VISION and MISSION STATEMENTS

"The mission of Polk County Public Schools is to ensure rigorous, relevant learning experiences that result in high achievement for our students."

Vision:
At Kingsford Elementary our focus is on a well balanced, core curriculum designed to motivate and academically challenge students of all demographic subgroups and cognitive levels. Reading, mathematics, science and writing are emphasized, actively engaging all students. Teachers and staff members provide a safe and positive learning environment in which students will be expected to exhibit appropriate social skills. Parents support the educational plan of our school by actively interacting with staff members on a regular and on-going basis. A caring atmosphere will be evident throughout the school for all stakeholders.


Mission:
At Kingsford Elementary we commit to providing a diverse, cooperative, academic learning environment for all students to increase academic achievement.

Belief Statements:
We believe that:
*A caring and cooperative environment is essential for teaching and learning.
*Every child can learn.
* Appropriate professional development helps to foster a diverse academic learning environment.
* Instruction delivered with individual needs monitored will ensure every child's success.
*Family involvement enhances student achievement.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Brief History and Background of the School
Kingsford Elementary is located in southwest rural Polk County and has a diverse population of students. ***The physical features of our school include 29 classrooms, one of which is the computer lab, Media Center, Cafeteria and office suite. We have 17 portables which house 8 regular classes, one ESE, one Alpha, four Pre-K classes, one Speech /SAI class, and one Music class, and one for our ESOL, pre-k, Title I and migrant staff. Our needs have changed over the last 7 years as our Hispanic population has soared from 11% to 46.5% due to agricultural opportunities for laborers.
***While Kingsford has historically served a high percentage of impoverished students, ramifications from rezoning resulted in a decrease in middle income families and an increase in the number of families that face tremendous economic and educational challenges. Our school’s free and reduced lunch rate is near 87%.
***Kingsford students are bused in from outlying rural areas, with some riding buses for 1 hour. Our farm worker families remain fairly stable with a mobility rate of 7.8% as crops and groves in surrounding areas are harvested year round. We currently have approximately 33% of our student population classified as ESOL with a majority being non-English speaking.
***Our school community partners include Wal-Mart, Mulberry Chamber of Commerce, Mosaic Incorporated, Badcock Incorporated, Southeastern University, Lamar Signs, Sonic, Golden Corral, Sonny's, and United Way.
***Kingsford students feed into Mulberry Middle School and from there to Mulberry High School.
Kingsford has received an "A" from the state of Florida six of the last eleven years due to the continued efforts of all our staff to meet the needs of our diverse population. For the 2009 FCAT administration, Kingsford demonstrated a 75 point gain on the school grade system. The percent of students passing on the Florida Writes 4th grade exam increased from 66% to 90%.


Unique School Strengths for Next Year

Unique School Strengths for Next Year: When Max Thompson, the head of Learning Focused Solutions (LFS), and consultant to the US Congress, visited the school and stated it was the best he had seen in the state of Florida. While we are not currently an LFS model, we still retain a core of the staff who were an integral part of our former recognition as an LFS model school. 100% of staff have been trained in LFS strategies. The majority of staff members are returning. The two teachers hired, due to a retirement and relocation, are experienced teachers. Kingsford is home to the model pre-k program for Polk County.


Unique School Weaknesses for Next Year

Unique School Weaknesses for Next Year: We need to continue to work to meet AYP with our Hispanic and ELL subgroups. The ELL subgroup is the one area in which Kingsford has never met AYP. Approximately 55% of our students enter Kingsford speaking no English. It has been well-established that it takes five to seven years for an individual to become instructionally literate in a new language, We must accomplish that in less than four years, when they must take the FCAT. 77% of our subgroups met AYP for the 2009 FCAT spring administration.


Student Demographics

Student Demographics: Kingsford Elementary is located in southwest rural Polk County and has a diverse population of approximately 580 students that reflects 41.4% white, 9.5% black, 46.5% Hispanic, 0.6% Asian and 2% multiracial. Our students with disabilities population is 11.9%, and currently 85% of our students receive free or reduced lunch.


Student Attendance Rates

Kingsford attendance remains above the district average, and has improved each of the past three years.
Kingsford Student Attendance Rates: 2006-2007: 94.94 2007-2008: 95.29 2008-2009: 95.76
Polk County Student Attend. Rates: 2006-2007: 94.1 2007-2008: 94.32 2008-2009: 94.56


Student Mobility

Percentages of Student Mobility: 07-08: 32.72% 08-09: 37.01% Kingsford tends toward a high mobility rate due to our large migrant population. “The enrollment or withdrawal of a student at any time during the school year not including the first 15 days of school divided by the total number of students who attended the school during that year after the 15th day.”


Student Suspension Rates

Student Suspension Rates: Our student suspension rates have plummeted drastically over the past few years as a result of our positive focus on behavior. Office referrals, which averaged over 700 per year prior to the 206-2007 school year, have dropped each year, with last year’s total being well under 100.
2007:
OSSDays OSSActions ISSDays ISSActions
88 36 0 0

2008:

OSSDays OSSActions ISSDays ISSActions
106 40 1 1

2009:
OSSDays OSSActions ISSDays ISSActions
53 23 11 8


Student Retention Rates

Student Retention Rates:
2007:
Grade # Retained Total students % Retained
01 4 110 3.64
02 3 78 3.85
03 8 74 10.81
04 0 67 0.00
05 0 83 0.00
KG 1 85 1.18
2008:
01 4 92 4.35
02 0 104 0.00
03 12 91 13.19
04 0 78 0.00
05 0 76 0.00
KG 1 111 0.90

2009:
01 5 122 4.10
02 1 95 1.05
03 39 117 33.33
04 0 75 0.00
05 0 68 0.00
KG 2 108 1.85


Class Size

Class Size:
Our student/teacher ratio is 1:17 in Kindergarten through second grades and 1:20 for third through fifth grades.


Academic Performance of Feeder Pattern

N/A


Partnerships and Grants

Partnerships and Grants: ***Our school community partners include Wal-Mart, Mulberry Chamber of Commerce, Mosaic Incorporated, Badcock Incorporated, Southeastern University, Lamar Signs, Sonic, Golden Corral, Sonny's, McDonald’s, Lake Point Village Sr. Community, and United Way. During the last school year we received an ESOL grant of $21,000 to purchase the “Reading Assistant” program for the entire school.


STUDENT ACHIEVEMENT DATA

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School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

PositionNameDegree(s)/ Certification(s)# of Years at Current School# of Years as an AdministratorPrior Performance Record *
Principal Brad Knopp BS: ED; MA: ED; Ed. Leadership; Cert.: El. Ed., Ed. Mid. Sch. Science, ESOL, Ed. Lead. 3 8 Jewett School of the Arts: 01-02:A; 02-03: A, 03-04: A, 04-05: A, 05-06: A:
Kingsford El.: 06-07: A, AYP: 98% missed by one student in one cell; 07-08: C, AYP: 79%; 08-09: B, AYP: 77%
Assis Principal Erin Gonyea BS: ED; MA: EdLead.; Cert.: El.Ed., Health and Phys. Ed., Ed. Leadership, ESOL 1 1 08-09: B, AYP: 77%

* 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 Gloria Delaney B.S. Ed., 1-6, ESOL 6 1 1st year in leadership position
Writing Melissa Hatfield B.S.Ed., K-6, Early Childhood, ESOL 30 2 07-08: C, AYP: 79%; 08-09: B, AYP: 77%

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)


HIGHLY QUALIFIED TEACHERS

Description of StrategyPerson ResponsibleProjected Completion DateNot Applicable (If not, please explain why)
1. Advertise, followed by closely reading every email/fax/mailed/dropped-off application-looking at prior experience, student demographics of prior experience, data results Principal: Brad Knopp 8.11.09
2. To Retain: New teachers/new to school teachers are paired with a veteran teacher in their certification area for support and guidance. Teams build collegiality through cooperative planning. Principal 8.17.09


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
412442430241005083


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Erin Gonyea Kenneth Davis Mrs. G.: formerly P.E. district coordinator Monthly meetings to discuss progress/needs, review of lesson planning, review of use of equipment/supplies, discussion of funding sources



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 summer school. The district coordinates with Title II and Title III in ensuring staff development
needs are provided.


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. Funds at Sunshine Middle are used to purchase SuccessMaker licenses and provide
professional development for SuccessMaker.


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)

SAI funds will be coordinated with Title I funds to provide summer school for Level 1 readers. SAI funds will be
used to expand the summer program to all Level 2 students.


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

N/A


Housing Programs

N/A


Head Start

Head Start is housed on the campus. School administration includes the classrooms in daily walk-throughs. Students are included in school activities and events. Prior to the end of the school year, Head Start students participate in extensive visits to the kindergarten classrooms.


Adult Education

N/A


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

N/A


Other

N/A


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

Principal, Assistant Principal, Guidance Counselor, ESE teachers (4), Reading AIF, Writing Resource Teacher, SIP Chair


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

Team notifies teachers of meeting dates for Rti student conferences. Help teachers gather records, student samples, etc. Ultimately help the teachers in making determinations regarding students’ individual needs.


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

Members of the Rti team are included on the SIP writing team. The SIP includes components to ensure an ongoing system for meeting the individual needs of students.




RtI Implementation

Describe the data management system used to summarize tiered data.

Ongoing data spreadsheets are kept for each grade level, and include every child in each teacher’s class. The data is color-coded by level of need intensity (tiers). The data is utilized initially to set classroom, grade level, and school targets, as well as to delineate iii students. The master data list is kept by the principal, and maintained with the help of the instructional leadership team. Ongoing data, both benchmark and weekly assessments, are utilized to determine student response to the interventions.


Describe the plan to train staff on RtI.

Beginning with the first day of teachers’ return, Rti is brought to the forefront, with training/review sessions conducted by the guidance counselor. As the year progresses, the Reflection-PLC meetings, as well as IEP sessions, are utilized to continue to reinforce understanding of, and utilization of, RtI.



School Wide Florida’s Continuous Improvement Model

Plan

Data Disaggregation 2008-2009 FCAT Data


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


3rd grade: Reading: Strengths: Main Idea, Middle performance: Words and Phrases; Need Improvement: Cause/Effect, Compare/Contrast
3rd grade: Math: Stronger Areas: Measurement, Algebraic thinking; Weaknesses: Number Sense, Geometry, Probability
4th grade: Reading: Strengths: Cause/Effect; Weaknesses: Words & Phrases, Main Idea, Reference
4th grade: Math: Strengths: Algebraic Thinking; Weaknesses: Number Sense, Measurement, Geometry, Data Analysis
5th grade: Reading: Strengths: Word Phrases; Weaknesses: Main Idea, Compare/Contrast-Cause/Effect, Reference
5th grade: Math: Strengths: Measurement, Algebraic Thinking, Data Analysis; Weaker areas: Number Sense, Geometry


Instructional Calendar Development


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

The district Instructional Focus Calendar is followed. In our grade level and PLC meetings ongoing data will be analyzed to determine level of competence for each skill.


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

3rd grade: Reading: Words and Phrases, Cause/Effect, Compare/Contrast
3rd grade: Math: Number Sense, Geometry, Probability
4th grade: Reading: Words & Phrases, Main Idea, Reference
4th grade: Math: Weaknesses: Number Sense, Measurement, Geometry, Data Analysis
4th grade: Writing: Work to raise expectation of all students working to at least level 4 competency
5th grade: Reading: Main Idea, Compare/Contrast-Cause/Effect, Reference
5th grade: Math: Number Sense, Geometry
5th grade: Science: all standards will be emphasized, with scientific investigation overarching all


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

Ongoing analysis of individual benchmark test results, including FAIR results, is used to determine individual student areas of weakness. In addition, grade levels will analyze ongoing assessments to determine student individualization needs. Grade levels will meet weekly to determine student, including individual student, needs. The following week, teams will discuss the results of the interventions/strategies.


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

NA


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?

NA




DO

Direct the Instructional Focus


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


The district Instructional Focus Calendar is followed for reading, math, and science. For writing, we will utilize Write Reflections in conjunction with LFS grade level expectations. Grade level teams will meet weekly to discuss and maintain appropriate pacing. Vertical teams will meet bi-monthly to ensure each grade level is teaching at a level conducive to a year's growth for a year's time.


How are instructional focus lessons developed and delivered?

Instructional focus lessons selected by the district, aligned to the benchmarks and standards, will be monitored by the AIF. Data from last year's FCAT, SAT, and Kaplan assessments, as well as ongoing data analysis of this current year's assessments will provide information for focus lessons.


How will instructional focus lessons be revised and monitored?

They will be revised through ongoing data collection and analysis by the grade level teams with oversight by the Instructional Leadership Team. Teachers and Leadership Team will analyze results from focus lessons as they are assessed and re-assessed throughout the school year. Effectiveness will also be determined by analysis of the district benchmark 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.


FAIR will be utilized for reading. State-provided benchmark assessments will be utilized in math and science. Grade level team-designed assessments, as well as Reading Assistant and Odyssey will be utilized for interim ongoing analysis.


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

Mastery level benchmark scores are set and utilized to evaluate student progress. The set points for indicating on target for proficiency will be: 1st QBA: 40%, 2nd QBA: 60%, 3rd QBA: 80%.Student small group individualized mini-lessons will be delivered based on the individual students needs as demonstrated by assessment results.


Maintenance


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

The instructional calendar is correlated to the Florida Standards. Extra emphasis is built into the Instructional Focus Calendar for different strands based on need as demonstrated by assessment results.


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.

Grade level Reflection-PLC meetings will be held bi-weekly on either Wednesday or Thursday of every month to determine ongoing student needs, both individual, and a group.


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.

Principal personally disaggregates and analyses classroom and student assessment data, sharing perceived needs with each individual teacher. The Instructional Leadership Team works in unison during the PLC meetings to facilitate teachers’ analysis of data, determination of needs and subsequent interventions. The Leadership Team conducts daily walk-throughs combined with LFS ask-abouts during individual teacher reflection meetings. Instructional Facilitators will model lessons for grade levels. The Leadership Team will cover classes to facilitate teacher-teacher observation.




ACT

Supplemental and Intensive Instruction/Interventions


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


Core: Reading and Science: Harcourt; Math: Scott-Foresman; Reading Supplemental & Intensive: Voyager: Gr. 3-5, SRA: Gr. 1,2, Compass Odyssey: Gr. K-5, Reading Assistant: Gr. 1-5, 100 Book Challenge: Gr. 3, Rosetta Stone: Gr. K-5


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

All grades 3-5 have at least two reading teachers during reading block. This permits a 20 min. small group instruction every day. All K-5 classrooms have trained instructional paras, as well as ESE certified teachers, who help with small group individualized instruction. Teachers utilize assessment results to determine individual needs for small group intervention mini-lessons. Teachers also use these results to determine student need for individual classroom time designated for work on Reading Assistant, Fast ForWord, Voyager or Rosetta Stone.


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

In addition to classroom walk-throughs, staff analyze their classroom student demographics/test results, and participate in ongoing development, which now includes the much more individualized PD360.


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

Students who score below level 3 on FCAT, as well as students scoring below the moving benchmark set-targets, are targeted for intervention. This includes after school and/or Sat.Camp tutorial sessions. Additionally, if students have scored Level 1 on FCAT, or below the 35th percentile on SAT 10, they are automatically targeted for intensive intervention.


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

Quarterly data collections will be analyzed in monthly meetings with teachers in grade level meetings, and monitoring of school-wide goals for proficiency standards.


Enrichment


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

Alpha program is offered for all qualifying high-performing students. Additionally, students performing at top levels as demonstrated on benchmark assessments must be grouped within the classroom and afforded extended learning opportunities.


Describe how students are identified for enrichment strategies.

Students who are scoring above 80% on standard benchmark assessments.




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)
Grade Level PLC “Reflection Meetings” Reading Coach, Writing Coach, Principal, Assistant Principal Once a month Wednesday or Thursday of each month Review of Best Practices, Analysis and discussion of student data and its implications/resultant needs, monitoring of FCIM and Focus Lessons
Vertical Team Meetings comprised of members from each grade level/subject area Principal, Assistant Principal, Reading AIF, Writing Facilitator Four times per year Sept. 21, Nov. 17, Jan. 4, March 23 Analysis of curriculum compliance to determine degree to which each grade level/subject is on target for students to acquire one year’s growth for one year’s time


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition


Pre-school students visit the kindergarten classrooms prior to the end of the school year to learn of expectations and procedures. We coordinate with external pre-k programs to facilitate their students visiting the school for a portion of a day.

We are now looking into external funding in order to continue the “I’m Gonna be a Kindergartner” program. Our pre-k teachers also meet with our kindergarten teachers for vertical articulation sessions. In the spring, we hold “Kindergarten Roundup” to help facilitate transitions.


Postsecondary Transition

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

NA



 

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 7:30:03 PM)



School Advisory Council



School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.



Projected use of SAC FundsAmount
No SAC funds available 0



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


School Advisory Council (SAC) members serve on the SIP committee. The School Advisory Council will meet eight times throughout the year, at 4 P.M. on Wednesdays. School personnel will share the SIP, school goals and ongoing data. The SAC will tour the school to experience the focus of our classrooms and support areas. SAC members will be encouraged to share community input.


SAC Members

Members
1)  Brad Knopp,   Principal
2)  Denise Hunter,   SAC Chair
3)  Melissa Hatfield,   Teacher
4)  Jami Easterling,   Teacher
5)  Zenaido Pineda ,   Parent
6)  Maria Hernandez-Astello ,   Parent
7)  Miriam Rodriguez ,   Parent
8)  Jesús Santiago,   Parent
9)  Ángelo Méndez,   Parent
10)  Julie Taylor,   Parent
11)  Sara Gutierrez,   Parent
12)  Mr. Delaney,   Community Member
13)  Layne Mayo,   School Support Personnel
 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Polk KINGSFORD ELEMENTARY SCHOOL 1151
Number of students enrolled in the grades tested:
 Read: 257
Math: 257   		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  49  N  62  N  88     Y      NA  49  51  N 35  38  N 54  N  63  N 
WHITE  100  Y  100  Y  60  N  72  Y      NA      NA  41  40  N 25  28  NA 64  N  68  NA 
BLACK    NA    NA    NA    NA      NA      NA      NA     NA        
HISPANIC  100  Y  100  Y  42  N  55  N      NA      NA  55  58  N 43  45  N 48  N  61  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  43  N  58  N  88     Y      NA  53  57  N 40  42  N 50  N  61  N 
ENGLISH LANGUAGE LEARNERS  100  Y  100  Y  30  N  45  N      NA      NA  69  70  N 53  55  N 37  N  60  N 
STUDENTS WITH DISABILITIES  100  Y  100  Y    NA    NA      NA      NA      NA     NA        

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Polk KINGSFORD ELEMENTARY SCHOOL 1151
Number of students enrolled in the grades tested:
 Read: 239
Math: 239   		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  65  Y    88  N      NA  39  49  NA 32  35  NA 52  NA  67  NA 
WHITE  100  Y  100  Y  59  Y  75  Y      NA      NA  26  41  NA 23  25  NA 58  NA  70  NA 
BLACK    NA    NA    NA    NA      NA      NA      NA     NA        
HISPANIC  100  Y  100  Y  45  N  57  N      NA      NA  56  55  NA 43  43  NA 47  NA  66  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  60  N    88  N      NA  42  53  NA 34  40  NA 49  NA  65  NA 
ENGLISH LANGUAGE LEARNERS  100  Y  100  Y  31  N  47  N      NA      NA  70  69  NA 53  53  NA 44  NA  60  NA 
STUDENTS WITH DISABILITIES  100  Y  100  Y    NA    NA      NA      NA      NA     NA        

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Polk KINGSFORD ELEMENTARY SCHOOL 1151
Number of students enrolled in the grades tested:
 Read: 224
Math: 224   		2006-2007
School Grade1:		 A   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		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  99  Y  61  Y  68  Y  91     Y      NA  44  42  NA 41  32  NA 61  NA  78  NA 
WHITE  100  Y  100  Y  74  Y  77  Y      NA      NA  33  27  NA 30  23  NA 70  NA  81  NA 
BLACK    NA    NA    NA    NA      NA      NA      NA     NA        
HISPANIC  100  Y  99  Y  44  N  57  Y      NA      NA  60  57  N 56  43  NA 51  Y  75  NA 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  100  Y  99  Y  58  Y  66  Y  92     Y      NA  50  43  NA 47  34  NA 57  NA  78  NA 
ENGLISH LANGUAGE LEARNERS  100  Y  100  Y  30  N  47  N      NA      NA    75  NA 70  53  Y 40  N  74  NA 
STUDENTS WITH DISABILITIES    NA    NA    NA    NA      NA      NA      NA     NA        


SCHOOL GRADE DATA

Polk School District
KINGSFORD ELEMENTARY SCHOOL
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 54%  68%  90%  47%  259   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 62%  69%      131  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? 55% (YES)  78% (YES)      133  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         523   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         B  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    KINGSFORD ELEMENTARY SCHOOL
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 59%  74%  67%  40%  240   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 56%  61%      117  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)  53% (YES)      101  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         458   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         C  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    KINGSFORD ELEMENTARY SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 72%  76%  95%  36%  279   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 67%  77%      144  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? 63% (YES)  87% (YES)      150  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         573   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested