VISION and MISSION STATEMENTS

Vision:
The Compass Middle Charter School seeks to enable the middle school young men and women to:

• Develop the necessary skills to think critically, analytically, and creatively;
• Attain strong skills in mathematics, language, literature, history, science, technology, and the arts;
• Promote a respect and understanding of individual differences and cultures; and commit to a lifetime of learning and civic responsibility.



Mission:
The Compass Middle Charter School will ensure all students will learn through the building of relationships, will establish a warm and caring environment which produces quality student work in their academic efforts and will utilize technology to assist their endeavors.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Compass Middle Charter School is located in the historic city of Bartow, Florida, better known as the county seat. The school was founded in the year 2003, on the campus of Bartow Middle School in Polk County, Florida. Since that time Compass has maintained establishment for the past 8 years. We are considered a school within a school with a focus on struggling students. Most of our instructional classes are located in portables with the exception of some classrooms centralized within the main building of the campus shared with our counterpart school. A few of our common shared areas are the cafeteria, restrooms, hallways, Media Center, Computer Labs, and P.E fields. Our school has it own main office for our small scale staff. This main office houses spaces such as a conference room, teacher workroom, and front desk for student and parent check-in and to run our everyday routines, plus the Principal, Assistant Principal, Guidance Counselor, and the Principal's Secretary. Since we are on a shared campus we rely on our main campus for intercom system, bell schedule, and busses.


Unique School Strengths for Next Year

Compass Middle Charter School has implemented programs to assist the over-aged child. Our Success Program is for students who have been retained in Elementary School. Students in this program take 6th grade classes along with 2-7th grade classes their first year and their second year they take 2-7th grade classes and 4-8th grade classes. The Second Chance Program is offered to 7th grade students who were retained the previous year. These students are enrolled in the 7th grade courses they failed along with the 8th grade courses. Students in this program earn the credits required by the State of Florida in order to be promoted, but in less time than a traditional Middle School. Over 95% of the students enrolled in these programs are successful in completing the program.


Unique School Weaknesses for Next Year

Because we are a school which focuses on the over-aged child, students who enroll in our program are typically not performing on grade level and many times are not motivated to learn.


Student Demographics

Compass Middle Charter School serves a multi-ethnic school population which consists of 146 students from a predominately economically disadvantaged community. Forty percent of students are white, 35% are black, 23% are Hispanic and 2% are multi-racial. Economically disadvantaged students account for 86% of the population. Additionally, 14% of students are Students with Disabilities (SWD) and 6% are classified as English Language Learners (ELL).


Student Attendance Rates

Compass Middle Charter School’s attendance rates are as follows: 2006-2007-85%; 2007-2008-90%; and 2008-2009-88%. Compass Middle has maintained high levels of attendance all three years. Compass Middle's attendance rates are in line with that of the District: 2006-2007-95%; 2007-2008-94%; and 2008-2009-94%.


Student Mobility

The mobility rate of the school is 57%. This mobility rate comes from students being able to transfer from our school to their zoned school, or the reverse, and students not being successful in the programs.


Student Suspension Rates

2006-2007: In-School Suspension 858, Out-of-School Suspension 684; 2007-2008: In-School Suspension 674, Out-of-School Suspension 625; 2008-2009: In-School Suspension 17; Out-of-School Suspension 391.
The suspension rates have decreased over the past three years due to teachers being trained on Positive Behavior Support and utilization of in-school interventions.


Student Retention Rates

Student Retention Rates for the 2008-2009 school year were: 6th grade 10%; 7th grade 22%, and 8th grade 0%. The Retention Rates for our school are in range with other Middle Schools in our District.


Class Size

Compass Middle Charter School is a small school; therefore, our class sizes are typically small. The average class size is 20 students.


Academic Performance of Feeder Pattern

Alturas Elementary, a Prevent I school, increased its grade from a “C” to an “A” and met 90% of AYP criteria; Floral Avenue Elementary, a Correct I school, increased its grade from a “B” to an “A” and met 90% of AYP criteria; Gibbons Street Elementary, a Correct I school, dropped from an “A” to a “B” and met 97% of AYP criteria; Highland City Elementary increased its grade from a “C” to an “A” and met 97% of AYP criteria; James E. Stephens Elementary, a Correct I school, increased its grade from a “C” to a “B” and met 87% of AYP criteria; and Bartow Middle School, a Correct II school, maintained a “C” and met 72% of AYP criteria.


Partnerships and Grants

Mid-Florida Credit Union and State Farm are local business partners with Compass Middle. They provide in-kind services to the students at our school, such as mentoring and classroom speaking.


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 Harry Williams B.A. in Mathematics from Florida A & M and M.S. in Administration and Supervision from Rollins College 7 26 2008-2009 Improving Rating, 95% of AYP criteria met; 2007-2008 Maintaining rating, 74% of AYP criteria Met; 2006-2007 Passing rating, 82% of AYP criteria met; 2005-2006 Passing rating, 82% of AYP criteria met; 2004-2005 earned grade of "D", 70% of AYP criteria met; 2003-2004 earned grade of "F", 70% of AYP criteria met
Assis Principal Jennifer Jackson B.S. Business Administration from
Bethune Cookman College M.S. Educational Leadership
Nova University Certified Mathematics and Educational Leadership
6 6 2008-2009 Improving Rating, 95% of AYP criteria met; 2007-2008 Maintaining rating, 74% of AYP criteria Met; 2006-2007 Passing rating, 82% of AYP criteria met; 2005-2006 Passing rating, 82% of AYP criteria met; 2004-2005 earned grade of "D", 70% of AYP criteria met; 2003-2004 earned grade of "F", 70% of AYP 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 Amy Blocher M.Ed. Secondary Education, Reading Endorsement and ESOL Endorsement 4 3 Reading Coach for Bartow Middle School and Compass Middle 2004-2007; 2004-2005- 70% of AYP criteria met; 2005-2006-82% of AYP criteria met; 2006-2007-82% of AYP 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 Principal Harry Williams On-going
Partnering new teachers with veteran staff Jennifer Jackson On-going
Administrative team attend Job Fairs Harry Williams and Jennifer Jackson As needed for open positions
Use of PD360 Jennifer Jackson On-going


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
Morris Williams Temp Science PEC, applied for regular certification


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
91166.6112233.388.833.3077.7


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 A provides local educational agencies (LEA) resources which help children get a high-quality education and the skills to pass the FCAT. Title I provides extra resources to schools with high poverty. These resources provide more teachers, teacher training, extra time for teaching, and other activities to raise student achievement. Two models are used to provide services. Schoolwide reform models give all students access to services. Targeted assistance models provide services to selected students.


Title I, Part C- Migrant

Not applicable


Title I, Part D

Not applicable


Title II

Not applicable


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

Our Hearth Advocate collects information on our homeless population and reports all pertinent information to the District. The district provides services such as school supplies, assistance with: housing, transportation, lunches, and enrollment.


Supplemental Academic Instruction (SAI)

Not applicable


Violence Prevention Programs

Not applicable


Nutrition Programs

Not applicable


Housing Programs

Not applicable


Head Start

Not applicable


Adult Education

Not applicable


Career and Technical Education

Our school offers Business Education, Technology, and all 8th graders are enrolled in a History class with career planning. In this class students research careers using the Florida Choices program and prepare their ePEP using Facts.org. Students who are scheduled for the Business Education Class will learn how to create a resume, dress for success, and perform well during a job interview. Our technology students use programs such as Easy-Tech, and auto-CAD within their areas of study.


Job Training

Not applicable


Other

Not applicable


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 (PS); 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.


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

The PS/RtI Leadership Team will focus meetings on how to improve school/teacher effectiveness and student achievement using the Problem Solving Model.
The PS/RtI Leadership Team will meet at least once per month (or more frequently as needed) to engage in the following activities:
o Review school-wide, grade level, and teacher data to problem solve needed interventions on a systemic level and identify students meeting/exceeding benchmarks as well as those at moderate or high risk for not meeting benchmarks. This will be done at least three times per year or more frequently if new data is available.
o Help referring 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, 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.
o Intervention teams also foster a sense of collegiality and mutual support among educators, promote the use of evidence-based interventions, and support teachers in carrying out intervention plans.


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

The PS/RtI Leadership Team met with the School Advisory Council (SAC) and the principal to help develop the SIP. The team provided data on: Tier 1, 2, and 3 targets; academic and social/emotional areas which needed to be addressed; helped set clear expectations for instruction (Rigor, Relevance, Relationship); facilitated the development of a systemic approach to teaching (Gradual Release, Lesson 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 is gathered through August and September. FAIR data is processed through the Progress Monitoring and Reporting Network (PMRN). Sixth through Eighth Grade instructional data is gathered from the previous year’s FCAT scores, Star Math and Accelerated Math programs. Writing assessments are given three times a year for all grade levels.
Progress Monitoring data is gathered mid-year and toward the end of the year. FAIR data is processed twice more through the PMRN. Other Progress Monitoring data is collected as needed for classroom or student progress. This information may be obtained through teacher assessments.
Diagnostic Assessment data is gathered through the FAIR, Star Math, Accelerated Math, and Writing Assessments.
End of Year data is gathered through FAIR, and FCAT.
Data is discussed and analyzed at least monthly at the PS/RtI Leadership Team Meetings.


Describe the plan to train staff on RtI.

Professional learning will be provided during the teachers’ common planning time and sessions will occur throughout the year. The PS/RtI Overview will be provided in mid-August/September. The District has five other mini-modules which will be provided throughout the year.
The PS/RtI Leadership Team will evaluate additional staff Professional Learning needs during the monthly PS/RtI Leadership Team meetings.



School Wide Florida’s Continuous Improvement Model

Plan

Data Disaggregation 2008-2009 FCAT Data


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


Strengths: Across all grade levels, students scored high on Main Idea/Purpose in Reading. In Writing 84% of 8th graders scored level 3 or above.
Weaknesses: Across all grade levels, students scored low on Math in Measurement. On the FCAT Science test, no eight graders scored at level 3 or above.


Instructional Calendar Development


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

To implement the FCIM, the school will continue to use the county-created curriculum maps in the areas of reading, writing as part of language arts, all grade levels of mathematics, and all courses of science. Each map is accompanied by a course timeline, which is the starting point for the school's Instructional Focus Calendar (IFC). The IFC will have mini-lessons developed by the county in each subject area, beginning with reading, and will be used to strengthen student weaknesses. Students will master each mini-lesson before going on to the next as part of the implementation of the IFC. If the writing, mathematics, and science mini-lessons are distributed, they will be added to the school's IFC, and all will be monitored by the school leadership team and administration. Monthly Professional Learning Communities will be held to adjust the pacing of the lessons as needed.


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

Reading: Reference and Research was the least proficient strand and will be given priority focus.
Writing: Organization was the least proficient strand and will be given priority focus.
Math: Measurement was the least proficient strand and will be given priority focus.
Science: Scientific Thinking was the least proficient strand and will be given priority focus.


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

Once FCAT scores are released, administration looks at student scores. Students are assigned to academic classes based on those scores. Teachers then implement strategies in their classrooms to assist students as prescribed by students' areas of weakness.


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

Compass Middle Charter School offers courses which increase the opportunity for students to work cooperatively. Students make conceptual connections and whole/part relations in real world situations. All teachers follow the Learning Focus Model which addresses bell work, Lesson Essential Questions and assessment prompts based on the lesson being taught each day.


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 students elective courses in technology, business education, and physical education. Many of these courses focus on career and college/vocational planning. Our History curriculum also contains a career planning component where students use Career Choices to research their interests, jobs, colleges and vocational schools. Students then create the electronic Personal Education Plan.




DO

Direct the Instructional Focus


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


Weekly meetings are held to discuss students' strengths and weaknesses for differentiated instruction. Teachers follow the District approved curriculum maps and guide the pace so that students are mastering the skills needed to improve their FCAT scores. Lesson plans are checked every two weeks by the APA to make sure all teachers are following the maps and providing lessons for all levels of students' classwork, homework and assessment.


How are instructional focus lessons developed and delivered?

Focus lessons were provided by the teachers for each subject area based on a review of previous assessments where students were struggling. Focus lessons will be used daily in classrooms as a start up activity.


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. If revision is necessary, teachers will prepare new focus lessons and mini-assessments.




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. For Reading, the FAIR assessments will be administered 3 times per year. Compass Odyssey will be used 3 times per year to administer assessments for Science and Mathematics. Writing prompts will be given through Language Arts classes 3 times per year to monitor student writing progress.


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

Mastery will be set at 80%. Mastery is set at higher than the traditional score of 70% to ensure student proficiency of each benchmark.


Maintenance


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

At all three grade levels and all content areas, students at and above mastery level will receive opportunities to enhance or enrich current skills by participating in supplemental lessons which will reinforce the skill and maintain the level of mastery/proficiency. Students scoring below mastery will be given remediation on specific benchmarks. The IFC will reflect these changes as necessary each month.


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.

Subject area and grade level meetings will take place to review the progress monitoring data and to make decisions about how to better impact student achievement after each session of progress monitoring and once a month for the mini-assessments.


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 will meet with teachers during weekly meeting or one-on-one to discuss assessment results and student progress. The leadership team, as instructional leaders, will attend the weekly meetings and observe the teachers and give appropriate feedback to aid in the teaching and learning process.




ACT

Supplemental and Intensive Instruction/Interventions


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


Intensive Reading and Intensive Mathematics will be taught daily to all students who score a Level 1 or 2 on the FCAT. Read 180, which is taught in a 90-minute block, and FastForward will be used in most Intensive Reading classrooms. Scholastic XL and the Jamestown Signature series are used with other Intensive Reading students. Accelerated Math and FCAT Explorer will be used in the Intensive Mathematics 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 websites, such as FCAT Explorer will also be utilized. Teachers will utilize instructional strategies or best practices discussed in PLC 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.


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, 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 students who consistently demonstrate academic difficulty will receive supplemental and intensive instruction.


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

The interventions will be measured by incremental assessments based on daily progress in the curriculum guidelines, along with pre and post tests.


Enrichment


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

Teachers differentiate instruction for both accelerating and enriching students in the classroom.


Describe how students are identified for enrichment strategies.

FCAT results, as well as assessment results which demonstrate proficiency, are used to determine placement in higher level courses and intensive courses. Teacher recommendation is also taken into consideration




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)
6th , 7th, and 8th gr. Math Rodriguez, Dimarco Weekly Monday, After school Mathematics curriculum
6th , 7th, and 8th gr. Reading Santiago, Oliver, Blocher-AIF Weekly Monday, After school Reading curriculum
Each grade level team Harry Williams, Principal and Jennifer Jackson, Assistant Principal Weekly Every Wednesday in Compass Middle conference room Administrative concerns


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

not applicable


Postsecondary Transition

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

not applicable



 

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 10/16/2009 11:27:52 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
No data submitted



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



SAC Members

Members
1)  Harry Williams,   Principal
2)  Leo Longworth,   SAC Chair
3)  Kay Teehan,   Teacher
4)  Ella Bishop,   Community Member
5)  Mary Scott,   Community Member
6)  Randy Barnes,   Community Member
7)  James Hill,   Community Member
8)  Sandra James,   Community Member
9)  Carolyn Gorman,   Community Member
10)  Deloris Donaldson,   Community Member
11)  Fred McNair,   Community Member
12)  Olivia Hazell,   School Support Personnel
13)  Jennifer Jackson,   Assistant Principal
 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Polk COMPASS MIDDLE CHARTER SCHOOL 0932
Number of students enrolled in the grades tested:
 Read: 153
Math: 153   		2008-2009
School Grade1:		   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		65% scoring at or above grade level in Reading? 68% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  2009 Y/N 2009 Y/N 2009 Y/N 2009 Y/N 2008 2009 Y/N 2007 2008 Y/N 2008 2009 Y/N 2008 2009 Y/N 2009 Y/N 2009 Y/N
TOTAL4  100  Y  100  Y  33  N  24  N  94     Y      NA  80  67  Y 86  76  Y 28  NA  19  NA 
WHITE  99  Y  99  Y  34  N  23  N      NA      NA  76  66  Y 81  77  N 29  NA  15  N 
BLACK  100  Y  100  Y  35  N  21  N      NA      NA  84  65  Y 94  79  Y 31  NA  19  NA 
HISPANIC  100  Y  100  Y  31  N  25  N      NA      NA  79  69  Y 85  75  Y 25  NA  25  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  33  N  21  N      NA      NA  80  67  Y 87  79  N 28  NA  19  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 COMPASS MIDDLE CHARTER SCHOOL 0932
Number of students enrolled in the grades tested:
 Read: 170
Math: 170   		2007-2008
School Grade1:		   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		58% scoring at or above grade level in Reading? 62% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  2008 Y/N 2008 Y/N 2008 Y/N 2008 Y/N 2007 2008 Y/N 2006 2007 Y/N 2007 2008 Y/N 2007 2008 Y/N 2008 Y/N 2008 Y/N
TOTAL4  100  Y  100  Y  20  N  14  N    94  Y      NA  85  80  N 82  86  N 20  N  25  N 
WHITE  100  Y  100  Y  24  N  19  N      NA      NA  79  76  N 79  81  N 24  N  30  N 
BLACK  100  Y  100  Y  16  N  6  N      NA      NA  93  84  N 88  94  N 18  N  19  N 
HISPANIC  100  Y  100  Y  21  N  15  N      NA      NA    79  NA   85  NA 15  N  21  N 
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  20  N  13  N    92  Y      NA  86  80  N 86  87  N 20  N  22  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 COMPASS MIDDLE CHARTER SCHOOL 0932
Number of students enrolled in the grades tested:
 Read: 191
Math: 191   		2006-2007
School Grade1:		 P   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  97  Y  97  Y  15  N  18  N      Y      NA  74  85  N 83  82  N 29  N  53  N 
WHITE  97  Y  97  Y  21  N  21  N      NA      NA  65  79  N 73  79  N 30  N  67  Y 
BLACK  98  Y  98  Y  7  N  12  N      NA      NA  88  93  N 93  88  N 31  N  40  N 
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  98  Y  98  Y  14  N  14  N      Y      NA  73  86  N 88  86  N 25  N  48  N 
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

School District

2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 0%  0%  %  %    Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
% of Students Making Learning Gains 0%  0%        3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? % (0)  % (0)      0  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         0   
    Percent Tested = 0%           Percent of eligible students tested
    School Grade           Grade based on total points, adequate progress, and % of students tested


    School District

    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 0%  0%  %  %    Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 0%  0%        3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? % (0)  % (0)      0  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         0   
    Percent Tested = 0%           Percent of eligible students tested
    School Grade           Grade based on total points, adequate progress, and % of students tested


    Polk School District
    COMPASS MIDDLE CHARTER SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 16%  19%  72%  4%  111   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 33%  50%      83  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? 48% (NO)  52% (YES)      100  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         294   
    Percent Tested = 98%           Percent of eligible students tested
    School Grade         P  Grade based on total points, adequate progress, and % of students tested