Y/N |
2006 |
2007 |
Y/N |
2007 |
Y/N |
2007 |
Y/N |
| TOTAL4
|
95 |
Y |
95 |
Y |
10 |
N |
|
N |
15
|
12 |
N |
|
|
N |
87 |
91 |
NA |
88 |
|
NA |
21 |
NA |
28 |
NA |
| WHITE
|
93 |
N |
93 |
N |
13 |
N |
|
N |
|
|
NA |
|
|
NA |
69 |
89 |
NA |
74 |
|
NA |
|
NA |
|
NA |
| BLACK
|
99 |
Y |
97 |
Y |
8 |
N |
|
N |
|
|
NA |
|
|
NA |
|
92 |
NA |
|
|
NA |
20 |
NA |
31 |
NA |
| HISPANIC
|
|
NA |
|
NA |
|
NA |
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
|
|
| ASIAN
|
|
NA |
|
NA |
|
NA |
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
|
|
| AMERICAN INDIAN
|
|
NA |
|
NA |
|
NA |
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
|
|
| ECONOMICALLY DISADVANTAGED
|
97 |
Y |
96 |
Y |
8 |
N |
|
N |
13
|
|
NA |
|
|
NA |
86 |
92 |
NA |
88 |
|
NA |
21 |
NA |
26 |
NA |
| ENGLISH LANGUAGE LEARNERS
|
|
NA |
|
NA |
|
NA |
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
|
|
| STUDENTS WITH DISABILITIES
|
95 |
Y |
95 |
Y |
10 |
N |
|
N |
15
|
12 |
N |
|
|
NA |
87 |
91 |
NA |
88 |
|
NA |
21 |
NA |
28 |
NA |
| 2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 |
Lee ROYAL PALM EXCEPTIONAL SCHOOL CENTER 0651 |
Number of students enrolled in the grades tested:
|
Read: 143
Math: 143
|
2005-2006
School Grade1: |
|
Did the School make Adequate Yearly Progress? 5 |
NO |
| This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). |
This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). |
| Group |
Reading
Tested 95% of the students? |
Math
Tested 95% of the students? |
44% scoring at or above grade level in Reading? |
50% scoring at or above grade level in Math? |
Improved performance in Writing by 1%? |
Increased Graduation Rate3by 1%? |
Percent of Students below grade level in Reading |
Safe
Harbor
Reading |
Percent of Students below grade level in Math |
Safe
Harbor
Math |
| |
2006 |
Y/N |
2006 |
Y/N |
2006 |
Y/N |
2006 |
Y/N |
2005 |
2006 |
Y/N |
2004 |
2005 |
Y/N |
2005 |
2006 |
Y/N |
2005 |
2006 |
Y/N |
| TOTAL4
|
94 |
N |
94 |
N |
18 |
N |
12 |
N |
38
|
15 |
N |
|
|
N |
65 |
82 |
NA |
65 |
88 |
NA |
| WHITE
|
95 |
Y |
95 |
Y |
34 |
N |
26 |
N |
|
|
NA |
|
|
NA |
56 |
66 |
NA |
67 |
74 |
NA |
| BLACK
|
94 |
N |
94 |
N |
9 |
N |
|
N |
|
|
NA |
|
|
NA |
67 |
91 |
NA |
63 |
|
NA |
| HISPANIC
|
|
NA |
|
NA |
|
NA |
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
| ASIAN
|
|
NA |
|
NA |
|
NA |
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
| AMERICAN INDIAN
|
|
NA |
|
NA |
|
NA |
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
| ECONOMICALLY DISADVANTAGED
|
94 |
N |
94 |
N |
19 |
N |
12 |
N |
|
13 |
NA |
|
|
NA |
69 |
81 |
NA |
68 |
88 |
NA |
| ENGLISH LANGUAGE LEARNERS
|
|
NA |
|
NA |
|
NA |
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
|
|
NA |
| STUDENTS WITH DISABILITIES
|
94 |
N |
94 |
N |
18 |
N |
12 |
N |
|
15 |
NA |
|
|
NA |
65 |
82 |
NA |
65 |
88 |
NA |
SCHOOL GRADE DATA
School District
2007-2008
|
| |
Reading
|
Math
|
Writing
|
Science
|
Grade
Points
Earned |
|
| % Meeting High Standards (FCAT Level 3 and Above) |
0%
|
0%
|
%
|
%
|
|
Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
|
| % of Students Making Learning Gains |
0% |
0% |
|
|
|
3 ways to make gains:Improve FCAT LevelsMaintain Level 3, 4, or 5Improve more than one year within Level 1 or 2 |
| Adequate Progress of Lowest 25% in the School? |
% (0) |
% (0) |
|
|
0
|
Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
|
| % of 11th and 12th graders meeting the graduation requirement on the FCAT retake |
% |
% |
|
|
|
If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded |
| Points Earned |
|
|
|
|
0 |
|
| Percent Tested = 0% |
|
|
|
|
|
Percent of eligible students tested |
| School Grade |
|
|
|
|
|
Grade based on total points, adequate progress, and % of students tested |
School District
2006-2007
|
| |
Reading
|
Math
|
Writing
|
Science
|
Grade
Points
Earned |
|
| % Meeting High Standards (FCAT Level 3 and Above) |
0%
|
0%
|
%
|
%
|
|
Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
|
| % of Students Making Learning Gains |
0% |
0% |
|
|
|
3 ways to make gains:Improve FCAT LevelsMaintain Level 3, 4, or 5Improve more than one year within Level 1 or 2 |
| Adequate Progress of Lowest 25% in the School? |
% (0) |
% (0) |
|
|
0
|
Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
|
| % of 11th and 12th graders meeting the graduation requirement on the FCAT retake |
% |
% |
|
|
|
If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded |
| Points Earned |
|
|
|
|
0 |
|
| Percent Tested = 0% |
|
|
|
|
|
Percent of eligible students tested |
| School Grade |
|
|
|
|
|
Grade based on total points, adequate progress, and % of students tested |
School District
2005-2006
|
| |
Reading
|
Math
|
Writing
|
Grade
Points
Earned |
|
| % Meeting High Standards (FCAT Level 3 and Above) |
0%
|
0%
|
%
|
|
Writing: Takes into account % scoring 3.5 and above. Sometimes the District writing average is substituted for the writing average.
|
| % of Students Making Learning Gains |
0% |
0% |
|
|
3 ways to make gains:Improve FCAT LevelsMaintain Level 3, 4, or 5Improve more than one year within Level 1 or 2 |
| Adequate Progress of Lowest 25% in the School? |
% (0) |
|
|
0
|
Adequate Progress based on gains of lowest 25% of students . Yes, if 50% or more make gains .
|
| Points Earned |
|
|
|
0 |
|
| Percent Tested = 0% |
|
|
|
|
Percent of eligible students tested |
| School Grade |
|
|
|
|
Grade based on total points, adequate progress, and % of students tested |