VISION and MISSION STATEMENTS

Vision:
In accomplishing our mission, today and in the future, students at Boswell Elementary will:
•Attend school daily
•Come to school prepared
•Follow Boswell's school wide rules
In accomplishing our mission, today and in the future, parents at Boswell Elementary will:
•Become more involved in school provided activities and trainings
•Attend annual parent conferences with teachers
•Communicate through the agenda daily
In accomplishing our mission, today and in the future, teachers at Boswell Elementary will:
•Provide rigorous and relevant learning experiences for all students
•Attend professional development and trainings
•Communicate with parents through the agenda
•Participate in parent involvement programs

As our mission is accomplished year after year, our vision of students reaching their full potential will be realized.

The curriculum and instruction of Boswell Elementary is balanced and consistent:
•Addresses the Sunshine State Standards
•Meets the needs of every student individually
•Challenges and nurtures creative thinking
•Provides extra academic assistance through small group tutoring and extended day
activities

Mission:
The mission of Boswell Elementary School is: Bobcats Openly Share a Warm Enthusiastic Love for Learning, therefore giving empowerment to the faculty, staff, parents, students and community in the educational processes which affect all students' learning to increase academic achievement.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Boswell Elementary School is a rural school located on approximately ten acres in Auburndale, Florida. It serves 400 students in grades kindergarten through fifth and is an ESE Flow School for the Northwest Area of the Polk County School District. Our feeder pattern is unique in that students graduating to middle school will attend Westwood Middle School, Stambaugh Middle School, Crystal Lake Middle School, Lake Alfred Addair Middle School, and Denison Middle School. Our children therefore will attend Lake Region High, Auburndale High, Teneroc High School, and Winter Haven High School.


Unique School Strengths for Next Year

Starting this school year out with all sub groups attaining AYP status for 2008-2009 school year
No teacher attrition
No leadership team attrition
Grade level configuration the same
School zone remained the same
Energy Star Award


Unique School Weaknesses for Next Year

New District Senior Director
New Title I Program Coordinator
New DA (Differentiated Accountability) Plan


Student Demographics

Race Demographics:

White 66%
Black 15%
Hispanic 18%
Multiracial 1%


Gender Demographics:

Male 54%
Female 46%

Program Demographics:

LEP 5.7%
ESE 13%
Non ESE 87%

Economically Disadvantaged 77%


Student Attendance Rates

School Rates District Rates
06-07 93.94% 94.10%
07-08 94.37% 94.32%
08-09 94.60% 94.56%


Student Mobility

08-09
Students enrolled after day 15, or withdrawn after day 15 and before EOY = 173
Students enrolled on or after day 16 = 525
Mobility percent = 32.95%

07-08
Students enrolled after day 15, or withdrawn after day 15 and before EOY = 158
Students enrolled on or after day 16 = 538
Mobility percent = 29.37%


Student Suspension Rates

06-07
OSS Days OSS Actions ISS Days ISS Actions
62 40 92 85

07-08
OSS Days OSS Actions ISS Days ISS Actions
88 41 81 67

08-09
OSS Days OSS Actions ISS Days ISS Actions
86 40 85 72


Student Retention Rates

Year Grade Retained Enrolled Percent Retained
06-07 K 10 67 14.93
1 4 79 5.06
2 3 81 3.70
3 3 95 3.16
4 1 80 1.25
5 0 79 0

07-08 K 2 79 2.53
1 0 61 0
2 0 74 0
3 1 62 1.6
4 0 90 0
5 0 71 0

08-09 K 2 68 3
1 4 79 5
2 3 56 5
3 4 70 6
4 0 59 0
5 0 92 0


Class Size

06-07 Class Average
Pre K – 3 15.66
4-8 16.21

07-08 Class Average
Pre K – 3 15.73
4-8 16.00


Academic Performance of Feeder Pattern

We have no schools that feed to us.

Middle and High School Feeder Pattern
Our feeder pattern is unique in that students graduating to middle school will attend Westwood Middle / School Grade B, Stambaugh Middle / School Grade B, Crystal Lake Middle School / Grade C, Lake Alfred Addair Middle / School Grade C, and Denison Middle / School Grade B. Our children therefore will attend Lake Region High/ School Grade C, Auburndale High / School Grade C, Teneroc High / School Grade D, and Winter Haven High / School Grade D.


Partnerships and Grants

20 Community Business Partners
•Donate materials and supplies
•Donate time for after-school activities and Great American Teach-In
•Attend and contribute to our SAC meetings
•Mentor children
•Support the school financially


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 Pamela Wingate BS Elem Ed
MA Education
MA Ed Leadership
6.5 11 2007 2008 2009
AYP No No Yes
AYP Rdg Total 65 70 68
AYP Math Total 69 64 80
School Grade A B A
Rdg High Standards 73 75 75
Rdg Learning Gains 72 68 65
Rdg Lowest 25% Gains 71 74 61
Math High Standards 70 65 82
Math Learning Gains 66 55 79
Math Lowest 25% Gains 83 56 91
Assis Principal Michelle Johnson BS Elem Ed
MS Ed Leadership
9 9 2007 2008 2009
AYP No No Yes
AYP Rdg Total 65 70 68
AYP Math Total 69 64 80
School Grade A B A
Rdg High Standards 73 75 75
Rdg Learning Gains 72 68 65
Rdg Lowest 25% Gains 71 74 61
Math High Standards 70 65 82
Math Learning Gains 66 55 79
Math Lowest 25% Gains 83 56 91

* 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 *
LFS Karen Smoak BS Elem Ed 13 6 2007 2008 2009
AYP No No Yes
AYP Rdg Total 65 70 68
AYP Math Total 69 64 80
School Grade A B A
Rdg High Standards 73 75 75
Rdg Learning Gains 72 68 65
Rdg Lowest 25% Gains 71 74 61
Math High Standards 70 65 82
Math Learning Gains 66 55 79
Math Lowest 25% Gains 83 56 91
Reading Alan Bunch BS Elem Ed 6 2007 2008 2009
AYP No No Yes
AYP Rdg Total 65 70 68
AYP Math Total 69 64 80
School Grade A B A
Rdg High Standards 73 75 75
Rdg Learning Gains 72 68 65
Rdg Lowest 25% Gains 71 74 61
Math High Standards 70 65 82
Math Learning Gains 66 55 79
Math Lowest 25% Gains 83 56 91

* 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. Common planning block
2. Horizontal and vertical teaming
3. Professional Development for growth
4. Mentoring and Support for growth
Administration
Administration
Leadership Team
Leadership Team
On-going
On-going
On-going
On-going


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
No data submitted


Staff Demographics

Total Number of Instructional Staff % of First-Year Teachers % of Teachers with 1-5 Years of Experience % of Teachers with 6-14 Years of Experience % of Teachers with 15+ Years of Experience % of Teachers with Advanced Degrees % Highly Qualified % Reading Endorsed Teachers % National Board Certified Teachers % ESOL Endorsed
22018.1827.27509.0910004.5581.82


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
New ESE (Exceptional Student Education) Teachers Accomplished ESE teachers Experienced with ESE protocol and working with students with disabilities Assistance with EXCENT, scheduling, and working with students to increase student achievement

Guidance with LFS high yield strategies including previewing and accelerating

Monthly grade level and team planning meetings with ESE team and Leadership Team



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A

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


Title I, Part C- Migrant

Migrant students enrolled in Boswell Elementary will be assisted by the school and by the District Migrant Education Program (MEP). Students will be prioritized by the MEP for supplemental services based on need and migrant status. MEP Teacher Advocates, assigned to schools with high percentages of migrant students, monitor the progress of these high need students and provide or coordinate supplemental academic support. Migrant Home-School Liaisons identify and recruit migrant students and their families for the MEP. They provide support to both students and parents in locating services necessary to ensure the academic success of these students whose education has been interrupted by numerous moves. Boswell houses the Migrant Liaison for the
North West area of Polk County.


Title I, Part D

Title I, Part D, provides Transition Facilitators to assist students with transition from Department of Juvenile Justice (DJJ) facilities back into their zoned school. The Transition Facilitators communicate with the Guidance Counselors at schools to facilitate the transfer of records and appropriate placement.


Title II

Professional development resources are available to Title I 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

Title III provides supplemental resources for English Language Learners (ELL) and their teachers in Title I schools, as well as professional learning opportunities for school staff.


Title X- Homeless

The Hearth program, funded through Title X, provides support for identified homeless students. Title I provides support for this program, and many activities implemented by the Hearth program are carried out in cooperation with the Migrant Education Program (MEP) funded through Title I, Part C.


Supplemental Academic Instruction (SAI)

SAI units provided to Boswell Elementary enhance student achievement by providing at risk students with extra reading activities through the Spell Read program.


Violence Prevention Programs

Title IV provides violence and drug prevention programs in schools in order to promote a safe school environment. Examples of violence prevention programs include anti-bullying, gang awareness, gun awareness, etc.


Nutrition Programs

This school has been a location for a summer feeding program for the community.


Housing Programs

NA


Head Start

Head Start is not located on our campus.


Adult Education

NA


Career and Technical Education

NA


Job Training

NA


Other

NA


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

Principal
Assistant Principal
Guidance Counselor
ESE Teacher
Title I Facilitator
Academic Intervention Facilitator
School Psychologist


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.


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 in conjunction with the School Advisory Council (SAC) and Leadership team to help develop the SIP. The team provided data on academic areas that needed to be addressed; helped set clear expectations for instruction and; facilitated the development of a systematic approach to using high yield teaching strategies.




RtI Implementation

Describe the data management system used to summarize tiered data.

Baseline data is gathered in August and September. FAIR data for grades K-5 is processed through the Progress Monitoring and Reporting Network (PMRN) to gain baseline reading data and to use for future progress monitoring. Kindergarten and First grade data will be used to monitor progress toward mastery on the Standards Based Achievement Report (SBAR). 2nd and 3rd grade data is gathered from the previous year’s SAT 10 scores and previous years on-going assessment results while 4th and 5th grade data is attained from previous years FCAT scores and previous years on-going assessment results to monitor trends. Other progress monitoring data is collected through on-going assessments throughout the year as well as fluency checks, and other informal classroom assessment points.


Describe the plan to train staff on RtI.

Professional Learning Communities will be provided during common planning times and sessions will occur throughout the year. The PS/RtI overview will take place in September. Five other mini modules will be available throughout the year by the district.



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?


Third Grade:
Strengths: All sub groups achieved FCAT target proficiency in reading and math

Fourth Grade:
Strengths: All sub groups achieved FCAT target proficiency in reading outright or through the growth model. All sub groups achieved FCAT target proficiency in math.

Fifth Grade: All sub groups achieved FCAT target proficiency in reading outright or through the growth model. All sub groups achieved FCAT target proficiency in math.

Weaknesses: Economically Disadvantaged students were lowest performing and will need to be monitored closely for growth. Our Black sub group in reading will be closely monitored as well. They made AYP through the growth model.


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 with course timelines. The timelines are the starting point for each schools focus calendar. The district has also developed a timeline for reading comprehension mini lessons. This will serve as the schools reading focus instruction calendar. The AIF, school leadership team, and administration will monitor. Monthly professional learning community meetings will also be held to monitor instructional pacing.


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

Instructional benchmarks will be given priority after benchmark assessments have been administered in August in September.


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

Monthly data professional learning communities will use disaggregated FCAT data and the data from FAIR and other progress monitoring tools to identify appropriate instruction for classrooms and individual student needs.


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?


Aligned and prioritized curriculum maps and timelines are used in all core areas. Teachers implement the EATS model for planning and delivery of core curriculum including Essential Questions, Activating Strategies, High Yield Teaching Strategies, Summarizing, and re-teaching as necessary. The district wide monthly reading comprehension focus will be used as the basis for 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 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, Fast Forward, Harcourt Trophies, Voyager, 100 Book Challenge, Compass Odyssey, and AR reportsvwill 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 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.


Programs currently in place include Thinking Maps, Harcourt Reading, Odyssey Lab, Harcourt Science, and Scott Foresman Math. Learning Focused Strategies and Kagan cooperative learning strategies are also used to enhance the research-based instruction.


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?

Any student scoring a Level 1 or 2; a student 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.

Technology based instruction; book club; Alpha; independent research through various types of media


Describe how students are identified for enrichment strategies.

Disaggregating of test data; identifying instructional priorities and setting goals for appropriate instruction




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)
Vertical Team PLC Vertical Team Chair Monthly Aug 18, Sept 21, October 23, November 18, January 4, February 17, April 21 Extended Thinking, Common Assessments, Assessment and Testing Formats, and Rubrics
Grade Level PLC Grade Chair Montly Third and Fourth Wednesday of each month during common planning time Data analysis and instructional planning focus
LeadershipTeam/RtI PLC Administration; Title I LFS Coach Monthly First and Second Wednesday of each month during common planning time Data analysis
High yield instructional strategies and support
LeadershipTeam/RtI PLC Administration; Title I LFS Coach Monthly First and Second Wednesday of each month during common planning time Data analysis
High yield instructional strategies and support


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

Boswell has an ESE pre-K on campus. We also offer activities to facilitate a smooth transition for children coming from local preschools/daycares and other children in our community and their parents.

•Provide local daycares with Polk County’s standards based curriculum guide for Kindergarteners
•Provide community notification and information concerning pre-registration requirements and an invitation to an orientation/workshop
•A team will conduct an extensive parent and preschooler orientation (Roundup) and workshop in April 2010 that includes school information, grade level expectations, learning activities, DOE parent guides, school readiness information, resource guides, parent involvement opportunities, pre-registration, and a tour of Boswell’s facilities.
•All kindergarten teachers are trained on administrating ECHOS and FAIR which is given to all students who enroll in kindergarten to access learning readiness.
•Placement in kindergarten is determined by birth dates, preschool attendance, and retention information.
•Universal Pre-K enrollment packets are available in the school office


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 9/9/2009 10:31:25 AM)



School Advisory Council



School Advisory Council (SAC) Membership Compliance

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

Yes. Agree with the above statement.



Projected use of SAC FundsAmount
In 08-09 it was approved by SAC to use remaining lottery funds for a portion of a teacher’s salary. Those funds are no longer needed so we will be voting to put the money back in the supply account. 1500



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


The School Advisory Council votes on expenditures of lottery funds, school recognition funds, and 5 star school monies. They also work collaboratively to develop the School Improvement Plan and analyze data to set goals for student progress. The SAC is the sole body responsible for final decision-making at Boswell relating to the implementation of our School Improvement Plan. SAC members will be elected September1, 2009.


SAC Members

Members
1)  Pamela Wingate,   Principal
2)  Gina Mills,   SAC Chair
3)  Francis Clement,   Teacher
4)  Ann Walker,   Teacher
5)  Linda Vendor,   Business Member
6)  Sally Childs,   Business Member
7)  Terry Fields,   Parent
8)  Deneedra Mobley,   Parent
9)  Cotina Owens,   Parent
10)  Tosha Carter,   Parent
11)  Maria Aguirre,   Parent
12)  Jennifer Stanley,   Parent
13)  Jody Padgett,   Community Member
14)  Ken Kiminga,   Community Member
15)  Sam Johnson,   Community Member
16)  Pilar Forkel,   School Support Personnel
17)  Michelle Johnson,   Assistant Principal
 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Polk CLARENCE BOSWELL ELEMENTARY SCHOOL 1811
Number of students enrolled in the grades tested:
 Read: 223
Math: 223   		2008-2009
School Grade1:		 A   Did the School make Adequate Yearly Progress? YES   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		65% scoring at or above grade level in Reading? 68% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  2009 Y/N 2009 Y/N 2009 Y/N 2009 Y/N 2008 2009 Y/N 2007 2008 Y/N 2008 2009 Y/N 2008 2009 Y/N 2009 Y/N 2009 Y/N
TOTAL4  100  Y  100  Y  68  Y  80  Y  93     Y      NA  30  32  NA 36  20  NA 74  NA  76  NA 
WHITE  100  Y  100  Y  74  Y  83  Y  93     Y      NA  26  26  NA 30  17  NA 77  NA  77  NA 
BLACK  100  Y  100  Y  58  N  82  Y      NA      NA  44  42  N 51  18  NA 72  Y  81  NA 
HISPANIC    NA    NA    NA    NA      NA      NA      NA     NA        
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  100  Y  100  Y  61  N  72  Y  92     Y      NA  37  39  N 42  28  NA 71  Y  73  NA 
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  100  Y  100  Y    NA    NA      NA      NA      NA     NA        

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Polk CLARENCE BOSWELL ELEMENTARY SCHOOL 1811
Number of students enrolled in the grades tested:
 Read: 231
Math: 231   		2007-2008
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? 		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  70  Y  64  Y    93  Y      NA  35  30  NA 31  36  NA 72  NA  61  NA 
WHITE  100  Y  100  Y  74  Y  70  Y    93  Y      NA  28  26  NA 26  30  NA 74  NA  60  NA 
BLACK  100  Y  100  Y  56  N  49  N      NA      NA  58  44  Y 42  51  N 74  NA  60  N 
HISPANIC    NA    NA    NA    NA      NA      NA      NA     NA        
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  100  Y  100  Y  63  Y  58  N    92  Y      NA  39  37  NA 37  42  N 71  NA  62  Y 
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  100  Y  100  Y    NA    NA      NA      NA      NA     NA        

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Polk CLARENCE BOSWELL ELEMENTARY SCHOOL 1811
Number of students enrolled in the grades tested:
 Read: 261
Math: 261   		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  100  Y  65  Y  69  Y  80     Y      NA  46  35  NA 39  31  NA 65  NA  65  NA 
WHITE  100  Y  99  Y  72  Y  74  Y  82     Y      NA  39  28  NA 35  26  NA 71  NA  67  NA 
BLACK  100  Y  100  Y  42  N  58  Y      NA      NA  62  59  N 49  42  NA 45  N  64  NA 
HISPANIC    NA    NA    NA    NA      NA      NA      NA     NA        
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  99  Y  99  Y  61  Y  63  Y  75     Y      NA  47  38  NA 39  37  NA 60  NA  65  NA 
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  99  Y  99  Y  25  N  61  Y      NA      NA  77  71  N 51  39  NA   NA    NA 


SCHOOL GRADE DATA

Polk School District
CLARENCE BOSWELL ELEMENTARY SCHOOL
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 75%  82%  84%  58%  299   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
% of Students Making Learning Gains 65%  79%      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? 61% (YES)  91% (YES)      152  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         595   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    CLARENCE BOSWELL ELEMENTARY SCHOOL
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 75%  65%  88%  38%  266   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 68%  55%      123  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 74% (YES)  56% (YES)      130  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         519   
    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
    CLARENCE BOSWELL ELEMENTARY SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 73%  70%  95%  32%  270   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 72%  66%      138  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 71% (YES)  83% (YES)      154  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         562   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested