VISION and MISSION STATEMENTS

Vision: School Mission and Description

We at Jewett Middle Academy will strive to become productive, responsible citizens, and lifelong learners.

Mission:

Jewett will function as a learning organization that promotes opportunities for all students to work together as a community of learners. Jewett is committed to continuous student improvement which is imperative for growth. Jewett faculty and staff believe all students are valued individuals with unique physical, social, emotional, and intellectual needs and are capable of learning and should be afforded a variety of learning experiences.





PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Jewett Academy was established in the 50’s as an African American High School. Jewett Academy continues to be a hub for the community. Our school community partners are Bond Clinic, Gessler Clinic, Star Specialties, Joe Volpe’s Flooring Company. Jewett Academy is a Math, Science, and Technology Magnet school. The school serves the following communities: Winter Haven, Auburndale, Davenport, Polk City, Lake Alfred and Poinciana and Haines City. We have grades 6th, 7th and 8th and fifteen elective classes. The master schedule is set up to increase the learning models of successful school systems. We offer a flexible curriculum to meet the diverse educational needs of our students. Progressive education is a vehicle by which we emphasize our school-wide reading initiative for all students, at all levels and in every content area. A flexible schedule has been implemented to meet the need of increased instructional time for students. Our school climate survey indicates that the majority of parents and teachers are pleased with our academic progress, communication and school policies.


Unique School Strengths for Next Year

During the 2009 school year, our school performed above the State and District level in all areas on the FCAT. Jewett has always made adequate yearly progress and prides itself in only having a small number of students performing in levels 1 and 2 in most areas on the FCAT. Jewett has received academic awards and the A+ funds for 10 years.


Unique School Weaknesses for Next Year

Even though our school is a high performing institute, we are still struggling with an achievement GAP between the African American students and the Caucasian students.


Student Demographics

Our population is approximately 556 at the end of 2009 school year. 63.5 % White, 23.2% Black, 6.46% Hispanic, 3.24% Asians, .54% Indian, 3.06% other and 31.83% on free or reduced lunch program.


Student Attendance Rates

2008-2009 – 97.17%


Student Mobility

2007-2008 6.87%
2008-2009 6.19%


Student Suspension Rates

2008-2009 193 suspension with 70 actions
No ISS


Student Retention Rates

Rates 2008-2009

6th - unofficial 12 --- 6.38%

7th - unofficial 6 ---- 3.09%

8th - unofficial 3 ---- 1.72%


Class Size

24 students per class


Academic Performance of Feeder Pattern

Jewett Academy receives approximately 130 6th grade students per year from Brigham Academy Elementary School. Brigham has always maintained an A status and has met AYP every year since the inception of Florida's A+ plan and grading system. The remaining students come from private schools within the area.


Partnerships and Grants

Jewett Academy received $5,000 from Bond Clinic, $1,000 from Gessler Clinic, $500 from a parent and another $5,000 from a parent. The entire partnership and grant money was used to purchase technology for our school. Specifically SmartBoards.


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 J. Ray BS Business Administration
Masters in Educational Leadership
Doctorate of Education 		2 6 Principal at Janie Howard Wilson Elementary School 2003:
Grade: C
All Subgroups made AYP except: African Americans - in math 33% and student with disabilities with 31%.
2004- Grade: D
All subgroups made AYP except: African Americans in Reading and math - 34% and 30% respectively. Hispanics did not make AYP in math 43%.
2005 - Grade A- All groups made AYP
2006 - Grade B
All sub groups made AYP except; Hispanic in reading and math;
45% and 55% respectively. ELL did not make AYP in reading and math; 38% and 47% respectively; Students with disibilities did not make AYP in Reading and math; 31% and 36% respectively.
Jewett Academy Middle School. 2007-2009. Jewett received an A grade and made AYP in both years
Assis Principal Abraham Hardee BS in Markerting
Masters in Sports Management and Educational Leadership 		10 10 1999-2009 Assistant Principal at Jewett Academy. Jewett Academy has always made AYP and received an A grade

* 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)
Regular meetings will all teachers within their teams to discuss issues regarding students and to solve problems Principal On-going
Partner new staff members with season staff members and require them to observe classrooms as a learning tool Principal On-going
Maintain a structured, compassionate, professional environment for teachers. Assistant Principal and Principal On-going
Participate in Florida and the district Job Fairs in order to hire the most astute motivated instructors Principal and Assistant Principal On-going


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
38113961371001190


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 the school's data and connects all decisions based on the needs of the students. Informs the community and parents of the strategies being used to increase student learning.
All team leaders: Provides information on all students on their team according to FAIR, FCAT and Ideas. Discuss and implement Tier 1 and Tier 2 interventions and intergrates material/instruction with Tier 2/3 activities.
ESE Teacher: Collaborates with the classroom teacher and provides activities in co-teaching situation.



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

The RtI Leadership Team will meet the fourth Thursday in each month. The following will be discussed:
1) Progress monitoring results of our level 1’s and 2’s and needs to change strategies if students are not increasing achievement levels on the PMRN
2) Progress of learning in reading, math and science of our students who scored below level in classroom test, FCAT and FAIR.
3) If students are taking advantage of additional tutoring opportunities offered afterschool and on Saturday.
4) Ways to encourage parents and community involvement to ensure success of at-risk, lower achieving students


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

The RTI Leadership Team met with the School Advisory Council to discuss our school grade, AYP and specific subgroups' performance. We also provided strategies that we planned to implement to assist our level 1's, 2's and lower level 3's. Learning Focus Strategies (LFS) such as Essential Questions, Activating and teaching strategies, extended response, refining and summarization was discussed. All parties involved were given an opportunity to discuss how to improve parent participation in our at risk population.




RtI Implementation

Describe the data management system used to summarize tiered data.

PMRM system provided by the State of Florida, and FCAT information will be used. This is an on going analysis at Jewett Academy. We use the CIM method - Continuous Improvement Method. Plan - Do and Check. Plan-Do-Check-Act (PDCA).
Plan: Data disaggregation and instructional calendar development
Do: Develop and deliver direct instruction according to the instructional calendar
Check: Assessment, maintenance and monitoring
Act: Tutorials and Enrichment


Describe the plan to train staff on RtI.

All staff members at Jewett Academy will meet during their planning period to review the PowerPoint called
Implementing Problem Solving/RTI; A Framework for making educational decisions. Our staff will receive continuous training throughout the 2009-2011 school years.



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?


Across all grade levels, Jewett scored above the State and District in all areas - reading, math and science. However; We still have a GAP between our African American student and the remaining student body. 71% of the African American students scored in levels 3 or higher of the FCAT Reading during the 2009 school year. This is one of our weakest areas at our school. As a school, the content areas in math that need improvement are measurement and geometry. In reading, the content areas in need of improvement are main idea and words/phrases. Our science score exceeded the State and district levels;However, only 57% of our students scored in levels 3 or higher. Our goal during the 2010 school year is 67%.


Instructional Calendar Development


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

We will use our curriculum maps developed by Polk County School System.


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

Reading - Main Idea and word phrases
Math - geometry and measurement
Science - Earth Space Science
Writing - 99% of our students scored in 4.0 or higher


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

We offer tutoring after school and on Saturday's to students who are not performing on grade level.


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 student elective courses in art, technology, Latin, Spanish, drama. Many of these courses focus on job skills.


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 school offers student elective courses in art, technology, Latin, Spanish, drama. Many of these courses focus on job skills.




DO

Direct the Instructional Focus


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


Team teachers will meet weekly to determine the areas of students' strengths, and weaknesses as demonstrated by classwork assignments and assessment results. Lessons plans are created for differentiated instructions


How are instructional focus lessons developed and delivered?

All teachers are required to display the essential questions which also include appropriate vocabulary.


How will instructional focus lessons be revised and monitored?

If students master the lessons, attention will be focused on areas of most need.




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.


Teacher made test, and FAIR.


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

Master will be set at 90%. Our school demonostrated that 74% of all our students are performing at or above grade level.


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 or above grade level are encouraged to participate in Florida Virtual and Polk Virtual school. Students will take courses that are at a higher level.


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.

Team teachers will met weekly to discuss students progress in each content area and modify instruction if 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.

Monthly, the leadership team and administration will meet to discuss assessment results and student progress.




ACT

Supplemental and Intensive Instruction/Interventions


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


At Jewett Academy we have designed a master schedule to include a 90 minute block in intensive reading instruction for students who performed below level 3 in reading on the FCAT. Our level 1 students are using Fast Forward.
Our intensive math students are encourage to attend additional math instructions on Saturdays and after school
All 8th grade students will also be invited to participate in a hands on lab for science during 2010 school year.


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

Many opportunities are provided for students who are not mastering the content in a regular class setting. Example: Saturday School, FCAT Explorer during school and at home. Before and after school tutoring is also provide by the classroom teachers.


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

Administrative classroom observations and analyzing student data.


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

Students scoring below level on teacher made test, FCAT, PMRN, and FAIR.


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

By using the Plan Do Check Act method, CIM method and PMRN.


Enrichment


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

Students who exceed master levels are enrolled in gifted classes and encouraged to take Latin and Spanish.


Describe how students are identified for enrichment strategies.

FCAT results, IQ test and teacher recommendations.




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)
All Elective Teachers Bonnie Fowler/Barbara Fultz 1 day per month during 1st period 1st Monday of each month Subjects Matter: Every Teacher's Guide to Content-Area Reading (Paperback)
by Harvey Daniel
After the PLC activity, our elective teachers will analyze the FCAT scores of our 66 students in level 1’s and 2’s for improvement.
All Academic Team Teachers Dee Floyd, Ronald Miller, Denise Mcgrath, Denise Phillips, Judy Fitzgerald, Rebecca Hensley 1 day per week During team planning PLC activity: All academic team teachers will read and respond on Black Board to questions from the book Ignite by Dr. Judy Willis. Knowing how students learn will assist in achieving excellent strategies in reaching student modalities.


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition


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



No Attached school’s Differentiated Accountability Checklist of Compliance



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
Technology 5000



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



SAC Members

Members
1)  Linda J. Ray,   Principal
2)  Ike Fountain,   SAC Chair
3)  Laura Robinson,   Teacher
4)  Jimmy Steele,   Teacher
5)  Shelly Fountain,   Teacher
6)  Lisa Congdon,   Parent
7)  Jima Carnes,   Parent
8)  Sharon Daniels,   Parent
9)  Debbie Thomsen,   Parent
10)  Christine Jacobsen,   Parent
11)  Karen Fisher,   Parent
12)  Dale Teaney,   Parent
13)  Mark Teaney,   Parent
14)  Margaret Haggins,   Community Member
15)  Highland Smith,   Community Member
16)  Billy Alexander,   Community Member
17)  Patty Blackburn,   School Support Personnel
18)  Andra Curts Whann,   School Support Personnel
19)  Linda Faulkner,   School Support Personnel
20)  Mary Ann Koon,   School Support Personnel
21)  Candace Amato,   School Support Personnel
22)  Tresa Warner,   School Support Personnel
 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Polk JEWETT MIDDLE ACADEMY MAGNET 0711
Number of students enrolled in the grades tested:
 Read: 571
Math: 571   		2008-2009
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? 		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  83  Y  83  Y      Y      NA  15  17  NA 16  17  NA 79  NA  83  NA 
WHITE  100  Y  100  Y  87  Y  85  Y      Y      NA  10  13  NA 13  15  NA 83  NA  86  NA 
BLACK  100  Y  100  Y  71  Y  75  Y      Y      NA  25  29  NA 26  25  NA 68  NA  74  NA 
HISPANIC  100  Y  100  Y    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  74  Y  74  Y      Y      NA  25  26  NA 28  26  NA 71  NA  74  NA 
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 JEWETT MIDDLE ACADEMY MAGNET 0711
Number of students enrolled in the grades tested:
 Read: 562
Math: 562   		2007-2008
School Grade1:		 A   Did the School make Adequate Yearly Progress? YES   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		58% scoring at or above grade level in Reading? 62% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  2008 Y/N 2008 Y/N 2008 Y/N 2008 Y/N 2007 2008 Y/N 2006 2007 Y/N 2007 2008 Y/N 2007 2008 Y/N 2008 Y/N 2008 Y/N
TOTAL4  100  Y  100  Y  85  Y  84  Y      Y      NA  22  15  NA 23  16  NA 78  NA  88  NA 
WHITE  100  Y  100  Y  90  Y  87  Y      Y      NA  17  10  NA 18  13  NA 82  NA  91  NA 
BLACK  100  Y  100  Y  75  Y  74  Y      Y      NA  33  25  NA 38  26  NA 68  NA  81  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  75  Y  72  Y      Y      NA  32  25  NA 35  28  NA 72  NA  78  NA 
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 JEWETT MIDDLE ACADEMY MAGNET 0711
Number of students enrolled in the grades tested:
 Read: 554
Math: 554   		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  78  Y  77  Y      Y      NA  23  22  NA 22  23  NA 57  NA  72  NA 
WHITE  100  Y  100  Y  83  Y  82  Y      Y      NA  20  17  NA 16  18  NA 58  NA  73  NA 
BLACK  100  Y  100  Y  67  Y  62  Y      Y      NA  35  33  NA 39  38  NA 55  NA  69  NA 
HISPANIC  100  Y  100  Y    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  68  Y  65  Y      Y      NA  36  32  NA 38  35  NA 54  NA  72  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
JEWETT MIDDLE ACADEMY MAGNET
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 84%  84%  99%  58%  325   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%  73%      143  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 68% (YES)  64% (YES)      132  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         600   
    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
    JEWETT MIDDLE ACADEMY MAGNET
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 86%  85%  98%  66%  335   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 71%  83%      154  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)  82% (YES)      151  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         640   
    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
    JEWETT MIDDLE ACADEMY MAGNET
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 80%  79%  96%  51%  306   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%  73%      138  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? 74% (YES)  70% (YES)      144  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         588   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested