VISION and MISSION STATEMENTS

At Stephen Foster, we challenge students to become all they can be—Accepting responsibility of their choices and feeling pride in their accomplishments. We provide a caring, learning environment, encouraging a partnership of mutual respect within the Foster community.


The mission of Stephen Foster Elementary is to help all students master State standards in all subject areas. All staff training, all school resources and the total school organization is dedicated to this mission.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Stephen Foster is a neighborhood school in Gainesville, Florida. The school first opened in 1953, and was completely renovated within the last ten years. Students in grades K-5 K-5 attend the school from the zoned area. Stephen Foster also houses a district magnet, the Math, Science and Technology magnet at grades 3-5. This magnet began in 2004 and currently it provides magnet services to 125 students.


Unique School Strengths for Next Year

The magnet program at Stephen Foster is one area of strength in the school. The high caliber of instructional staff is also a strength. The staff development program at the school level is a strength. And next year a number of additional resources for use as interventions in the RTI model are a strength.
Stephen Foster has earned a state grade of A for seven consecutive years. The school also met all requirements for
AYP in 2008, and 97% of the requirements for 2009. The leadership team at the school are highly trained and work closely with all staff members to monitor assessments and student achievement.


Unique School Weaknesses for Next Year

Stephen Foster will lose its reading coach this year due to budget reductions. Over 50% of all classroom aides were cut also due to budget reductions.
Student attendance rates have dropped and the school has also seen a rise in tardies each day. This is an identified weakness as it impacts students' instruction.


Student Demographics

Stephen Foster Elementary serves a population that is 63.9% free or reduced lunch. The total school population for 2008-09 was approximately 475 students. The breakdown of the ethnicity was as follows:
Asian: 5.2%
Black: 36.5%
Hispanic: 6.5%
Indian: 0
Mixed: 10.4%
White: 41.3%
Additional demographics include:
ELL: 2.0%
Gifted: 24.1%
SWD: 23.0%


Student Attendance Rates

The 2008-09 attendance rate for Stephen Foster was 95.32%. This is a drop of 1.24% from the 2007-08 attendance rate of 96.56%.


Student Mobility

Student enrollment on September 1, 2008 was 477 students. Throughout the year 55 students entered and 87 students withdrew. This produced a 34.8% mobility rate for 2008-09 school year.


Student Suspension Rates

The student suspension rate for Stephen Foster over three years of time is as follows:
2006-07 2007-08 2008-09
OSS 69 67 71
ISS 45 56 57
The numbers of students in in school and out of school suspension has remained constant over a three year period. School level strategies have been identified to help reduce this number.


Student Retention Rates

During the 2007-08 school year 4.8% of K students, 1.6% of grade 1, 2.4% of grade 2, 6.5% of grade 3, 2.3% of grade 4 and 0% of grade 5 were retained. No data is available for the 2009 school year.


Class Size

The class size data for Stephen Foster for the 2008-09 school was:

District Class Size Stephen Foster Class Size
K-3 15.96 15.33
4-8 17.93 15.70
Class sizes for all grades at Stephen Foster were lower than state requirements. Additionally, students in reading and math classes were in classes smaller than the above homeroom class sizes as additional teachers were used to help reduce these important subject areas. ESE class sections ranged from 4 to 15 students; gifted classes from 4 to 20 students.


Academic Performance of Feeder Pattern

Stephen Foster does not have a feeder school as we are a K-5 school.


Partnerships and Grants

Stephen Foster has maintained a partnership with the University Athletic Association for a number of years. UAA has funded field trips for students, provided athletes for the intermural sports program, and members to serve on the School Advisory Committee.


STUDENT ACHIEVEMENT DATA

Note: The following links will open in a separate browser window.

School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

PositionNameDegree(s)/ Certification(s)# of Years at Current School# of Years as an AdministratorPrior Performance Record *
Principal Darla V. Boyd B.A.-Elementary Education;
M.Ed-Foundations of Education;
Ph.D. in curriculum and Instruction and Administration 		15.5 26 In the past 10 years as an administrator the school has earned the state frade of A 8 times. Stephen Foster also met all the criteria for AYP in 2008, and 97% of the criteria in 2009
Assis Principal James E. Kuhn, III B.S.-Elementary Educastion;
M.Ed-Elementary Education;
Ed.S.-Educational Leadership 		14 3 Stephen Foster has earned a state grade of A each of the 4 years. In 2008 it also met 100% od AYP requirements and 97% of those requirements in 2009

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

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Subject AreaNameDegree(s)/ Certification(s)# of Years at Current School# of Years as a CoachPrior Performance Record *
No data submitted

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


HIGHLY QUALIFIED TEACHERS

Description of StrategyPerson ResponsibleProjected Completion DateNot Applicable (If not, please explain why)
Mentoring of all beginning teachers Principal will assign mentors to all new staff members June, 2010
School Based inservice program Principal, assistant principal June, 2010
Summer orientation program for new staff members
Principal will assign team members to assist 		August 18, 2009
Teacher observation program and review of efffective teaching strategies Principal and assistant principal November 1, 2009


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
none N/A N/A N/A


Staff Demographics

Total Number of Instructional Staff % of First-Year Teachers % of Teachers with 1-5 Years of Experience % of Teachers with 6-14 Years of Experience % of Teachers with 15+ Years of Experience % of Teachers with Advanced Degrees % Highly Qualified % Reading Endorsed Teachers % National Board Certified Teachers % ESOL Endorsed
4073716406510051333


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Heather Harbour Jennifer Krause, Emma Lipsky, Lindsay Addison District selected and assigned. The pairing of mentor and beginning teacher is based on the experience and training of each mentor coach, inbcluding grade level and subjects taught. Weekly one on one conferencing, observations, feedback. ION addition each mentor coach will meet with her assigned teachers in small groups at least six times per year



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A

Services are provided to ensure students requiring additional remediation are assisted through after school programs or summer school. The district coordinates with Title 11 and Title 111 in ensuring staff development needs are provided. A FCIM coordinator is hired to help teachers with data collection and instructional strategies. Pull out tutorials are provided daily for students who are targeted for reading or math.


Title I, Part C- Migrant

A migrant liaison provides services and support to students and parents. The liaison coordinates with Title 1 and other programs to ensure students needs are met.


Title I, Part D

The district receives funds to support the Educational Alternative Outreach program. Services are coordinated with district Drop-out prevention programs.


Title II

The district received supplemental funds for improving basic education programs through the purchase of small equipment to supplement education programs. New technology in classrooms will increase the instructional strategies provided to students and new instructional software will enhance literacy and math skills of struggling students. Funds at Stephen Foster will be used to purchase additional software in the areas of reading and math for struggling students.


Title III

Services are provided through the district for education materials and ELL district support services to improve the education of immigrant and English language learners.


Title X- Homeless

A district homeless coordinator provides resources for students identified as homeless under the McKinney-Vento Act to eliminate barriers for a free and appropriate education.


Supplemental Academic Instruction (SAI)

SAI funds will be coordinated with district funds to provide third grade teachers.


Violence Prevention Programs

The school offers a non-violence and anti-drug program to students. The school also provides weekly instruction in student social skills through the research based Project Achieve program.


Nutrition Programs

n/a


Housing Programs

n/a


Head Start

n/a


Adult Education

n/a


Career and Technical Education

Proposals are submitted annually to enhance selected Vocational
Programs for regular, disadvantaged, and handicapped students in grades 7-12.


Job Training

n/a


Other


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

The school-based leadership team consists of the principal, the assistant principal, the guidance counselor, the Title 1 lead teacher, the BRT (behavioral resource teacher), the FCIMS coordinator.


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

The leadership team meets weekly. The focus of this meeting is to monitor students, discuss all professional development activities, review the work assignments for the week,review the implementation of the school improvement plan, and review committee reports.


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

Each member of the leadership team gives input into the planning of the school improvement plan. Additionally, two members of the team are also serve as committee chairs. The school improvement plan is reviewed during leadership meetings for implementation monitoring.




RtI Implementation

Describe the data management system used to summarize tiered data.

Data management is coordinated at the district level through the student database system, Infinite Campus


Describe the plan to train staff on RtI.

The leadership team will be trained at district level meetings and trainings. The leadership team will then train all staff members on the RTI model. An overview will occur during pre-planning and ongoing training will occur throughout the year during faculty meetings.



School Wide Florida’s Continuous Improvement Model

Plan

Data Disaggregation 2008-2009 FCAT Data


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


Reading: Grades 3-5 showed a weakness in the area of main idea/purpose. Additionally, in grades 3 and 5 reference and research skills was a weakness. In grade 4 comparisons was a weakness.
Math-Weaknesses demonstrated include: Number Sense in grade 3; geometry in grade 5; algebraic thinking in grades 3 and 4; and data analysis in grades 4 and 5.
Science: The areas of earth/space science and scientific thinking were weak.
Writing: 97% of students met writing proficiency overall. The mean score for narrative was weaker than expository but expository showed the greater growth.


Instructional Calendar Development


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

The principal and assistant principal begin this process by meeting with all team leaders and committee chairs. The principal prepares for each of these members a school calendar for the coming year with all important dates included. These are given to grade levels and committee chairs to use as they plan an instructional calendar for each subject area. Completed calendars reflect day to day instructional objectives and include all assessments dates for the year as well.
All classroom teachers participate in developing the instructional calendars. Teachers meet in grade level groups . The review data from the previous year and identify areas that need more or less time for practice.. Once these draft calendars are developed they are reformatted in a standard form and printed over the summer. then they are dispersed to all teachers during preplanning at the first FCIMS meeting. Each teacher has a FCIMS notebook in which calendars can be kept. Grade levels meet weekly for communication and FCIMS meetings occur as well to overview pacing and identify needs for lesson development.
The principal, assistant principal, FCIMS coach and Title 1 lead teacher all have copies of each calendar.
Teachers use the calendars as the beginning to lesson planning. Most teachers use an online planner so the principal and assistant principal can check regularly to ensure teachers are following the pacing calendars. Teacher who use a plan book submit their plans regularly to the principal for review. Also , FCIMS meetings are used to review progress.
The district also provides instructional calendars for use at the school level. The district calendar is followed to ensure that benchmark testing is completed and reported as required by district and State protocols. If necessary, the school based calendars are adjusted accordingly.


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

Reading: main idea/purpose, reference and research and comparisons
Math: algebraic thinking, data analysis and number sense
Science: earth science/space and scientific thinking
Writing: continue emphasis of both expository and narrative forms


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

When developing calendars teachers use data, based on student achievement to make decisions about organization and time spent on each standard. As the instructional year progresses, some adaptation occurs based on student results. These decisions are made with the assistant principal. Students themselves are regrouped for more time in instruction if necessary. And teachers build in time for flexible groups with in the academic blocks to give more practice to students who require reteaching


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

Teachers integrate real work applications into lessons which include technology applications, speakers on various subjects and field trips. Centers are used to explore real world applications as well.


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

The guidance department supports classroom teachers by integrating careers within the guidance program. Teachers also link learning with careers that use the varied subject material.




DO

Direct the Instructional Focus


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


Each teacher on each grade level has the developed instructional calendars. Each team leader is responsible to meet with team members to monitor adherence to these calendars or to communicate with the assistant principal or principal if adjustments need to be made. The assistant principal monitors all pacing of all grades and regularly meets with teams to review progress. Committees of all curriculum subject areas meet monthly to oversee that subject's progress across grade levels. The FCIMS coach also meets with teams and an additional review of pacing and testing.


How are instructional focus lessons developed and delivered?

Once the focus instructional benchmarks are identified, teachers develop focus lessons to highlight those areas. The FCIMS coach helps in this process. The classroom teachers deliver these lessons once developed.


How will instructional focus lessons be revised and monitored?

Focus lessons will be revised year to year as the instructional benchmarks are identified. And, year to year teachers will review already developed focus lessons for any desired revisions based on feedback after delivery. The principal and assistant principal will collect and review lessons and monitor in lesson plans.




CHECK

Assessment


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


Reading: Treasures weekly tests, unit tests and Benchmark tests are given to all students. FAIR is given to all students three times per year.
Math-District Benchmark tests are given 3 times per year; Harcourt Unit/Cluster tests are given on chapter content.
Writing-formal writing prompts are given in grade 4 7 times during the year; other grade levels administer 3 prompts
Science-Scott Foresman tests are administered on unit content, District Benchmark assessments are administered 3 times per year at grade 5.


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

All tests are reviewed by the teacher, in a FCIMS meeting and by the principal and assistant principal. The principal and assistant principal monitor all tests to work with teachers on making adjustments in pacing or adjustments for students. Students are identified if needing Tier II or Tier III interventions in reading or replacement in reading level (remediation or acceleration) based on results of testing.


Maintenance


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

All testing dates are identified on the district instructional calendar for all grade levels. Once tested, all results are turned into the assistant principal for review.


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

Teams meet with the FCIMS coach on a monthly basis to review data and to make instructional modifications. The principal and assistant principal participate in this review and oversee any adjustments to student placements or development of student interventions.


Monitoring


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

The principal and leadership team (assistant principal, FCIMS coach, Title 1 Lead teacher, BRT, and guidance counselor) meet weekly to review student data and pacing of instruction. The principal and assistant principal monitor all testing data and ensure that testing is completed and reported to the district on the required dates.




ACT

Supplemental and Intensive Instruction/Interventions


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


Reading: Core: McMillian-McGraw Hill Florida Treasures Reading Program. Supplemental: Ticket to Read, Earobics, Intensive/Interventions:SRA Reading Tutor, Great Leaps Reading, REWARDS
Math: Core: Harcourt Math Program.
Supplemental: Calendar Math, VMath Intensive/Interventions: HELP,
SRA Number Worlds, Great Leaps Math
Writing:Core: Just Writes Curriculum. Supplemental: McMillan Reading Program
Science:Core: Scott Foresman Science Series


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

Supplemental and intensive interventions are strutured to give extended practice in skills that students have not mastered.


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

The school uses a variety of ways to identify professional development needs. Teachers are surveyed to give input as to desired professional development; the principal and leadership team review student test results and determine areas that require more professional development; all new curricular acquisitions including technology and intensive interventions automatically are scheduled for professional development.


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

All students scoring a level 1 or 2 on FCAT reading, math or writing are placed into supplemental and/or intensive services. Additionally, students in grades K-3 (up to FCAT testing) who do not show mastery on reading or math assessments are scheduled for interventions. FAIR testing is used in reading, Benchmark assessments in math are used.


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

All assessments in reading and math will be reviewed to determine student growth.


Enrichment


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

All students test results are reviewed for every math and reading test. Students who demonstrate a 95-100% master rate are then screened for accelerated movement in the reading and math programs. They are regrouped into faster paced grouped or into higher levels of math and/or reading. Reading students are also


Describe how students are identified for enrichment strategies.

Students can be identified through teacher observation and verified through curricular testing.




Professional Learning Communities

PLC Organization (grade level, subject, etc.)PLC LeaderFrequency of PLC MeetingsSchedule (when)Primary Focus of PLC (include Lesson Study and Data Analysis)
Subject area committees Reading: Mary Bernath;Math: Sharon Fletcher; Writing: Sarah Austin; Science: Emma Brady Monthly Reading: 2nd Wed, 2:00; Math: 2nd Wed, 1:00; Writing: 2nd Tuesday, 2:00; science: 2nd thurs, 2:00 Data analysis, resource distribution, monitoring of school improvement plan, identification of needs for inservice or resources; review of software or new instructional materials
Grade level teams K-Shiela Parker; Grade 1: Kellky Wynns; Grade 2: Elena Mayo; Grade 3: Andrea Mousa; Grade 4: Sharon Fletcher; Grade 5: Dara Marino; Magnet: Becky Hutchison; ESE: Mary Bernath Bi-weekly each team picks the date and time of the meeting review all pacing and instructional progress, communicate and share ideas at grade level, report back to administration of any areas of need, meet with FCIMS coordinator to review student progress
Technology Coordination Debi Bruncer bi-monthly inservice; daily coaching of teachers first and lasdt Wed of month, daily for individual needs maintain all hardware and software on campus or communicate to district any problems; coach all teachers through new software for administrative or instructional purposes
FCIMS Meetings Elena Mayo Monthly and after each benchmark assessment period Third week of month and additionally when results of testing are available review all current assessment data, revise pacing if necessary, review student interventions and adjust as needed
FAculty meeting inservice Darla Boyd, principal; Jim Kuhn, assistant principal Monthly First Wednesday of each month Review data at school level, discuss and share engagement strategies including CRISS and Kagan, overview and train in new intervention materials


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

The district office has personnel who work with the VPK program and feeder day care centers to our schools.

Each April, the district advertises "Kindergarten Round-Up" around the community through posted advertisements, newspaper, radio and television stations. Each elementary school in Alachua County holds an afternoon session where parents can fill out necessary paperwork to enroll their child, meet some of the school staff, and ask questions concerning the transition to elementary school.
Kindergarten assessments are given on initial entry to school to determine skill level of all students and to place properly in reading and math. The FAIR is used for this assessment.


Postsecondary Transition

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

N/A



 

PART II: EXPECTED IMPROVEMENTS

 

Other Goals

 

FINAL BUDGET



Differentiated Accountability


School-level Differentiated Accountability Compliance



Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 8/5/2009 2:07:33 PM)



School Advisory Council



School Advisory Council (SAC) Membership Compliance

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

Yes. Agree with the above statement.



Projected use of SAC FundsAmount
instructional supplies 2000
staff bonuses from SRP money 30000



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



The School Advisory Council will monitor the implementation of the School Imrpovement Plan; oversee the School Climate Survey; make decisions of the use of SAC funds including School Recognition Money; and help to determine needs and school improvement strategies for the coming year.


SAC Members

Members
1)  Darla Boyd,   Principal
2)  Andrea Mousa,   SAC Chair
3)  Dianne Amendola,   Teacher
4)  Sharon Fletcher,   Teacher
5)  Lauren Perkins,   Business Member
6)  Norman Pearson,   Business Member
7)  Kerstin Erikson,   Parent
8)  Stephanie Perez,   Parent
9)  Minnika Ray,   Parent
10)  Elizabeth Stark,   Community Member
11)  Josephine Burns,   School Support Personnel
 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Alachua STEPHEN FOSTER ELEMENTARY SCHOOL 0041
Number of students enrolled in the grades tested:
 Read: 281
Math: 281   		2008-2009
School Grade1:		 A   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		65% scoring at or above grade level in Reading? 68% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading 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
  2009 Y/N 2009 Y/N 2009 Y/N 2009 Y/N 2008 2009 Y/N 2007 2008 Y/N 2008 2009 Y/N 2008 2009 Y/N 2009 Y/N 2009 Y/N
TOTAL4  100  Y  100  Y  82  Y  79  Y  92     Y      NA  15  18  NA 16  21  NA 80  NA  79  NA 
WHITE  100  Y  100  Y  92  Y  94  Y  94     Y      NA    8  NA 7  6  NA 89  NA  88  NA 
BLACK  100  Y  100  Y  68  Y  57  N      NA      NA  27  32  NA 35  43  N 72  NA  71  Y 
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  100  Y  100  Y  67  Y  63  N  83   93  Y      NA  23  33  NA 26  37  N 70  NA  72  Y 
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  98  Y  99  Y  55  N  47  N      NA      NA  50  45  Y 47  53  N 56  NA  60  N 

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Alachua STEPHEN FOSTER ELEMENTARY SCHOOL 0041
Number of students enrolled in the grades tested:
 Read: 248
Math: 248   		2007-2008
School Grade1:		 A   Did the School make Adequate Yearly Progress? YES   
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  99  Y  100  Y  85  Y  84  Y  89   92  Y      NA  25  15  NA 28  16  NA 81  NA  86  NA 
WHITE  100  Y  100  Y    Y  93  Y    94  Y      NA  13    NA 11  7  NA 85  NA  92  NA 
BLACK  99  Y  100  Y  73  Y  65  Y      NA      NA  41  27  NA 52  35  NA 77  NA  72  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  99  Y  100  Y  77  Y  74  Y  81   83  Y      NA  37  23  NA 43  26  NA 76  NA  77  NA 
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  98  Y  100  Y  50  N  53  N      NA      NA  58  50  Y 67  47  Y 70  NA  67  NA 

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Alachua STEPHEN FOSTER ELEMENTARY SCHOOL 0041
Number of students enrolled in the grades tested:
 Read: 232
Math: 232   		2006-2007
School Grade1:		 A   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
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  99  Y  100  Y  75  Y  72  Y  94   89  N      NA  25  21  NA 30  28  NA 72  NA  70  NA 
WHITE  100  Y  100  Y  87  Y  89  Y  94     Y      NA  10  13  NA 18  11  NA 82  NA  80  NA 
BLACK  99  Y  99  Y  59  Y  48  N      NA      NA  57  40  NA 51  52  NA 59  NA  59  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  99  Y  100  Y  63  Y  57  Y  93   81  N      NA  43  34  NA 48  43  NA 61  NA  65  NA 
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  99  Y  99  Y  42  N  33  N      NA      NA  52  52  NA 58  67  NA 39  NA  48  NA 


SCHOOL GRADE DATA

Alachua School District
STEPHEN FOSTER ELEMENTARY SCHOOL
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 90%  89%  97%  81%  357   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 75%  73%      148  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 71% (YES)  63% (YES)      134  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         639   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested


    Alachua School District
    STEPHEN FOSTER ELEMENTARY SCHOOL
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 96%  94%  95%  71%  356   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 80%  80%      160  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 78% (YES)  73% (YES)      151  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         667   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested


    Alachua School District
    STEPHEN FOSTER ELEMENTARY SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 87%  86%  84%  82%  339   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 84%  79%      163  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 68% (YES)  68% (YES)      136  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         638   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested