VISION and MISSION STATEMENTS

Vision: It is the vision of Frostproof Elementary School is to make continual improvements that will provide quality learning to meet the unique needs of each child.


Mission: Frostproof Elementary School will ensure rigorous and relevant learning experiences and instruction that result in high achievement for our students through caring relationships.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Frostproof Elementary School is a rural Title I school located on 8 acres in the southeast corner of Polk County. Frostproof Elementary began as a one-room schoolhouse in 1915. Frostproof Elementary serves the students of Frostproof in Pre-K - 2nd grade with approximately 450 children. Our feeder school, Ben Hill Griffin Elementary serves our student in grades 3-5. Frostproof Elementary School now consists of the 9 classroom wings, a music building, 1 portable, the original cafeteria and media center.


Business partners at Frostproof Elementary School play an important role in building a strong foundation for our students. These business partners not only provide our school with monetary and physical resources, but also donate their time on a regular basis. Some of the business partners are: Frostproof Chamber of Commerce, Ben Hill Griffin Corp., Frostproof Rotary, J.D. Alexander, Frostproof Care Center, Mid-Florida Development Co. and Warner Southern College. The success of daily and special activities at Frostproof Elementary School depends on the dedication and support of our many volunteers.

Special programs at Frostproof Elementary include Extended Learning Program for outside the school day tutoring, SES tutoring, one ELL Teacher and one ELL paraprofessional, and Kaplan Spell Read.

Throughout recent years Frostproof Elementary School and its teachers have been the recipients of several grants, including National Endowment for the Arts Grant, Teacher-to-Teacher Connection, E2T2 grant, and grants to obtain a computer lab. Two teachers have earned grants from Teacher to Teacher and two teachers became Technology Coaches.

The staff of Frostproof Elementary School consists of 23 classroom teachers, 3 CDAT (preschool) teachers, 2 CDAT HeadStart teachers, 11 special area teachers, and two administrators. The tenure of the staff is incredible, with 19 teachers having 20 or more years experience, and only six teachers with five years or less experience. Six of our teachers and both administrators have earned their master’s degree. Also employed at Frostproof Elementary are four paraprofessionals, four custodians, two secretaries, and five ladies in food service.


Unique School Strengths for Next Year

Students at Frostproof Elementary School receive their instruction from master teachers with 19 teachers having 20 or more years experience. Additionally, Frostproof Elementary reduced its discipline referral rate from 402 in 2007-2008 to only 165 in the 2008-2009 school year. Because of our decrease in referrals we are confident that this will increase student learning!


Unique School Weaknesses for Next Year

Frostproof Elementary continues to have a high percent of its student population that are ELL.


Student Demographics

Based on data from the 2008-2009 the student body consists of 44.21% White, 7% Black, 45.04% Hispanic, and 3.31% Multiracial. The student body can also be placed in the following categories: 7.85% Students with Disabilities, 85.33% Economically Disadvantaged, 34.09% Limited English Proficient.


Student Attendance Rates

06/07: 93.61%
07/08: 93.75%
08/09: 94.12%


Student Mobility

Polk County School District definition for mobility when you present the numbers for your school.
The definition is as follows: 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.
07/08: 26.79%
08/09: 26.84%


Student Suspension Rates

06/07: 56 Out of School Suspensions
06/07: 28 In School Suspensions

07/08: 52 Out of School Suspensions
07/08: 17 In School Suspensions

08/09: 27 Out of School Suspensions
08/09: 17 In School Suspensions


Student Retention Rates

06/07: K=17.24%
1= 11.11%
2= 4.10%
07/08: K=3.57%
1= .65%
2= .74%
08/09: K=5.43%
1= 1.31%
2= .67%


Class Size

06/07: Class size/teacher ratio to student ratio is 1 to 16.
07/08: Class size/teacher ratio to student ratio is 1 to 16.92


Academic Performance of Feeder Pattern

N/A


Partnerships and Grants

Frostproof Rotary
Progress Energy
Shining Star
Adopt-A-Class


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 Kimberly D. Van Hook BA- Elementary Education, Warner University; Masters of Science- Educational Leadership, University of South Florida; Principal Certification- State of Florida 3.5 6 During my tenure at Hillcrest 5Elementary School 2003 - 2006, where I served as Assistant Principal, we consistantly made school grade of B and we also made AYP two of the three years. I then transferred to Spook Hill Elementary for ½ a year and that year Spook Hill also made a school grade of A and made AYP. I then accepted the Principalship of Frostproof Elementary a K-2 school in January of 2007. That year the school scored an A followed the next year by a C and this year a B. Our school has never made AYP but consistanly meet a high percentage of the criteria.
Assis Principal Shay Hixenbaugh BA- Middle Grades Science Education, Warner University; Masters of Science- Educational Leadership, Nova University 3 3 During my three year tenure as Assistant Principal of Frostproof Elementary a K-2 school our school scored an Ain 06/07 followed the next year by a C in 07/08 and this year 08/09 we earned a B. Our school has never made AYP but consistanly meet a high percentage of the criteria.

* 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 Debrah Wrye BA Elementary Ed. K-6 14 5 Our school has performed as an A or B school every year except for one year while I have been the Reading Coach at our facility. For the years that I have been the Coach we have not met adequate yearly progress. However, in the area of reading all of our students (including our subgroups) made adequate yearly progress in reading.
Math Tina Battani BA Elementary Ed. K-6 3 This will be my first year as Math Coach.

* 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. Utilize the Human Resource Dept. Highly Qualified Applicants List Administration Ongoing This year we did not add new teachers to our staff.
2. Continue to provide a work environment that fosters staff longevity Entire School Staff Ongoing


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
32073260161001297


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 l Part A funds school-wide services to Frostproof Elementary School. The Title 1 funds provide supplemental instructional resources and interventions for students with academic achievement needs. Title 1 Part A support provides after-school and summer instructional programs, supplemental instructional materials, resource teachers, technology for students, and professional development for the staff and resources for parents.


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

Professional development resources are available to Title 1 schools through Title II funds. In addition, School Technology Services provide technical support, technology training, and licenses for software programs and web-based access via Title II-D funds.


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 works closely with the school’s guidance counselor in providing 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)

Frostproof Elementary utilizes the Supplemental Academic funding to provide additional academic instruction to increase the achievement of non-proficient students. The funding is used to pay for the Kaplan Spell Read teacher. This program specifically targets students who are deficient in reading and provides them with immediate and intensive intervention in phonemic awareness, phonics, fluency and reading comprehension.


Violence Prevention Programs

The school participates in the district’s non-violence and anti-drug program that incorporates field trips and community service.


Nutrition Programs

Frostproof Elementary provides a breakfast and lunch program for students daily.


Housing Programs

N/A


Head Start

In the 80/09 school year Frostproof Elementary added Head Start. We began with two teachers and 18 students. This has been hugely successful at our school and at the beginning of the 09/10 school year we have approximately 40 students on a waiting list to participate in Head Start at our school.


Adult Education

N/A


Career and Technical Education

N/A


Job Training

N/A


Other


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

School-based RtI Leadership Team:
Principal: Provides a common vision for the use of data-based decision-making, ensures that the school-based team is implementation RTI, conducts assessment of RTI skills of school staff, ensures implementation of intervention support and documentation, ensures adequate professional development to support RTI implementation and communicates with parents regarding school-based RTI plans and activities.
Assistant Principal: Supports a common vision for the use of data-based decision-making, ensures that the school-based team is implementation RTI, conducts assessment of RTI skills of school staff, ensures implementation of intervention support and documentation, ensures adequate professional development to support RTI implementation and communicates with parents regarding school-based RTI plans and activities.
Selected General Education Teachers: Provide information about core instruction, participates in student data collection, delivers Tier 1 instruction/intervention, collaborates with other staff to implement Tier 2 intervention, and integrates Tier 1 materials/instruction with Tier 2/3 activities.
Exceptional Student Education: Participates in student data collection, integrates core instructional activities/materials into Tier 3 instruction and collaborates with general education teachers through such activities as co teaching, previewing and accelerating.
Instructional Coaches Reading/Math: Develops leads and evaluates school core content standards/programs; identifies and analyzes existing literature on scientifically based curriculum/behavior assessment and intervention approaches. Identifies systematic patters of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children to be considered “at-risk” assists in the design and implementation for progress monitoring, data and implementation for progress monitoring, data collection, and data analysis participates in the design and delivery of professional development; and provides support for assessment and implementation monitoring.
School Psychologist: Participates in collection, interpretation and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; provides professional development and technical assistance for problem-solving activities including data collection, data analysis, intervention planning, and program evaluation; facilitates data-based decision making activities.
Technology Specialist: Develops technology necessary to manage and display data; provides professional development and technical support to teachers and staff regarding data management and display. Manages school server to make lesson plans, and strategies available to all school instructional staff.
School Guidance Counselor: Provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students.
English Language Learner Teacher: Participates in student data collection; integrates core instructional activities/materials into Tier 1, 2 and 3 instruction and collaborates with general education teachers through such activities as co teaching, previewing and accelerating.


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

The team meets weekly to engage the following activities: Review of screening data and link them to instructional decisions: review progress monitoring data at the grade level and classroom level to identify students who are meeting/exceeding benchmarks, at moderate risk or at high risk for not meeting the benchmarks. Based on the above information, the team will identify professional development and resources. The team will also collaborate regularly, problem solve, share effective practices, evaluate implementation, make decisions and practice new processes and skills. The team will also facilitate the process of building consensus, increasing infrastructure and making decision about implementation.


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

The RTI leadership Team with the School Advisory Council and principal helped develop the SIP. The team provided data on: Tier 1, 2, and 3 targets; academic and social/emotional areas that needed to be addressed; helped set clear expectations for instruction (Rigor, Relevance, Relationship); facilitated the implementation of a systemic approach to teaching (Learning Focused Strategies) and aligned processes and procedures.




RtI Implementation

Describe the data management system used to summarize tiered data.

A variety of methods will be utilized to monitor data for RtI implementation. For reading data Frostproof Elementary will use the PMRN as a method of collecting and disaggregating data as well as I-station a computer based reading program. The math resource teacher has developed assessments at all three grade levels to determine student progress in math and we will also utilize the Kaplan program. Finally school based assessments will be utilized for science and writing.


Describe the plan to train staff on RtI.

RtI team was trained by our School Psychologist before the close of the 2008-2009 school year. During our professional development days at the beginning of school our RtI team trained the staff.



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?


As a K-2 school we looked at the data of the students who took the FCAT in third grade. We are very pleased with the ability of the third grade students. Of the Black and White students who took the FCAT in third grade 99% scored level 3 or above. 79% of our Economically Disadvantaged students scored level three or above in reading which is well above the required 65%. Our weakness is that only 63% of our Hispanic students and 45% of our ELL students scored level three or above.


Instructional Calendar Development


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

As an initial step towards implementing FCIM the school will focus on the area of reading. The district has created reading curriculum maps that are accompanied by a course timeline. The course timeline is the starting point for each school’s Instructional Focus Calendar. The district has also developed a timeline for Reading Comprehension Mini-Lessons which will serve as the school’s Reading Instructional Focus calendar. The implementation of the reading mini-lessons will be monitored by the AIF, school leadership team, and administration. Monthly PLC (grade level/department/team) meetings will be held to adjust the pacing of the mini-lessons.


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

The reading benchmarks will be given priority at our school with special interventions given to our Hispanic and ELL students.


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

Disaggregation of FCAT data and monthly data PLCs (grade level/department/team) will use the data from FAIR and other progress monitoring tools to identify student needs and provide appropriated interventions.


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

As a school with only Kindergarten through second grade integrating courses it a very natural and expected way to deliver instruction. Early childhood teaching is best delivered when integration of the curriculum occurs. That is the method used by our teachers.


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?

Courses at Frostproof Elementary, a primary elementary school are personally meaningful because they are delivered in a caring way as stated in our Mission Statement.




DO

Direct the Instructional Focus


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


Aligned and prioritized curriculum maps and time lines are used in all core areas. Teachers implement the EATS model for planning and delivery of core curriculum which includes essential questions, activating strategies, high-yield teaching strategies, summarizing and then reteaching as necessary. The district-wide Monthly Reading Comprehension Focus will be used as the basis of the reading mini-lessons.


How are instructional focus lessons developed and delivered?

Model instructional focus lessons were developed by master teachers and are posted within the district curriculum maps for all to use for core instruction. Collaborative PLCs will use the EATS model for creating additional acquisition lessons. Best practices, coaching and support for using Learning Focused Strategies will be provided by the principal, assistant principal, and leadership team. Reading comprehension mini-lessons have been written for grades 3 - 10. Each grade level/department/team will schedule the pacing of the mini lessons as well as the time of delivery during the monthly PLCs dealing with curriculum and instruction. The mini-lessons are organized by instructional day as well as strategy.


How will instructional focus lessons be revised and monitored?

Vertical teams and articulation centered on high quality student work and the results of mini-assessments will guide further revisions or refinements of the instructional focus lessons. Classroom walk-throughs will be used to monitor the quality and effectiveness of the lessons.




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, READ 180, Fast Forward, Harcourt Trophies, Voyager, 100 Book Challenge, Compass Odyssey, Reading Assistant, AR will be sources of ongoing formative assessments and data.


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

Achievement thresholds will be set for each grade level and subject area. Students not reaching the threshold will be targeted for additional support as well as monitoring. Formative benchmark assessments are consistently used: school-wide and in all core areas. They are given frequently and used for monitoring student progress, as well as for planning and instruction.


Maintenance


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

Dates for ongoing assessments and spiraled review are built into the instructional focus calendar at the conclusion of each month’s comprehension focus. Additional learning opportunities will be offered to struggling students.


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.

PLCs (grade level/department/team) will meet monthly to review the most current progress monitoring data and in turn make instructional recommendations to include both interventions as well as enrichment strategies for subgroups of students, as well as individual students.


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 administrators and the leadership team facilitate PLCs with staff members/teams which address data, student work, instruction and curriculum. The administrators and the leadership team schedule coaching and monitoring visits to classrooms on a regular basis.




ACT

Supplemental and Intensive Instruction/Interventions


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


Based on the information gathered by our RTI Leadership team we utilize the following:
Frostproof Elementary
Tier 1: Academic
Core Curriculum (ALL Students) Core Curriculum
Harcourt Trophies
Math Curriculum Maps
120 minutes uninterrupted reading instruction
60 minutes math instruction
• Supplemental Materials
Mini Lessons in Math (K-2)
Units of Study (Lucy Caulkins) supplemental materials
Words Their Way
I-Station materials
Trade books
• Whole Class Teaching Strategies
Quick Reference to Reading Interventions (Flip Chart)
LFS Reading Strategies LFS Math Strategies
Libby Pollett Number Literacy
Curriculum Maps – Math and Reading
Guided Reading
Kagan Strategies
Cooperative Learning
Differentiated Instruction
Homogenous grouping
Math Manipulatives
Thinking Maps
ESOL strategies
Fluency strategies - running records, repeated readings, etc.
Evelyn Cudd writing strategies
100 Book Challenge
Math Super Stars
Steck-Vaughn Elements of Reading Vocabulary Kit
• Web-Based Teacher Resources
FCRR Student Center Activities
LEaRN Activities
Empowering Teachers Activities and Lessons PD 360
Reading A-Z
CPalms
Frostproof Elementary
Tier 2: Academic
Strategic Interventions(iii): Students not responding to Core Curriculum
Instruction occurs in small groups, has an increased focus on limited skills, requires time in addition to 90 minutes of Core instruction, and more frequent progress monitoring.

Additional resources/strategies
Trophies Intervention Kit
Reading Mastery/Corrective Reading
Leap Frog School House Materials or Leap Pad
Sing, Spell, Read and Write supplemental reading program
Kaplan Spell Read
Quick Reads
Folding-In Strategy
Literacy Centers – intensive focus on a limited skill
Cover-Copy-Compare
FAIR toolkit
Quarter Mile Math
Technology Assisted Instruction
Earobics
Leveled computer instruction - Compass Odyssey, I-Station
Web-Based Teacher Resources for Strategies and Materials
see Tier 1


Frostproof Elementary
Tier 3: Academic
Specific Intensive Interventions: Students not responding to Tier 2
Instruction occurs individually or in small groups (2-3), with greater frequency (possibly daily) and progress is monitored at least weekly.


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

Multiple opportunities for researched based extended learning activities including: extended time for math and /or reading, extended day, summer school, accelerating and previewing, as well as re-teaching.


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

The Learning Focused Implementation Tool will be administered at the start of the 2009 – 2010 school year to help identify areas of need for professional development.


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

Students with an ASP; or a student who is struggling with the Core instruction.


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

Ongoing progress monitoring, mini-assessments, formative assessments, student data chats, and FAIR.


Enrichment


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

We increased our instructional minutes this year to 400. During the additional time at the end of the day we will meet for additional intensive interventions with students struggling with the core instruction.


Describe how students are identified for enrichment strategies.

Ongoing progress monitoring, mini-assessments, formative assessments, student data chats, and FAIR.




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)
Grades K-2 Reading Data Review RTI Leadership Team Members Monthly Third Tuesday Evaluation of student progress and determination of next steps.
Grades K-2 Math Data Review RTI Leadership Team Members Monthly Third Thursday Evaluation of student progress and determination of next steps.
Grades K-2 Writing Process Study Administration Bi-Monthly 1st and 3rd Wednesday Improve teaching skills and strategies used for writing instruction.


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

Frostproof Elementary has two three and four-year old Pre-K Program and a Head Start Program. Our CDATs earned an Award of Accreditation from the National Accreditation Commission for Early Care and Education Programs. Teachers from local Pre-K programs are invited to observe classroom and come from for orientation walk through with their students each spring. Incoming kindergarten students can enroll all summer long. Kindergarten students are assessed at the beginning of each year using FLKRS assessment tool. The disaggregated data from the FLKRS assessments helps the kindergarten teachers to determine students’ acquisition specific skills and knowledge. The quality and effectiveness of the programs are evaluated as data from the FLKRS becomes available.


Postsecondary Transition

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

N/A



 

PART II: EXPECTED IMPROVEMENTS

 

Other Goals

No Other Goals were submitted for this school

 

FINAL BUDGET



Differentiated Accountability


School-level Differentiated Accountability Compliance



Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/4/2009 4:11:40 PM)



School Advisory Council



School Advisory Council (SAC) Membership Compliance

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

Yes. Agree with the above statement.



Projected use of SAC FundsAmount
No data submitted



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


The School Advisory Council will work with Frostproof Elementary School and guide us as we evaluate school programs, approve special funding, and assist in School Improvement Planning.


SAC Members

Members
1)  Kimberly D. Van Hook,   Principal
2)  Michelle Hutto,   SAC Chair
3)  Elva Mattox,   Teacher
4)  Karen Thompson,   Teacher
5)  Tina Battani,   Teacher
6)  Alex Wise,   Teacher
7)  Yvonne McKenzie,   Teacher
8)  Mercedez Solis,   Parent
9)  Wesley Wise,   Parent
10)  Raquel Calderon,   Parent
11)  Elvia Espinoza,   Parent
12)  Yolanda Gomez,   Parent
13)  Richard McKenzie,   Community Member
14)  Emma Malcolm,   Community Member
15)  Alfredo Campos,   Community Member
16)  Dr. Linda Fasel,   Community Member
17)  Miael Ortega,   Community Member
18)  Maribel Ortega,   School Support Personnel
19)  Shay Hixenbaugh,   Assistant Principal
 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Polk FROSTPROOF ELEMENTARY SCHOOL 1291
Number of students enrolled in the grades tested:
 Read: 396
Math: 396   		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  99  Y  72  Y  64  N  92   94  Y      NA  42  28  NA 41  36  Y 72  NA  57  NA 
WHITE  99  Y  99  Y  80  Y  70  Y      Y      NA  30  20  NA 33  30  NA 78  NA  62  NA 
BLACK  100  Y  100  Y    NA    NA      NA      NA      NA     NA        
HISPANIC  100  Y  99  Y  66  Y  60  N  91     Y      NA  47  34  NA 42  40  N 69  NA  53  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  69  Y  60  N  90     Y      NA  45  31  NA 45  40  Y 71  NA  55  NA 
ENGLISH LANGUAGE LEARNERS  100  Y  100  Y  56  N  54  N      NA      NA  59  44  Y 50  46  N 60  NA  44  N 
STUDENTS WITH DISABILITIES  99  Y  99  Y    NA    NA      NA      NA      NA     NA        

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Polk FROSTPROOF ELEMENTARY SCHOOL 1291
Number of students enrolled in the grades tested:
 Read: 367
Math: 367   		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  58  Y  59  N    92  Y      NA  34  42  NA 40  41  N 59  NA  60  N 
WHITE  100  Y  100  Y  70  Y  67  Y      Y      NA  20  30  NA 32  33  NA 64  NA  65  NA 
BLACK  100  Y  100  Y    NA    NA      NA      NA      NA     NA        
HISPANIC  100  Y  100  Y  53  N  58  N  94   91  Y      NA  44  47  N 47  42  Y 61  Y  63  NA 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  100  Y  100  Y  55  N  55  N    90  Y      NA  36  45  N 43  45  N 57  N  59  N 
ENGLISH LANGUAGE LEARNERS  99  Y  99  Y  41  N  50  N      NA      NA  56  59  N 59  50  Y 51  N  60  NA 
STUDENTS WITH DISABILITIES  100  Y  100  Y  25  N  35  N      NA      NA  65  75  N 70  65  N 38  N  52  N 

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Polk FROSTPROOF ELEMENTARY SCHOOL 1291
Number of students enrolled in the grades tested:
 Read: 384
Math: 384   		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  66  Y  60  Y  85     Y      NA  45  34  NA 48  40  NA 69  NA  66  NA 
WHITE  99  Y  99  Y  80  Y  68  Y  83     Y      NA  34  23  NA 38  32  NA 80  NA  67  NA 
BLACK  100  Y  99  Y    NA    NA      NA      NA      NA     NA        
HISPANIC  100  Y  100  Y  56  Y  53  N  90   94  Y      NA  53  44  NA 56  47  Y 62  NA  64  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  64  Y  57  Y  84     Y      NA  50  36  NA 53  43  NA 68  NA  63  NA 
ENGLISH LANGUAGE LEARNERS  100  Y  100  Y  44  N  41  N      NA      NA  67  51  Y 64  59  N 53  NA  56  Y 
STUDENTS WITH DISABILITIES  100  Y  99  Y  35  N  30  N      NA      NA  79  64  Y 75  70  N 46  NA  48  N 


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


    School District

    2006-2007
      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