VISION and MISSION STATEMENTS


Vision:

“All students will experience success in attaining educational goals, exhibit universally acceptable social behavior, communicate effectively, participate in community experiences, and become productive members of society”.

Mission: “To learn, achieve, and believe in our potential”.

Belief Statements:

We believe that all students can achieve success.
We believe that professional development will enhance quality instruction to ensure the success of all students.
We believe that any learning changes a person.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

DSLC is special education center that is located in Lakeland and serves students who live north of 540A, west of Berkley Road, to the Hillsborough/Polk County line and to the Sumter/Polk County Line. Doris Sanders Learning Center’s campus includes fourteen classrooms, a general multi-purpose area where assemblies and meals are held, a satellite kitchen, and an office suite. We have a full-service physical education area that includes a baseball field, track, and three playground areas. We also have a garden area and shade house that are utilized by the agricultural department. Many of our students are involved in an I.T.V. program.
Of the fourteen classrooms, three are used for primary intermediate classes, six are used for mixed abilities and ages, two are behavioral units for students who have severe to moderate intellectual functioning, and the remaining three are secondary classes. Our secondary department focuses on academics, agriculture, industrial arts, career exploration and home economics. Our school maintains a 3:1 ratio of students to teachers in all classes except the secondary level classes that have a slightly higher student teacher ratio. ESE students must demonstrate mastery of the Sunshine State Standards for Special Diploma. Mastery can be demonstrated through successful completion of courses which address relevant benchmarks, through curriculum-based assessment practices or the use of alternative assessment procedures. These standards are based on Goal 3 Student Performance Standards and the Sunshine State Standards. The Sunshine State Standards for a Special diploma are organized around four domains: Curriculum and Learning, Independent Functioning, Social and Emotional Behavior and Communication.


Unique School Strengths for Next Year

Doris Sanders Learning Center was awarded a $20,000.00 grant from McKesson Corporation to be used to enhance medical needs of our students. Through this grant the school made construction improvements for the student benefit and purchased needed materials for the classrooms to better care for the needs of the students.
Due to lack of skills in Reading Doris Sanders has qualified for an Academic Instructional Facilitator to work with the students to increase mastery of Access points to increase achievement and thus make AYP. To meet the needs of our students we have been given a job facilitator to work on career skills on our campus as well as in the business community.
Three of the classroom teachers and our ESE facilitator have attended training for Learning Focused strategies and will begin determining the best way to implement the strategies in the classrooms.
School staff have been trained in the use of Smart boards which have been installed in all classrooms along with projectors and light speed audio systems.
All teachers and paraprofessionals are highly qualified to meet Title I requirements.


Unique School Weaknesses for Next Year

Due to the changes in the scoring of the Florida Alternate Assessment test, we had a larger percentage of the students score below grade level in reading and math: 79% in reading and 84% in math. In the 07-08 school year 60% of the students scored below grade level in reading and math.


Student Demographics

Doris Sanders Learning Center (DSLC) is an Exceptional Student Education Center serving students ages 3 to 22 years of age with varying exceptionalities including 97% intellectual disabilities, 1% orthopedically impaired, 1% autistic, 1% emotional/behavioral disabilities. Our current student enrollment is 85-90, which includes 52% Caucasian, 36% African American, 8% Hispanic, 1% Indian and 1% Asian. During 2008-09 school year 69.88% of our students were on free/reduced lunch. There are currently no students served under the ESOL program. Due to our percentage of students who are on free and reduced lunch we are in our second year of School-wide Title I Program services


Student Attendance Rates

Attendance for the 2006 – 07 school year was 83.54; 2007 – 08 was 85.02 and for 2008 – 2009 was 84.34. Polk County attendance was 94.56 for 2008 – 2009 but the attendance rates of our school fluctuate due to the medical conditions of our students.


Student Mobility

The district definition of mobility is: “The enrollment or withdrawal of a student at any time during the school year not including the first 15 days of school divided by the total number of students who attended the school during that year after the 15th day.” The mobility rate at Doris Sanders decreased from 26.85 in the 2007 -2008 school year to 19.42 in the 2008 – 2009 school year. The mobility of our students is usually caused by McKay scholarships students obtain or moving for financial living arrangements.


Student Suspension Rates

2006 – 2007: In-school 8, Out of school 20; 2007 – 2008: In-school 3, Out of school 25; 2008 – 2009: In-school 0; out of school 9. Our suspension rates for in-school and out of school have decreased over the three year span.


Student Retention Rates

Our retention rate is based on the number of students who stay after 12th grade. We are an ESE center and our students can stay until they are 22 years of age. 77% of our 12th graders were retained.


Class Size

Since Doris A. Sanders Learning Center is a school for ESE students low class size is of utmost importance. All of our classrooms are multi-graded ESE classrooms staffed with one teacher and at least 1 – 2 paraprofessionals which leads to a low student to adult ratio. Classes in the school contain less than 12 students per class.


Academic Performance of Feeder Pattern

We are one of three ESE center schools in the district and all of our students are staffed based on their individual needs from the schools in our area. An IEP meeting is held and the committee decides if the student needs a separate day school.


Partnerships and Grants

Community activities are held with Texas Cattle Company, Realty World Homes of Distinction, McKesson Corporation, Community First Credit Union, TJ's Bridal Wear and Bright House TV. The school received a $20,000.00 grant from McKesson Corporation to use for medical needs of our students and we received a Blue Energy Star award for the conservation of energy in our school.


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 Debra S. Peavey Master’s Educational Leadership,
B.A. in Special Education

Certification: Principal, Elementary Education (grades 1-6)
ESOL Endorsement, Mathematics (grades 5- 9) Emotionally Handicapped
1 10 Alignment of IEP goals, curriculum, Sunshine State Standard benchmarks and the Florida Alternate Assessment Report
Implementation of reading and math curriculum for low performing students to obtain AYP and improve school grade. Implementation of appropriate levels of computer software for reinforcement of skills (Kaplan, Compass).
Implementation of K-12 Reading Plan.
Promotion of strategies for teaching low functioning performers, including differentiated teaching methods and individual coaching. Trained in Learning Focused Strategies to improve student performance.
DSLC is an ungraded school and we did not make AYP for the 2008 - 09 school year
Assis Principal NA NA NA

* 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 *
AIF Kathleen Milburn Pd.D in Special Education She has a Pd.D. in Special Ed. She has 29 years of teaching experience in public school, university and college (most recently Florida Southern, where she led the Special Ed program for many years.) She has worked the last two years in Professional Development as Sr. Coordinator for Learning support
ESE Facilitator Madonna Peace MH/Elem.Ed/
Early Childhood
9 1 Instrumental in helping the school achieve AYP status for 2004, 2005, and 2006. Adequate Yearly Progress was neither designated as passed or failed for the 2007 school year by the Florida Department of Education for students with significant cognitive disabilities. She is a certified trainer for Non-Violent Crisis Intervention Training and a knowledgeable resource for the teachers on both academics and behaviors.

* 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)
1. Administration participates and supports district sponsored job fairs and the recruitment process. Applicants are required to have Exceptional Student Education certification, and if applicable, the appropriate certification in academics prior to interviewing at the school. Professional development and support are provided to teachers to facilitate achievement of highly qualified status. 100% of our teachers are highly qualified and certified to teach in their area. Teachers are a close knit group and they are supported on a regular basis by small group interaction, the ESE facilitator, the AIF and the principal.. Principal August 2009 On-going


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
N/A NA NA NA


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
147642129361000015


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Kathleen Milburn Krista Taylor Ms. Taylor is a first year teacher. Ms. Milburn is a seasoned teacher with valuable training and insight so she can be helpful with the students in the classroom, Weekly Mtgs where they can discuss individual students needs; managing paras in the classroom; academic instruction



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A

Title I, Part A, funds school-wide services to Doris A. Sanders Learning Center. The Title I funds provide supplemental instructional resources and interventions for students with academic achievement needs. Title I, Part A, support provides after-school instructional programs, supplemental instructional materials, technology for students, professional development for the staff, and resources for parents.


Title I, Part C- Migrant

Migrant students are usually not enrolled in Doris A. Sanders Learning Center since it is an ESE school, but if they were they would be assisted by the school and by the District Migrant Education Program (MEP).


Title I, Part D

Title I, Part D, provides Transition Facilitators to assist students with transition from Department of Juvenile Justice (DJJ) facilities back into their zoned school. The Transition Facilitators communicate with the Guidance Counselors at schools to facilitate the transfer of records and appropriate placement. These funds do not apply to Doris A. Sanders Learning Center.


Title II

Professional development resources are available to Title I schools through Title II funds. In addition, School Technology Services provide technical support, technology training, and licenses for software programs and web-based access via Title II-D funds. Funds if available to Doris A. Sanders Learning Center are not used at this time.


Title III

Title III provides supplemental resources for English Language Learners (ELL) and their teachers in Title I schools, as well as professional learning opportunities for school staff. These funds are not used at Doris A. Sanders Learning Center.


Title X- Homeless

The Hearth program, funded through Title X, provides support for identified homeless students. Title I provides support for this program, and many activities implemented by the Hearth program are carried out in cooperation with the Migrant Education Program (MEP) funded through Title I, Part C.


Supplemental Academic Instruction (SAI)

SAI unit(s) provided not provided to Doris A. Sanders Learning Center at this time.


Violence Prevention Programs

Title IV provides violence and drug prevention programs in schools in order to promote a safe school environment. Examples of violence prevention programs include anti-bullying, gang awareness, gun awareness, etc.


Nutrition Programs

N/A


Housing Programs

N/A


Head Start

Head Start is not located on our campus.


Adult Education

N/A


Career and Technical Education

Since we are an ESE center school we cover career skills on a daily basis with our students through classroom instruction. Basic living skills are reinforced and include on most student IEP’s.


Job Training

An on-site job coach will allow many skills to be covered with students on campus and select job sites in the community will allow students the opportunity to learn how to do basic job related activities.


Other

N/A


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

N/A All students are ESE and placed with us from their home schools.


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


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




RtI Implementation

Describe the data management system used to summarize tiered data.


Describe the plan to train staff on RtI.



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?


All of the students at DSLC have various disabilities due to cognitive delays or severe behaviors which impact their academics so they are assessed with the FAA. In the spring of 2008, across all grade levels, in reading we had 34 score in the emergent level and 9 that scored in the achieved or commended level of the FAA. In the area of math we had 36 score at the emergent level and 7 who scored either at achieved or commended level. In writing of the 15 who were tested, 13 scored at the emergent level and 2 scored at the commended level. In Science, 10 were tested and 7 scored at the emergent level and 3 scored wither at the achieved or commended level. Reading is an area of weakness that needs to be addressed in the 2009 – 10 school year.


Instructional Calendar Development


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

Instructional Focus Calendars were created July 2009. DSLC will concentrate on reading for the 2009 -10 school year using FCIM. The focus calendars were developed using the Access Points for the FAA which our students take in January of each year. The implementation of the reading instruction will be monitored by the Academic Instruction Facilitator. We will utilize professional development and department meetings to discuss and adjust the pacing of the focus calendars and there effectiveness.


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

We are concentrating on Reading this year and will utilize student IEP’s to prioritize needs for al subject areas tested on the FAA


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

All students have an IEP that drives their instruction. We have curriculum that we use that is driven by the Access Points and each student is assigned tasks based on their individual levels of performance.


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

The school offers classes in daily living skills, career exploration, career experience and on the job training for those students who qualify. On-site job skills are taught to all students and relevance to life after school is addressed in IEP’s.


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 requirements for students receiving a Special Diploma include Career Preparation, Health and Safety, Career Experience/Placement and electives which include Agriculture Education.




DO

Direct the Instructional Focus


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


Teachers utilize access points and county developed curriculum maps to create lesson plans and the delivery of instruction. Learning Focused Strategies will be discussed and adapted into lesson plans during the 2009 – 2010 school year. Plans are discussed in departments and there is some rotation of classes to meet the needs of the students.


How are instructional focus lessons developed and delivered?

By utilizing the focus calendars, access points and curriculum that the ESE department purchased and is implementing, teachers and departments meet to discuss implementation for the students and what works best for each individual class. Classes were made up of likeness students possessed in their learning styles for this school year.


How will instructional focus lessons be revised and monitored?

Constant talking, monitoring of lessons and department meetings will allow the teachers to revise lessons and seek more resources to meet the needs of the students.




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.


Unique Learning and PCI Integrated Language Arts Curriculum for non-readers will be sources for ongoing instruction and formative assessments and data. Use of the standards based report cards will also align assessment for individual student achievement.


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

Teachers will monitor IEP data daily and weekly to check mastery as well as looking at all access points and course requirements to determine student needs.


Maintenance


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

Dates of instruction and spiraled review as well as the on-going assessments are built in to the instructional focus calendars. Struggling students will be monitored and other resources used to assist them in their instruction and assessment.


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.

Department meetings are held weekly to discuss curriculum and recommendations for change for enrichment as well as interventions that may need to be implemented.


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 will meet with the teachers at their department meetings and also one on one as needed. Discussion of lesson plans, assessments, data, student behavior and academic progress with portfolios will be utilized as indications of assessments for student needs. The principal and administrative team are available for coaching and monitoring teachers as needed.




ACT

Supplemental and Intensive Instruction/Interventions


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


All instruction in the classroom is delivered at ability level of each student. A variety of instructional methods of delivery are used: visual schedules, switches, assistive technology, sensory equipment, etc. Students work on IEP goals individually on a daily basis in small groups and individually. Many hands on activities are utilized as well as all available technology.


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

Multiple opportunities are available for the students based on research which may include extended time for reading, math, extended school year, accelerating, previewing and re-teaching.


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

We will use the Target instrument developed by the district office to assist the teachers in identifying the needs they have and then leading them to resources that will help them enhance the education they provide to the students


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

All of our students will be targeted as they are all special needs students. We will strive to move the students scoring in the emergent level to the achieved or commended level.


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

On-going progress monitoring, mini-assessments, Brigance, and student data charts.


Enrichment


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

All instruction in the classroom is delivered at ability level of each student. A variety of instructional methods of delivery are used: visual schedules, switches, assistive technology, sensory equipment, etc. Students work on IEP goals individually on a daily basis in small groups and individually. Many hands on activities are utilized as well as all available technology.


Describe how students are identified for enrichment strategies.

Teacher recommendation and those scoring at the upper level of the commended level of the FAA.




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)
Secondary Department Fitzgerald Weekly Before/after school Discuss Data, behaviors, portfolios academic instruction
Primary/Intermediate F. Edwards Weekly Before/after school Discuss Data, behaviors, portfolios academic instruction
Participatory Whitt Weekly Before/after school Discuss Data, behaviors, portfolios academic instruction
Department Chair Peavey Gardner/Peace Bi-monthly Before/after school Collaborate on academic instruction, LFS, behaviors, dissemination of information, collection of staff questions, concerns, etc.
Faculty Meetings Peavey Bi-monthly After School School-wide information and concerns, celebrations of accomplishments, district information, professional develpoment


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

At Doris Sanders all students are staffed with an Individual Education Plan from their home schools.


Postsecondary Transition

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

Courses are offered based on need for credits. Students are involved in setting goals and interests at transition staffings beginning at age 14. They are encouraged to discuss future goals and how they can be fulfilled on campus or after graduation. Functional life and work readiness skills are taught to our students in offered classes and employability skills are emphasized daily.



 

PART II: EXPECTED IMPROVEMENTS

 

Other Goals

No Other Goals were submitted for this school

 

FINAL BUDGET



Differentiated Accountability


School-level Differentiated Accountability Compliance



Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/9/2009 10:59:16 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
No monies alloted this year 0



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


The School Advisory Council meets four times per year to discuss business, a fifth informal meeting is arranged to wrap up the end of the year. The SAC makes decisions on the Annual budget and helps develop and approve the School Improvement Plan. SAC members also support the school in terms of advocating for the needs of the school.


SAC Members

Members
1)  Debra Peavey,   Principal
2)  Bill Johnson,   SAC Chair
3)  Jasmine Swain,   Student
4)  Jacob McCullough,   Student
5)  Stephanie Gardner,   Teacher
6)  Madonna Peace,   Teacher
7)  Jim McGee,   Teacher
8)  Keri Beloin,   Parent
9)  Dr. George Winny,   Parent
10)  Rita Ambriz,   Parent
11)  Jerome Corbett,   Community Member
12)  Lisa Martin,   Community Member
13)  Frank O'Reilly,   Community Member
14)  Sallie Smith,   Community Member
15)  Shirley Balogh,   Community Member
16)  Roger White,   School Support Personnel
17)  Veronica Green,   School Support Personnel
18)  Latosha Brewster,   School Support Personnel
19)  Geraldine Burns,   School Support Personnel
 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Polk DORIS A. SANDERS LEARNING CENTER 0092
Number of students enrolled in the grades tested:
 Read: 43
Math: 43   		2008-2009
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? 		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  23  N  18  N  64   13  N      N  59  77  N 59  82  N 38  N  24  N 
WHITE    NA    NA    NA    NA      NA      NA      NA     NA        
BLACK    NA    NA    NA    NA      NA      NA      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  100  Y  100  Y    NA    NA      NA      NA      NA     NA        
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  100  Y  100  Y  23  N  18  N      NA      NA  59  77  N 59  82  N 38  N  24  N 

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Polk DORIS A. SANDERS LEARNING CENTER 0092
Number of students enrolled in the grades tested:
 Read: 35
Math: 35   		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  100  Y  100  Y  41  N  41  N    64  N      NA    59  NA   59  NA   NA    NA 
WHITE    NA    NA    NA    NA      NA      NA      NA     NA        
BLACK    NA    NA    NA    NA      NA      NA      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    NA    NA    NA    NA      NA      NA      NA     NA        
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  100  Y  100  Y  41  N  41  N      NA      NA    59  NA   59  NA   NA    NA 



SCHOOL GRADE DATA

School District

2008-2009
  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 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? % (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

    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 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? % (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 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? % (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