VISION and MISSION STATEMENTS

Mission:

The mission of Ben Hill Griffin, Jr. Elementary is to promote learning for all students resulting in responsible, contributing members of society.

Vision:

The vision of Ben Hill Griffin, Jr. Elementary School is an ideal description of our school when all elements are in place to achieve quality and equity in achievement among all students. The vision is based on expertise and knowledge of the staff, coupled with research and best practices in education. The vision is organized around six categories, beginning with Student Achievement and culminating with School Improvement. We believe…

1. Student Achievement:
Ben Hill Griffin, Jr. Elementary will have quality achievement – at least 95% of our students will be achieving at or above Level 3 on the FCAT in grades 3, 4, and 5.
Ben Hill Griffin, Jr. Elementary will have equity in achievement – the difference in achievement on the FCAT among student subgroups based on race, family income, and gender will be no more than 5% - 7%.

2. Teacher Expectations and Principles of Learning:
Teacher expectations have a profound effect on student learning. Teacher expectations are primarily demonstrated by ways of signals that teachers send during classroom interactions. The primary interactions teachers at Ben Hill Griffin, Jr. demonstrate daily are as follows:
All teachers have an equitable chance of interactions during instruction.
Teachers provide individual help for all students.
After posing a question, teachers wait at least 5 to 10 seconds for a student to respond.
Teachers delve or provide additional cues when a student is unable to provide an answer.
Teachers ask higher level questions of all students. (Bloom’s Taxonomy)
Teachers use discriminate praise and feedback for all students.
Teachers are empathetic listeners of all students.
Teachers show personal regard toward students and staff and model personal courtesy.

Teachers use the Eight Principles of Learning to support instruction in all content areas.
Teach to an objective.
Teach at the correct level of difficulty.
Use an advanced organizer.
Use active learning (cooperative learning, address all learning modalities).

Provide practice with meaning.
Monitor and provide feedback.
Employ closure.
Move from extrinsic to intrinsic motivation.

3. School Climate
Ben Hill Griffin, Jr. is an example of an ideal school where:
Every teacher wants to teach.
Every student wants to learn.
A fair and consistent discipline policy exists which is a contributing factor in the encouragement of students to be positive members of the school family and society.

4. Beliefs that Drive Us:
The entire staff at Ben Hill Griffin, Jr. believes:
Every staff member is empowered to have a positive role in compulsory learning because all students can learn.
All children come to school able to learn.
We are a highly qualified staff capable of making the changes necessary for continuous progress.

5. School-wide Characteristics:
As a model school, Ben Hill Griffin, Jr. is a place where:
Everyone is welcome and is treated with respect.
A clear mission and vision are evident.
The staff works as a team and shares professional best practices.
There is an authentic partnership between the school and home where parents understand and support the school’s mission and are given the opportunity to play an important role in helping the school achieve this mission.

6. School Improvement and Professional Development:
We believe that:
Professional Development is essential to the effectiveness of the school and is supportive of our curriculum and vision.
Communication is open, clear and honest among the adults and students in the school. In order to change student achievement we need to change what people know through professional development and use the new knowledge to systematically change conditions.
School improvement is an on-going, evolving process.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Ben Hill Griffin, Jr. Elementary opened at the beginning of the 1993-1994 school year and is currently in its 17th year as an upper elementary school serving grades 3-5 with a school-wide Title I program.


Unique School Strengths for Next Year

Our school earned 512 accountability points on the 2009 FCAT and demonstrated increases in eight accountability areas which raised the school grade from a C to a B. BHG enters the next school year with renewed confidence to earn the additional thirteen points to achieve an A.
A team attended district training during the summer to begin a Positive Behavior Support system which will guide our behavior management during the 2009-2010 school year. The principal and a lead teacher are participating in the PROMISE Math and Science Grant offered by the Florida DOE. Our school enjoys a high teacher retention rate with an average of only one new teacher a year.


Unique School Weaknesses for Next Year

The school continues to lose students to a neighboring charter school. BHG is not a neighborhood school. Unless we provide transportation for our students to stay after school, we are faced with the challenge of low participation in after-school programs. Previously, we were able to provide transportation. However, due to budget cuts we were forced to discontinue the after-school program.


Student Demographics

The student population, 51% female and 49% male, is made up of approximately 43% white, 11% black, 40% Hispanic and 6% multiracial/other. Of the student population, approximately 12% are classified as disabled, 80% economically disadvantaged, 19% ELL, and 11% migrant.


Student Attendance Rates

During the past three years our attendance has remained steady at 95%, which was slightly above the three year average for the district.


Student Mobility

During the 2008-2009 school year our mobility rate of 21.23% decreased from 27.73% in 2007-2008. The mobility rate is determined by students enrolled after day 15 or withdrawn after day 15 and before the end of the year.


Student Suspension Rates

2006-2007: In-School 18, Out-of-School 65
2007-2008: In-School 99, Out-of-School 36
2008-2009: In-School 88, Out-of-School 58


Student Retention Rates

The retention rate in 3rd grade was 9%; in 4th and 5th grade the retention rate was 0%.


Class Size

The average teacher to student ratio in 3rd grade is 1:18, 4th grade 1:22, and 5th grade 1:22. The student population is currently 393.


Academic Performance of Feeder Pattern

We live in a unique community where our only feeder school is Frostproof Elementary, which houses Pre-K – 2. Since they do not administer the FCAT, Frostproof Elementary receives the same grade as Ben Hill Griffin, Jr. Elementary.


Partnerships and Grants

Last year we received a Progress Energy Grant for Math and Science totaling $1,000. In addition, we launched Adopt-A-Class, a community business partnership to supplement classroom essentials.


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 Patti McGill BA- Elementary Education, University of Florida;
M.Ed-Educational Leadership, University of South Florida
4 8 Principal-
Ben Hill Griffin, Jr. Elem.
2008-09 – school grade B
Writing Mastery (3.5+) – 89%
Reading Mastery – 72%
Math Mastery – 64%
Science Mastery – 37%
AYP – 95%
ELL and Hispanic did not make AYP in math.
Principal-
Ben Hill Griffin, Jr. Elem.
2007-08 – school grade C
Writing Mastery (3.5+) – 71%
Reading Mastery – 66%
Math Mastery – 64%
Science Mastery – 33%
AYP – 85%
Economically Disadvantaged, ELL and Students with Disabilities did not make AYP in reading.
Economically Disadvantaged and Students with Disabilities did not make AYP in math.
Principal-
Ben Hill Griffin, Jr. Elem.
2006-07 – school grade A
Writing Mastery (3.5+) – 80%
Reading Mastery – 77%
Math Mastery – 70%
Science Mastery – 52%
AYP – 97%
Students with Disabilities did not make AYP in math.
Assis Principal Beth Wilkin BA-Advertising/ Public Relations, University of Central Florida
M.Ed.-Educational Leadership, Nova Southeastern University
1 1 Assistant Principal-
Ben Hill Griffin, Jr. Elem.
2008-09 – school grade B
Writing Mastery (3.5+) – 89%
Reading Mastery – 72%
Math Mastery – 64%
Science Mastery – 37%
AYP – 95%
ELL and Hispanic did not make AYP in math.

* 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 Karen VanBlarcom Professional Educator’s: Elementary Ed 1- 6; M.A. in Reading Education K-12 10 3 Ben Hill Griffin, Jr. Elem.
2008-09 – school grade B
Reading Mastery – 72%
Learning Gains – 67%
Lowest 25% Gains – 66%
All subgroups made AYP in reading.
2007-08 – school grade C
Reading Mastery – 66%
Learning Gains – 53%
Lowest 25% Gains – 48%
All subgroups made AYP in reading.
AYP
Economically Disadvantaged, ELL and Students with Disabilities did not make AYP in reading.
Ben Hill Griffin, Jr. Elem.
2006-07 – school grade A
Reading Mastery – 77%
Learning Gains – 81%
Lowest 25% Gains – 62%
AYP
All subgroups made AYP in reading.

* 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. Encouraging paraprofessional to obtain a teaching degree Administration ongoing
2. Mentoring new teachers Academic Intervention Facilitator Ongoing
3. Partnering new teachers with veteran staff. Administration ongoing
4. Seek professional development to constantly keep teachers abreast of the latest developments in education. Administration ongoing


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
N/A N/A N/A N/A


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
333245518181009685


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Academic Intervention Facilitator New Teacher and teachers new to a grade level The AIF has been trained to mentor new teachers. Meet biweekly.
Discuss and suggest highly effective research based strategies.
Complete observations.
Model lessons.
Academic Intervention Facilitator Struggling teacher Coach for support Model lessons, provide coverage for classroom to allow teacher observation



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 three goals of Title I are effective instruction, professional development, and parent involvement.


Title I, Part C- Migrant

The Migrant Liaison provides services and support to student and parents. The liaison coordinates with Title I and other programs to ensure students’ needs are met.


Title I, Part D

N/A


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.


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 Hearth Representative 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 are used to fund our school’s Kaplan Spell/Read program to remediate students identified as below-level in reading.


Violence Prevention Programs

Our school guidance counselor teaches a bullying prevention program (Be Cool) to all incoming third graders and reinforces at the beginning of each year with fourth and fifth graders


Nutrition Programs

N/A


Housing Programs

N/A


Head Start

N/A


Adult Education

N/A


Career and Technical Education

N/A


Job Training

N/A


Other

N/A


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

Principal actively encourages team efforts, provides planning time, feedback and data.
School Psychologist, as the PBS Coach, will facilitate the team through the process, will become the school’s main contact with the district team and will assist in analyzing data.
Guidance Counselor, as the Team Leader, facilitates the team meetings.
Network Manager, as Recorder, takes notes.
Fifth Grade Teacher, Timekeeper, monitors the amount of time and keeps the team aware of time.
Music Teacher, Communicator, will act as the point person for communication between the team and staff.
ESE Representative collects ESE student data and integrates activities and materials into tier three instruction.
Third Grade Teacher will be the incentive coordinator.
Fourth Grade Teacher and paraprofessional representatives have been added to represent other areas of the school.


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

The team will meet monthly to analyze data and look at specific children needing intervention (tier 2 and tier 3).


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

Two members of the RtI leadership team are part of the School Advisory Council (SAC). They will provide reports at each SAC meeting.




RtI Implementation

Describe the data management system used to summarize tiered data.

PMRN: 2008-2009 data, FAIR (Florida Assessments for Instruction in Reading), FCAT Score, Reports from IDEAS (Interactive Data Evaluation & Assessment System), Progress Monitoring for math, science, and writing will be a state provided test. Data is discussed and analyzed at least monthly during PLC Meetings.


Describe the plan to train staff on RtI.

The staff received an overview last year from our school psychologist. Professional development will be provided during teachers’ common planning time and small sessions will occur throughout the year.
The RtI Leadership Team will also evaluate additional staff PD needs during the monthly RtI Team Meetings.



School Wide Florida’s Continuous Improvement Model

Plan

Data Disaggregation 2008-2009 FCAT Data


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


Strengths:
Reading
The percentage of total students scoring level 3 or above on the FCAT Reading increased from 58% to 72%.
The percentage of third students scoring level 3 or above on the FCAT Reading increased from 76% to 84%.
The percentage of fourth students scoring level 3 or above on the FCAT Reading increased from 56% to 82%.
The percentage of fifth students scoring level 3 or above on the FCAT Reading increased from 66% to 70%.
Math
The percentage of total students scoring level 3 or above on the FCAT Math increased from 59% to 64%.
The percentage of third students scoring level 3 or above on the FCAT Math decreased slightly from 92% to 90%.
The percentage of fourth students scoring level 3 or above on the FCAT Math increased from 56% to 76%.
Writing
The percentage of fourth grade students scoring level 3.5 or above on the FCAT Writing increased from 71% to 89%.
Science
The percentage of fifth grade students scoring level 3 or above on the FCAT Science increased from 33% to 37%.

Weaknesses:
Reading
In third grade, the reference and research cluster decreased in proficiency.
In fifth grade, the words and phrases cluster decreased in proficiency.
Math
Third Grade decreased in Number Sense.
Fifth Grade decreased in Data Analysis.
Science
All areas in Science need improvement.


Instructional Calendar Development


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

Within grade level teams, teachers create an instructional focus calendar for each subject using the Polk County Curriculum Maps and Timeline as a guide. Administrators will use the instructional focus calendar when checking plan books and conducting walk-throughs.


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

Reading
In third grade, Reference and Research will be given priority focus.
In fifth grade, Words and Phrases will be given priority focus.
Math
In third grade, Number Sense will be given priority focus.
In fifth grade, Data Analysis will be given priority focus.
Writing
In fourth grade, both areas were above average and priority will be given to new strategies to enhance the writing experience.

Science
In fifth grade, Physical and Chemical Sciences will be given priority focus.


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 appropriate interventions.


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

A daily focus of the school is for teachers and students to ask each other, “Why are we doing this?” to ensure that the information is relevant.


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?

Community leaders are invited to provide an active role in sharing a variety of career opportunities available to students, stressing the importance of a quality education.




DO

Direct the Instructional Focus


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


Grade level teachers will meet weekly to determine the areas of students’ strengths and weaknesses as demonstrated in class assignments and assessment results. Lesson plans will be created for differentiated instruction which provides lessons for all levels of students, below mastery, at mastery, and above mastery. Teachers will meet weekly for grade level meetings and will meet monthly during Professional Learning Communities to share best practices and resources.


How are instructional focus lessons developed and delivered?

A team of teachers met in the summer to develop Learning Focused Plans including assessment prompts. Teachers begin each lesson with an essential question, which focuses the lesson; and teachers then continue with an activating strategy to gain student interest.


How will instructional focus lessons be revised and monitored?

After administrative observations, administrators offer feedback. Teachers meet with grade level teams to revise and finalize plans. After administering weekly benchmark assessments, teachers target students who have not mastered specific benchmarks by providing mini-lessons for remediation.




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 used to monitor reading progress. Progress in math and science will be monitored by district-provided assessments. Writing progress will be monitored by bi-weekly FCAT simulations.


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

The teachers will meet during grade level meetings. Assessment results will be analyzed frequently to identify students not reaching mastery in specific focus skills. Administration will meet monthly with teachers to discuss assessment data.


Maintenance


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

FAIR and district-provided assessments are scheduled to meet the state and district guidelines. Mini Assessments are given weekly to determine mastery of benchmark skills. 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.

The RtI Leadership Team will meet monthly to look at the overall assessments to identify and review the progress of tier II and tier III students. Suggestions will be given to individual teachers for modifications to be made to teaching strategies. FAIR Progress Monitoring Tools will be used as reading mini assessments. Teachers will work in a Professional Learning Community to develop and modify mini-assessments for reading, math, and science, to be correlated to the benchmark check list tied to Florida Science Standards. A writing rubric will be used to evaluate the writing process.


Monitoring


Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the teaching and learning process.

The principal and leadership team will meet with teachers either during weekly meetings or one-on-one to discuss assessment results and student progress. During these meetings, lesson plans, data binders, and student portfolios will be utilized to provide evidence of instruction, assessment, and differentiation to address individual student needs. The Academic Intervention Facilitator (AIF) will assist teachers with providing instruction on the focus lesson either by modeling whole group instruction or assisting the teacher in providing small group instruction. The AIF will also help with the process of grading, recording, and charting student scores.




ACT

Supplemental and Intensive Instruction/Interventions


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


Reading Core: Harcourt Trophies
Reading Supplemental: Words Their Way, Six Minute Solution, CompassLearning Odyssey
Reading Intensive Instruction/Interventions: Kaplan Spell Read, SRA Corrective Reading, Voyager Passport
Math Core: Scott-Foresman Mathematics
Math Supplemental: Flashmasters, CompassLearning Odyssey, Math Facts in a Flash, Versatiles, What’s My Place What’s My Value?, weekly math facts assessments
Math Intensive Instruction/Interventions: Scott-Foresman re-teaching and intervention materials used in small group instruction, SRA Corrective Mathematics


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

Resources from state-adopted textbooks designed for intensive instruction will be utilized. Computerized programs or instructional software (CompassLearning Odyssey) in addition to internet instructional web sites such as FCAT explorer will also be utilized. Teachers will utilize instructional strategies or best practices discussed in Professional Learning Communities to provide different methods of providing instruction to students in non-mastered areas. Resources and strategies provided at professional development workshops will also be utilized. Students consistently demonstrating non-mastery will be encouraged to participate in tutorial sessions before or after school. Teachers will give weekly mini-assessments to determine mastery of skills. Students who do not master skills will be remediated in small groups by their teachers and assisted by paraprofessionals.


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

Teachers and administrators, during Data Day, review students’ scores, to determine instructional weaknesses and strengths. Additionally, teachers and administrators disaggregate data to determine trends (by subject area, content cluster, and/or grade level). Those weaknesses determine the types of professional development offered to teachers. During classroom walkthroughs, administrators identify areas in which teachers need additional support. PD360, an online professional development tool, will be used to support individual teachers.


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

FCAT results, ongoing assessments, and benchmark assessments will be used to determine if students need supplemental or intensive interventions.


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

Weekly benchmark assessment and FAIR data will show student mastery in each subject area. If students do not exhibit mastery in a particular benchmark, they will receive intensive instruction the following week, and then be retested for mastery.


Enrichment


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

Students who typically exceed mastery levels will participate in project-based learning, such as web quest research projects in which students will be exposed to a variety of skills in order to extend and refine their current high level of skill.


Describe how students are identified for enrichment strategies.

Students’ FCAT scores, in addition to student progress in a specific benchmark, as well as assessment results that demonstrate consistent proficiency/mastery are used to determine if enrichment and acceleration are appropriate. PLC’s in each grade level meet on a weekly basis to identify students who have achieved mastery and develop enrichment activities for those students.




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)
3rd grade Math and Science Grade Chair Weekly Wednesdays before school To develop mini-assessments for subject areas
4th grade Math and Science Grade Chair Weekly Tuesdays during common planning time To develop mini-assessments for subject areas
5th grade Math and Science Science Fair Coordinator Weekly Tuesdays during common planning time To develop mini-assessments for subject areas
3rd grade Reading and Writing FAIR Master Trainer Weekly Wednesdays before school To develop mini-assessments for subject areas
4th grade Reading and Writing Reading AIF Weekly Mondays during common planning time To develop mini-assessments for subject areas
5th grade Reading and Writing Grade Chair Weekly Wednesdays during common planning time To develop mini-assessments for subject areas
Each grade-level team Grade Chair and administration Monthly 3rd grade – Tuesdays before school
4th grade – Wednesdays before school
5th grade – Thursdays before school
Data analysis of common assessments and mini-assessment results
RtI Leadership team School Psychologist and Guidance Counselor Monthly Second Monday of each month before school Data analysis and review of RtI-B progress


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

Ben Hill Griffin Elem. School serves grades 3 – 5; therefore we do not have pre-school transition. However, we offer a shadow day for the second graders and their parents from our K-2 feeder school in the spring. Title One funds are used for securing buses for the second graders’ shadow day.

We assess incoming 3rd graders by looking at their SAT10 and DIBELS scores from the previous year. Each teacher also administers the BEAR Spelling Inventory in order to determine Words Their Way differentiated spelling levels. Students are also given the state-provided assessments for Reading, Math, and Science. SAT10 scores are evaluated by the principal, assistant principal, and teachers. All incoming struggling third grade students will be given priority instruction in Kaplan Spell Read.

An orientation is offered in the fall for parents and students to meet the teachers and collect information for the incoming year.


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 9/11/2009 1:31:30 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


Due to the timeline, the SAC membership has not yet been completed.


SAC Members

 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Polk BEN HILL GRIFFIN JR ELEMENTARY SCHOOL 1921
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 BEN HILL GRIFFIN JR ELEMENTARY SCHOOL 1921
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 BEN HILL GRIFFIN JR ELEMENTARY SCHOOL 1921
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

Polk School District
BEN HILL GRIFFIN JR ELEMENTARY SCHOOL
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 79%  69%  89%  37%  274   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%  50%      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? 66% (YES)  55% (YES)      121  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         512   
    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
    BEN HILL GRIFFIN JR ELEMENTARY SCHOOL
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 66%  64%  71%  33%  234   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 53%  50%      103  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 48% (NO)  52% (YES)      100  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         437   
    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
    BEN HILL GRIFFIN JR ELEMENTARY SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 77%  70%  80%  52%  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 81%  65%      146  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? 62% (YES)  82% (YES)      144  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         569   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested