VISION and MISSION STATEMENTS

Mission:
The mission of Denison Middle School is to provide a positive, safe, and challenging learning experience that will give all students the tools to prepare them for future success.

Vision:
The administration, faculty and staff, parents, students, and business community will work together collaboratively to provide an education that will prepare all students with the academic, vocational, and personal skills necessary to succeed in the 21st century. Denison will create a safe and orderly environment where teaching and learning are the priorities, focusing on mastery learning and re-teaching to ensure all students are successful learners. Highly qualified staff will establish high expectations for all learners. Teachers will utilize innovative teaching strategies that incorporate rigor and relevance. Teachers will meet individual student needs by differentiating instruction in the classroom to accommodate all learners. The curriculum will be aligned with the Sunshine State Standards and will incorporate a variety of vocational/technological opportunities that will provide students with a vision of the workplace. Denison will establish a family friendly atmosphere that encourages relationships and involvement of families in the education of their children.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Denison Middle School is a 6-8 school located in southeast Winter Haven, FL. The facility was built in the early 1970’s and consists of the main 2-story building housing classrooms, the media center, and the cafeteria. Three additional one-story buildings house additional classrooms, the Industrial Arts area, the physical education area (classroom, boys and girls locker rooms), and the music department for band, chorus, and orchestra.
Denison Middle School offers a core academic program of reading, language arts, mathematics, science, and social studies aligned with the Sunshine State Standards. Additionally, all students have an opportunity to participate in a variety of elective course offerings which will include the fine and performing arts, technology, consumer science, and physical education. Students also have an opportunity to participate in extracurricular activities that are designed to develop leadership skills and social skills. These organizations include Band, Orchestra, Principal’s Council, National Junior Honor Society, E-Team, Math Counts, GeoBowl, Drama Club, and Chess Club. Select students who have been trained in conflict resolution strategies serve as peer mediators. The Phoenix team offers students who have been retained an opportunity for acceleration. Students are provided intensive instruction in identified areas of need and are promoted to the next grade once these areas are mastered. The Lynx team offers a challenging, advanced curriculum for those students identified as gifted or academically advanced.


Unique School Strengths for Next Year

A school structure that places students on a learning team that will be consistent during the student’s middle school education.


Unique School Weaknesses for Next Year

School will be new to the mandates and requirements of a Title I school.


Student Demographics

For 2008-2009
White – 45.07% Black- 25.61% Hispanic – 22.89% Asian – 2.13% Indian .10% Multi- 3.30%
SWD – 13.39% ELL – 4.36% F/R – 68.09% EOY Enrollment - 1031


Student Attendance Rates

2006 – 2007 92.16%
2007 – 2008 95.74%
2008 – 2009 96.18%


Student Mobility

2007 - 2008 31.32%
2008 – 2009 30.97%


Student Suspension Rates

For 2008 – 2009
OSS days – 1680 OSS Actions – 441
ISS days – 1152 ISS Actions - 388


Student Retention Rates

Unofficial results for 2008-2009
6th – 7.39% 7th – 3.94% 8th – 3.15%


Class Size

2006 – 2007 21.41
2007 – 2008 20.84


Academic Performance of Feeder Pattern

The major elementary schools sending students to Denison Middle include:

School 2008 2008 2009 2009
Name grade AYP% Grade AYP%

Elbert B 95% B 82%
Garden Grove B 92% A 82%
Chain of Lakes B 82% A 92%
Wahneta C 87% C 87%
Pinewood B 92% B 92%
Garner C 64% C 72%
Snively C 90% B 87%


Partnerships and Grants

Walmart - $1000 for PBS, $1000 for Band, $1000 for student incentives
The 7&7 Organization - $15000 for literacy project
Free Enterprise group - $1000


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 Linda Williams MAT – English
M.Ed – Educational Leadership
EDD – Organizational Leadership
9 20 School Grades
2007 C
2008 C
2009 B
AYP
2007 77% criteria met
2008 69% criteria met
2009 74% criteria met
Assis Principal Terri Christian MBA – Business
Med – Educational supervision
11 6 School Grades
2007 C
2008 C
2009 B
AYP
2007 77% criteria met
2008 69% criteria met
2009 74% criteria met
Assis Principal Angela Vincent M.ED Ed. Leadership, coursework completed for doctorate in Organizational Leadership 5 8 School Grades
2007 C
2008 C
2009 B
AYP
2007 77% criteria met
2008 69% criteria met
2009 74% criteria met

* 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 *
Reading Alice Hart M.ED – reading
M.ED – Educational Leadership 		3 6 School Grades
2007 C
2008 C
2009 B
AYP
2007 77% criteria met
2008 69% criteria met
2009 74% criteria met

* 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)
Regular meetings of new teachers with
Reading coach and principal 		Principal Ongoing
Partnering new teachers with veteran staff Principal Ongoing


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
D’Trice Lippett Middle Grades English Reading Reading Endorsement program
Karima Ameen NA Paraprofessional Para Pro tutoring
Ramona Gonzalez NA Paraprofessional Para Pro tutoring
Georgia Turner NA Paraprofessional Para Pro tutoring
Clara Timmons NA Paraprofessional Para Pro tutoring


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
720423919399920128


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Alice Hart Struggling Teachers AIF Bi-weekly individual conferences
Alice Hart John Bull PEC Bi-weekly individual conferences



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 extended learning opportunities. The district coordinates with Title II and Title III in ensuring staff development needs are met.


Title I, Part C- Migrant

Migrant Liaison provides services and support to students and parents. The liaison coordinates with Title I and
other programs to ensure student needs are met.


Title I, Part D

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


Title II

District receives 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.


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

District Homeless Social Worker provides resources (clothing, school supplies, social services referrals) for
students identified as homeless under the McKinney-Vento Act to eliminate barriers for a free and appropriate
education.


Supplemental Academic Instruction (SAI)

NA


Violence Prevention Programs

The school offers a non-violence and anti-drug program to students that incorporates field trips, community
service, drug tests, and counseling.


Nutrition Programs

NA


Housing Programs

NA


Head Start

NA


Adult Education

NA


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

NA


Other

NA


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

Principal: (Required Member) The Principal provides a common vision for the use of data-based decision-making, models the Problem Solving Process; supervises the development of a strong infrastructure for implementation of PS/RtI; ensures that the school-based team is implementing PS/RtI; conducts assessment of PS/RtI skills of school staff; ensures implementation of intervention support and documentation; ensures and participates in adequate professional learning to support PS/RtI implementation; develops a culture of expectation with the school staff for the implementation of PS/RtI schoolwide; ensures resources are assigned to those areas in most need; and communicates with parents regarding school-based PS/RtI plans and activities.
Assistant Principal: Assists Principal in providing a common vision for the use of data-based decision-making, assists in the development of a strong infrastructure of resources for the implementation of PS/RtI, further assists the principal in the assessment of PS/RtI skills, implementation of intervention support and documentation, professional learning, and communication with parents concerning PS/RtI plans and activities.
Selected General Education Teachers: Provides information about core instruction; participates in student data collection; delivers Tier 1 instruction/intervention; collaborates with other staff to implement Tier 2/3 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/ instruction in tiered interventions; collaborates with general education teachers.
Academic Intervention Facilitator: 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.
PS/RtI Behavior Representative (PBS): Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; assists with professional development for behavior concerns; assists in facilitation data-based decision making activities.
Guidance Counselor: Provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students. Communicates with child-serving community agencies to support the students’ academic, emotional, behavioral, and social success.
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 graphic display.


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

The Leadership Team will focus meetings on how to improve school/teacher effectiveness and student achievement using the Problem Solving Model.

The Leadership Team will meet at least once per month to engage in the following activities:

o Review school-wide, grade level, and teacher data to problem solve needed interventions on a systemic level.

o Help teachers design feasible strategies and interventions for struggling students by collaborating regularly, problem solving, sharing effective practices, evaluating implementation, assist in making decisions for school, teacher, and student improvement.

o Facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation.

o Focus on improving student achievement outcomes with evidence based interventions implemented with fidelity and frequent progress monitoring.


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

The Leadership Team worked with other school staff and School Advisory Council (SAC) to help develop the SIP. The team assisted in the analysis of data and the identification of academic and social/emotional areas that needed to be addressed. The team facilitated the development of a systemic approach to teaching 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), DIBELS (for incoming 6th grade students), Florida Comprehensive Assessment Test (FCAT), schoolwide discipline data.
Progress Monitoring: PMRN, other instruments as developed, ongoing discipline data
Midyear: Florida Assessments for Instruction in Reading (FAIR), Diagnostic Assessment for Reading (DAR)
End of year: FAIR, FCAT


Describe the plan to train staff on RtI.

Professional learning will be provided during the teachers’ common planning time. The PS/RtI Overview will be provided in mid-August/September. The District has five other mini-modules that will be provided throughout the year.



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?


Strengths:
Improved school grade to a "B"
Improved % of learning gains with lowest 25% in reading and math

Weaknesses
Science – Scientific Thinking across all grade levels
Reading – Reference and research across all grade levels
Mathematics – geometry and measurement across all grade levels
Writing – Writing for a purpose across all grade levels


Instructional Calendar Development


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

The IFCs are developed in concert with the content curriculum map. Teachers reviewed data based upon strands and clusters to determine areas of greatest need. The IFC will be reviewed and updated in at the end of the first quarter as determined by disaggregated data results from the first quarter progress monitoring instruments, and again in January 2010 as determined by the disaggregated data results from the first semester progress monitoring instruments.


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

Benchmarks were selected as indicated by students’ strengths and weaknesses as measured by assessment results and student progress on class work assignments, and assessments. The following are the priority benchmarks identified by subject area:

Reading: Reference and research was consistently the lowest area in all grade levels.
Writing: Writing with Intent will be the focus for writing.
Mathematics: The areas of focus will be number sense, algebraic thinking, and geometry.
Science: The focus will be on scientific thinking in all grade levels.


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

Once FCAT scores were released, the administration determined student scores and learning gains then placed students in instructional settings using appropriate curriculum materials and instructional strategies. Within the amount of time allotted in the IFC, teachers will provide instruction on each Benchmark, allow the students an opportunity to practice, assess the students’ knowledge, and then re-teach the Benchmark as indicated by student progress, either in a whole group or small group setting. Teachers will consistently monitor student progress and provide targeted instruction as needed.


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 students elective courses in art, consumer science, technology. research, and drama. Many of these courses focus on job skills and provide exposure to the range of career opportunities within the field. A daily focus of the school is for teachers and students to ask each other, “why are we learning this?” to ensure
that instruction is always relevant.


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 semester wheel classes allow students to experience all the electives on an exploratory basis. Career components are integrated into social studies curriculum at grades 7 and 8.




DO

Direct the Instructional Focus


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


Team teachers will collaborate to determine the areas of students’ strengths and weaknesses as
demonstrated by class work assignments and assessment results. Lesson plans will consider all levels of students, intensive, target, and enrichment.


How are instructional focus lessons developed and delivered?

Teachers will meet bi-weekly for content area meetings to share best practices and resources and develop instructional focus lessons. The focus lessons selected will be aligned to the Benchmarks and standards for each subject area and cover those Benchmarks that are annually assessed on the FCAT. Language arts, reading, math, social studies, and science teachers will teach the focus lesson that correlates with their subject area.


How will instructional focus lessons be revised and monitored?

Mini-assessments based on the focus lessons will be administered. Teachers will review the results of the assessments and revise as needed. 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. FAIR and Odyssey data will also be used for decision making.


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

The assessment results will be used to determine the instructional focus of whole group lessons. An Item-Analysis of the assessment will be utilized to re-teach the questions that students missed most frequently. Teachers will differentiate their instruction as indicated by assessment results to provide intensive instruction to those students earning less than 50%, additional instruction and practice opportunities for those students earning between 50-70%, and enrichment/advanced instruction to students earning 80-100%.


Maintenance


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

Students at and above mastery level will receive opportunities to enhance or enrich current skills by participating
in project activities, hands-on activities, or other supplemental lessons which will reinforce the skill and maintain
the level of mastery/proficiency.


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. Content area teachers and team teachers will review data and adjust instruction as needed.


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 administration and instructional coach 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. Progress Monitoring logs will also be utilized to document the process of teaching,
assessing, re-teaching, and re-assessing.




ACT

Supplemental and Intensive Instruction/Interventions


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


Core – LFS strategies and resources; intensive – extended time in reading and math; supplemental – research classes.


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 will be invited 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 (class work assignments and assessment results) and observations
(classroom teacher, instructional coach, administrators, counselors, etc.) students who consistently demonstrate
academic difficulty will receive supplemental and intensive instruction/interventions.


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

As a result of progress monitoring (class work assignments and assessment results) and observations
(classroom teacher, instructional coach, administrators, counselors, etc.) students who consistently demonstrate
academic difficulty will receive supplemental and intensive instruction/interventions.


Enrichment


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

Students who typically exceed mastery levels participate in the school’s gifted or advanced program.


Describe how students are identified for enrichment strategies.

FCAT results, in addition to student progress in a specific course, as well as assessment results that
demonstrate consistent proficiency/mastery are used to determine placement in higher level courses and academic programs.




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 teachers Department Chair Bi-Weekly Tuesday planning periods Lesson plan development and curriculum planning; data analysis
Team Teachers Team Leader Bi-weekly Before school Data analysis, relationship development


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

N/A


Postsecondary Transition

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

N/A



 

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 9/10/2009 10:37:25 AM)



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
The lottery funds will be used to provide additional supplies for classroom instruction. 2000
The lottery funds will also be used for computer hardware. 3065



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



SAC Members

Members
1)  Linda Williams,   Principal
2)  Carl Skoll,   SAC Chair
3)  Samantha Marcucci,   Student
4)  Robin Ruiz,   Teacher
5)  Bryan Osteen,   Teacher
6)  Rita Fullwood-Hilson,   Teacher
7)  Alicia Donald,   Teacher
8)  Keshia Feacher,   Parent
9)  Bernadene Bolognese,   Parent
10)  Jacqueline Marcucci,   Parent
11)  Scott Girouard,   Parent
12)  Wade Groetsch,   Community Member
13)  Brad Dantzler,   Community Member
14)  Amanda Rabon,   Community Member
15)  Wanda Sanchez,   School Support Personnel
16)  Terri Christian,   Assistant Principal
 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Polk DENISON MIDDLE SCHOOL 0491
Number of students enrolled in the grades tested:
 Read: 1022
Math: 1022   		2008-2009
School Grade1:		 B   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  53  N  52  N      Y      NA  49  47  N 51  48  N 51  N  54  N 
WHITE  100  Y  100  Y  63  N  62  N      Y      NA  40  37  N 39  38  N 60  N  63  N 
BLACK  100  Y  100  Y  37  N  36  N  91     Y      NA  61  63  N 69  64  N 38  N  41  N 
HISPANIC  100  Y  100  Y  46  N  44  N  91   94  Y      NA  61  54  Y 63  56  Y 48  NA  48  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  47  N  44  N  93     Y      NA  54  53  N 60  56  N 46  N  48  N 
ENGLISH LANGUAGE LEARNERS  100  Y  100  Y    NA    NA  80   87  Y      NA      NA     NA        
STUDENTS WITH DISABILITIES  100  Y  100  Y  23  N  25  N  78   93  Y      NA  75  77  N 78  75  N 19  N  27  N 

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Polk DENISON MIDDLE SCHOOL 0491
Number of students enrolled in the grades tested:
 Read: 1012
Math: 1012   		2007-2008
School Grade1:		 C   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  51  N  49  N  94     Y      NA  48  49  N 54  51  N 49  N  57  N 
WHITE  99  Y  99  Y  60  Y  61  N      Y      NA  38  40  NA 45  39  Y 56  NA  66  NA 
BLACK  100  Y  100  Y  39  N  31  N  93   91  Y      NA  63  61  N 71  69  N 38  N  39  N 
HISPANIC  100  Y  100  Y  39  N  37  N  89   91  Y      NA  59  61  N 60  63  N 42  N  51  N 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  99  Y  99  Y  46  N  40  N  94   93  Y      NA  57  54  N 63  60  N 45  N  51  N 
ENGLISH LANGUAGE LEARNERS  100  Y  99  Y  17  N  26  N      NA      NA    83  NA   74  NA   NA    NA 
STUDENTS WITH DISABILITIES  100  Y  99  Y  25  N  22  N  90   78  N      NA  82  75  N 81  78  N 29  N  37  N 

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Polk DENISON MIDDLE SCHOOL 0491
Number of students enrolled in the grades tested:
 Read: 979
Math: 979   		2006-2007
School Grade1:		 C   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  98  Y  98  Y  52  Y  46  N    94  Y      NA  50  48  NA 55  54  N 48  NA  54  N 
WHITE  98  Y  98  Y  62  Y  55  N      Y      NA  40  38  NA 46  45  N 52  NA  57  Y 
BLACK  98  Y  98  Y  37  N  29  N  91   93  Y      NA  61  63  N 74  71  N 40  N  46  N 
HISPANIC  99  Y  99  Y  41  N  40  N    89  N      NA  67  59  N 63  60  N 47  N  54  N 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  98  Y  98  Y  43  N  37  N    94  Y      NA  59  57  N 64  63  N 47  N  50  N 
ENGLISH LANGUAGE LEARNERS  98  Y  98  Y    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  98  Y  97  Y  18  N  19  N  85   90  Y      NA  76  82  N 81  81  N 40  N  43  N 


SCHOOL GRADE DATA

Polk School District
DENISON MIDDLE SCHOOL
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 58%  56%  93%  29%  236   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 66%  66%      132  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? 75% (YES)  67% (YES)      142  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         510   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade         B  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    DENISON MIDDLE SCHOOL
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 56%  54%  91%  31%  232   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 59%  69%      128  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? 58% (YES)  65% (YES)      123  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         483   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade         C  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    DENISON MIDDLE SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 59%  52%  86%  29%  226   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 61%  62%      123  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? 69% (YES)  59% (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         477   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade         C  Grade based on total points, adequate progress, and % of students tested