VISION and MISSION STATEMENTS

Bethune Academy prepares elementary students for successful personal and academic achievement through a traditional academic program focusing on science, math and technology. Students choosing Bethune Academy are held to rigorous academic and behavior expectations. The school culture inspires students to set and achieve academic and personal goals as they prepare to make appropriate life choices.

Bethune Academy values the unique qualities of each person and believes that everyone has the capacity to learn. We expect all learners to attend and show effort, meet the required curriculum, develop responsibility, citizenship and leadership. We dedicate ourselves to the success of this mission.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Bethune Academy, formally known as Bethune Elementary, was an all black school until 1963 when a lawsuit was brought against the Polk County School Board to end de jure segregation. Bethune Elementary was integrated but was still racially identifiable as a majority black school. After several court injunctions Bethune Elementary was closed and the districts were redrawn. Bethune Elementary reopened in 1993 as a Magnet school for Haines City, Davenport, Lake Hamilton, and Dundee. The school was renamed Bethune Academy and emphasizes science, math, and technology.


Unique School Strengths for Next Year

We have continued to maintain a school grade of ‘A’ and maintaining 97% of criteria met for adequate yearly progress. We have confidence and a plan of action to achieve 100% adequate yearly progress by enhancing our systemic approaches to Reading, Mathematics, Science and Writing. In addition we are committed to providing targeted intensive intervention based on FCAT, SAT 10, Kaplan, FAIR and Benchmark Assessments. Bethune Academy has a strong sense of community among our students, teachers and parents. We achieve this through our celebrations and traditions.


Unique School Weaknesses for Next Year

There is a lack of experience for implementing our new strategies such as PLC’s and Team Teaching. We need time and communication in order to grow into our new system.
There is a lack of funding for extended learning opportunities for teachers and students beyond the traditional school day.



Student Demographics

As a magnet school Bethune Academy serves a multi-ethnic school population that consists of 464 students from six small communities. 40% of students are White, 34% are Black, 21% are Hispanic, 1% are Asian, 3% are multi-racial, 6% are SWD, 6% are ELL and 56% are Economically disadvantaged.


Student Attendance Rates

Bethune Academy has consistently exceeded the district average for student attendance rates.

During the 2008/2009 school year Bethune Academy exceeded the district average of 94.56 with an attendance rate of 96.96.
During the 2007/2008 school year Bethune Academy exceeded the district average of 94.32 with an attendance rate of 96.72.
During the 2006/2007 school year Bethune Academy exceeded the district average of 94.10 with an attendance rate of 96.59.


Student Mobility

-----------------------------------Students------Students-----"Mobility"
-----------------------------------enrolled-------enrolled-------percent
-----------------------------------after day------on or
-----------------------------------15, or----------after
-----------------------------------withdrawn----day 16
-----------------------------------after day
-----------------------------------15 and
-----------------------------------before EOY

07 – 08 Bethune Academy-------41-----------483-----------8.49%

08 – 09 Bethune Academy-------21-----------488-----------4.30%


Student Suspension Rates

During the 2006/2007 school year Bethune Academy had 0 In School Suspensions and 3 Out of School Suspensions.
During the 2007/2008 school year Bethune Academy had 1 In School Suspensions and 16 Out of School Suspensions.
During the 2008/2009 school year Bethune Academy had 8 In School Suspensions and 34 Out of School Suspensions.


Student Retention Rates

Due to changing district criteria Bethune Academy’s retention rates have fluctuated over the last three years.


Class Size

Bethune Academy’s class size meets state criteria K-3 is 18:1 and 4-5 is 22:1.


Academic Performance of Feeder Pattern

Bethune Academy students feed to Daniel Jenkins Middle Academy which also has an ‘A’ status. Daniel Jenkins is a non-DA school and have made AYP for the previous two years.


Partnerships and Grants

Bethune Academy has a strong partnership with Cemex which provides a number of additional resources including two outdoor classrooms, supplies, academic materials and professional development to enhance the curriculum as well as student rewards and incentives.

A grant was acquired through Progress Energy which allowed us to purchase a program that is used daily in all math classes and additional manipulatives.

A grant was acquired from the State Department of Education to train student leaders at Bethune Academy to facilitate hands-on learning experiences for students with severe physical and mental disabilities who attend Siegal Academy.

A grant was acquired from The South West Florida Water Management District to educate students about water resources.


STUDENT ACHIEVEMENT DATA

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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 *
No data submitted

* 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)
No data submitted


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
No data submitted


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
0000000000


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
No data submitted



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A


Title I, Part C- Migrant


Title I, Part D


Title II


Title III


Title X- Homeless


Supplemental Academic Instruction (SAI)


Violence Prevention Programs


Nutrition Programs


Housing Programs


Head Start


Adult Education


Career and Technical Education


Job Training


Other


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

Principal: Provides a common vision for the use of data-based decision-making, ensures that the school-based team is implementing RtI, conducts assessment of RtI skills of school staff, ensures implementation of intervention support and documentation, ensures adequate professional development to support RtI implementation, and communicates with parents regarding school-based RtI plans and activities.
Select General Education Teachers (Primary and Intermediate): Provides information about core instruction, participates in student data collection, delivers Tier 1 instruction/intervention, collaborates with other staff to implement Tier 2 interventions, and integrates Tier 1 materials/instruction with Tier 2/3 activities.
Exceptional Student Education (ESE) Teachers: Participates in student data collection, integrates core instructional activities/materials into Tier 3 instruction, and collaborates with general education teachers through such activities as co teaching.
Instructional Coach(es) Reading/Math/Science:
Develops, leads, and evaluates school core content standards/ programs; identifies and analyzes existing literature on scientifically based curriculum/behavior assessment and intervention approaches.
Identifies systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children to be considered “at risk;” assists in the design and implementation for progress monitoring, data collection, and data analysis; participates in the design and delivery of professional development; and provides support for assessment and implementation monitoring.
Reading Instructional Specialist: Provides guidance on K-12 reading plan; facilitates and supports data collection activities; assists in data analysis; provides professional development and technical assistance to teachers regarding data-based instructional planning; supports the implementation of Tier 1, Tier 2, and Tier 3 intervention plans.
School Psychologist: Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; provides professional development and technical assistance for problem-solving activities including data collection, data analysis, intervention planning, and program evaluation; facilitates data-based decision making activities.
Technology Specialist: Develops or brokers technology necessary to manage and display data; provides professional development and technical support to teachers and staff regarding data management and display.
Speech Language Pathologist: Educates the team in the role language plays in curriculum, assessment, and instruction, as a basis for appropriate program design; assists in the selection of screening measures; and helps identify systemic patterns of student need with respect to language skills
Student Services Personnel: Provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students. Referral Coordinator he In addition to providing interventions, school social workers continue to link child-serving and community agencies to the schools and families to support the child's academic, emotional, behavioral, and social success.


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

The team will meet on a monthly or as needed basis to focus on student progress and plan appropriate interventions.


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

The RtI Leadership Team developed the SIP. The team identified target goals for Tiers 1, 2, and 3; academic and social/emotional areas that needed to be addressed; helped set clear expectations for instruction (Rigor, Relevance, Relationship); facilitated the development of a systemic approach to teaching (Essential Questions, Activating Strategies, Teaching Strategies, Extending, Refining, and Summarizing); and aligned processes and procedures.




RtI Implementation

Describe the data management system used to summarize tiered data.

Baseline data: Progress Monitoring and Reporting Network (PMRN), FAIR, IRI, SAT 10, School Based Math Standards Assessments (SBMSA) Florida Comprehensive Assessment Test (FCAT)
Progress Monitoring: PMRN, Benchmark Assessments, FCAT Simulation
Midyear: Florida Assessments for Instruction in Reading (FAIR), Diagnostic Assessment for Reading (DAR), Early Reading, SBMSA
Diagnostic Assessment (ERDA), SBMSA
End of year: FAIR, FCAT, SBMSA, SAT 10, IRI
Frequency of Data Days: Once a month for data analysis


Describe the plan to train staff on RtI.

Professional Development will be provided by our district consultant, Susan Jones. Continued updates will be provided by our school guidance counselor and school psychologist.



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?


Students are performing above state and district averages in math, reading, writing and science in all grade levels with the exception of fourth grade math.

Weaknesses of fourth grade math;
The Mean Score for Number Sense was 64%; The Mean Score for Algebraic Thinking was 57%;

Strengths of fourth grade math;
The Mean Score for Measurement was 75%; The Mean Score for Geometry was 71%; The Mean Score for Data Analysis was 71%;


Instructional Calendar Development


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

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

The IFC’s were updated in summer 2009 by the district.


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

Reading: Comprehension
Writing: Narrative
Math: Problem Solving
Science: Scientific Thinking


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

Mini-benchmark assessments will diagnose student need. Grade level meetings and PLC’s will take place for teachers to discuss student need and remediation options and provide a plan for individual assistance.


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

The school environment provides a culture that is conducive for life applications. Our extra curricular activities provide experiences in Art, Music Physical Fitness and Technology.


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?

When students choose to participate in extra curricular activities they must meet expectations in order to continue to be involved in the activity. These expectations are synonymous with work ethic and social responsibility.




DO

Direct the Instructional Focus


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


Continuity is maintained by grade levels planning together to ensure consistency and proper pacing. Teachers in like subject areas meet weekly in order to plan and evaluate student progress. PLC’s meet monthly to discuss progress towards meeting the benchmarks as well as effective instructional strategies.


How are instructional focus lessons developed and delivered?

Instructional focus lessons are developed and delivered based on the lesson essential question.


How will instructional focus lessons be revised and monitored?

Student mastery on mini-assessments based on the focus lessons will determine if the focus lessons need to be
revised and/or re-taught.




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.


Mini-assessments based on the focus lessons will be administered.


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

Mastery will be set at 80%.


Maintenance


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

Remediation will be provided for those students who have not reached mastery while those who have will receive enrichment activities.


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.

Teachers will meet weekly by grade level and content area.

Content area meetings will be facilitated by the subject area coach. A teacher will be designated to record notes from the meeting, and the notes will be submitted along with the weekly agenda to the administrative staff. Members of the administrative staff will attend meetings on a rotating basis.


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 teachers either during weekly meetings, or one-on-one to
discuss assessment results and student progress. During these meetings, lesson plans, data binders, and
student portfolios will be utilized to provide evidence of instruction, assessment, and differentiation to address
individual student needs. Data Analysis Charts will also be utilized to document the process of teaching,
assessing, re-teaching, and re-assessing.

The instructional coaches will assist teachers with providing instruction on the focus lessons either by modeling
whole group instruction or assisting the teacher in providing small group instruction. The instructional coach will
also help with the process of grading, recording, and charting student scores.




ACT

Supplemental and Intensive Instruction/Interventions


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


Curriculum Maps developed by the district.


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

Resources from the state adopted textbooks which are designed for intensive instruction will be utilized.
Computerized programs or instructional software, in addition to Internet instructional Web
sites such as FCAT Explorer will also be utilized. Teachers will utilize instructional strategies or best practices
discussed in Professional Learning Communities to provide different methods of providing instruction to
students in non-mastered areas. Resources and strategies provided at professional development workshops will
also be utilized. Students consistently demonstrating non-mastery may be required to participate in tutorial
sessions before or after school.


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

Common areas of concern in the areas of instructional delivery, classroom management, etc., as evidenced by
administrators’ observations, teacher surveys, and student performance/data analysis, will determine the need
for professional development sessions.


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

As a result of progress monitoring and observations (classroom teacher, instructional coach, administrators, counselors, etc.) students who consistently demonstrate academic difficulty will receive supplemental and intensive instruction/interventions. Students not making mastery will be offered before and after-school assistance, as well as assistance during the regular school day from instructional coaches.


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

Mini-benchmark assessments, Odyssey reports and classroom assignments will be utilized to measure the effectiveness of interventions throughout the year. Strategies will be assessed and replaced as needed.


Enrichment


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

Technology and learning centers are utilized as alternative instructional delivery methods to support acceleration and enrichment activities.


Describe how students are identified for enrichment strategies.

Students are identified by checking for prior knowledge of the Lesson Essential Question. When it is determined that the student is proficient, the student is advanced to enrichment strategies.




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)
K – 5 Math/Science Cotton/Hughes Weekly by grade level T/W Common Planning • Curriculum Map Implementation
• Benchmark Assessments
K – 5 Reading/Writing Baker/Main Weekly by grade level Common Planning • Curriculum Map Implementation
• Benchmark Assessments
• Ongoing Data
K – 5 Vertical Teams for Reading/Writing
Math/Science
Baker/Main
Cotton/Hughes
Quarterly 9/30/09
12/9/09
3/3/10
5/12/10
3:30-4:30 pm
• Ongoing progress monitoring
• Maintaining continuity across grade level.


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

At Bethune Academy, all incoming Kindergarten students are assessed prior to or upon entering
Kindergarten in order to ascertain individual and group needs and to assist in the development of robust
instructional/intervention programs. All students are assessed within the areas of Basic Skills/School Readiness, Oral Language/Syntax, Print/Letter Knowledge, and Phonological Awareness/Processing, specifically, Kindergarten Mini-Assessment (August 11, 2009). The Florida Kindergarten Readiness Screener (FLKRS) will be used to assess basic academic skill development and academic school readiness of incoming students. The Florida Assessment for Instruction in Reading (FAIR) will be used to predict the probability of success in meeting the Sunshine State Standards (SSS).

Screening data will be collected and aggregated prior to October 20th, 2009. Data will be used to plan daily academic and social/emotional instruction for all students and for groups of students or individual students who may need intervention beyond core instruction. Core Kindergarten academic and behavioral instruction will include daily explicit instruction, modeling, guided practice and independent practice of all academic and/or social emotional skills identified by screening data.

Screening tools will be re-administered mid-year and at the end of the year in order to verify student learning gains to determine the need for changes to the instructional/intervention programs.


Postsecondary Transition

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



 

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 1:33:53 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 data submitted



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


Bethune Academy School Advisory Council (SAC) is the sole body for final decision making in our school relating it to the implementation of the provisions of sections 1001.42 (16) and 1008.345, F.S. (School Improvement). The purpose of the council to develop, monitor and evaluate the results of the School Improvement Plan and assist in preparing the school’s annual budget, as well as approving lottery allocation and school recognition funds. The SAC operates within the policies of the Polk County School Board and the parameters established by the state legislature. The council membership reflects the ethnic, racial and economic community served by our school. Bethune Academy SAC is composed of teachers, parents, the principal, assistant principal, staff, and community representatives who participate in the decision making process at the school level. During the first meeting of the year our SAC chair and principal go over by-laws that are adhered to throughout the year. Our meetings are held the second Tuesday of the month at 7:30 a.m. in the Conference room. The meetings are publicized on our school wide calendar and our website. The chair person conducts the meetings. The minutes and agenda are posted on the school website and can be accessed by anyone. They are sent to all BA staff and copies are available in the school office. The SAC will approve budget allocations and any requests that need to be addressed. Sub-committees are also formed to address requests as needed. Our SAC, representing all stakeholders, defines adequate progress of the plan, approves certain budget decisions, and plays an active role in the SIP process. Bethune Academy requires active participation and attendance from this group. Throughout the school year, the council continually revisits the School Improvement Plan, noting progress or discrepancies in strategies written. The council is kept up to date with new legislation or district policies that affect the school. Training and continuous updating of school progress is always provided to members.
Parent members are elected by their peers. New business or community members are selected by the principal from local businesses, Chamber of Commerce members, community and civic groups and the public at large. The roles of the committee members are as follows:

District Election Process
1. The principal will inform school community members that nominations to the School Advisory Council are invited
2. The invitation for nomination must clearly note a deadline, membership categories and the process (time, date, event) by which the vote shall be taken.
3. After Elections have taken place, the principal shall submit the list of members to the school board that includes name and ethnic/racial category.


SAC Members

 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Polk BETHUNE ACADEMY 0391
Number of students enrolled in the grades tested:
 Read: 266
Math: 266   		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  78  Y  73  Y      Y      NA  24  22  NA 32  27  NA 81  NA  72  NA 
WHITE  100  Y  100  Y  84  Y  82  Y  94     Y      NA  14  16  NA 23  18  NA 81  NA  78  NA 
BLACK  100  Y  100  Y  73  Y  64  N    94  Y      NA  36  27  NA 46  36  Y 80  NA  64  NA 
HISPANIC  100  Y  100  Y  73  Y  67  N      NA      NA  29  27  NA 31  33  N 82  NA  73  Y 
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  69  Y  59  N      Y      NA  37  31  NA 42  41  N 78  NA  65  N 
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES    NA    NA    NA    NA      NA      NA      NA     NA        

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Polk BETHUNE ACADEMY 0391
Number of students enrolled in the grades tested:
 Read: 254
Math: 254   		2007-2008
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? 		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  76  Y  68  Y  94     Y      NA  19  24  NA 23  32  NA 73  NA  70  NA 
WHITE  100  Y  100  Y  86  Y  77  Y  94   94  Y      NA  11  14  NA 13  23  NA 76  NA  76  NA 
BLACK  100  Y  100  Y  64  Y  54  N      NA      NA  30  36  NA 39  46  N 70  NA  65  Y 
HISPANIC  100  Y  100  Y  71  Y  69  Y      NA      NA  22  29  NA 22  31  NA 73  NA  63  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  63  Y  58  N  92     Y      NA  29  37  NA 29  42  N 66  NA  60  N 
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES    NA    NA    NA    NA      NA      NA      NA     NA        

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Polk BETHUNE ACADEMY 0391
Number of students enrolled in the grades tested:
 Read: 228
Math: 228   		2006-2007
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? 		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  100  Y  100  Y  81  Y  77  Y  94   94  Y      NA  23  21  NA 37  23  NA 81  NA  81  NA 
WHITE  100  Y  100  Y  89  Y  87  Y    94  Y      NA  16  10  NA 22  13  NA 89  NA  81  NA 
BLACK  100  Y  100  Y  70  Y  61  Y      NA      NA  37  40  NA 69  39  NA 71  NA  82  NA 
HISPANIC  100  Y  100  Y  78  Y  78  Y      NA      NA    21  NA 27  22  NA 76  NA  84  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  71  Y  71  Y    92  Y      NA  28  33  NA 50  29  NA 72  NA  81  NA 
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES    NA    NA    NA    NA      NA      NA      NA     NA        


SCHOOL GRADE DATA

Polk School District
BETHUNE ACADEMY
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 81%  75%  91%  62%  309   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 70%  67%      137  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? 70% (YES)  58% (YES)      128  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         574   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    BETHUNE ACADEMY
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 79%  70%  79%  61%  289   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 65%  60%      125  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? 53% (YES)  63% (YES)      116  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         530   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    BETHUNE ACADEMY
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 84%  79%  69%  59%  291   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 86%  82%      168  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? 72% (YES)  83% (YES)      155  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         614   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested