VISION and MISSION STATEMENTS

Vision

To ensure that each student is provided the opportunity to achieve his highest academic and vocational potential.

Mission:

To assist and support all students as they acquire the knowledge, skills, and dispositions needed to make progress toward high school completion, earn a vocational certificate, and to become confident, productive citizens.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Brief History and Background of the School. The Avon Park Youth Academy is a residential, educational, and treatment program designed to serve Level 6 juvenile offenders placed by the Florida Department of Juvenile Justice. Avon Park Youth Academy (APYA) is designed to address the educational, vocational, social, and emotional needs of its residents with the goal of preparing them for a successful return to the community as students, or, more often, trained graduates who are ready to join the work force. The academy is located on a 36-acre facility near the Avon Park Air Force Bombing Range.

All 165 youth assigned to the Avon Park Youth Academy are male, 16-18 years of age and stay for an average of roughly 9 months. Students’ average age is 17.5, and a large percentage (roughly 65 percent) enter the academy 2-3 grade levels behind their peers. Roughly 30 percent of the students are identified as ESE, and over 80 percent score at levels 1 and 2 on the FCAT in both reading and mathematics. Students who are assigned to Avon Park Youth Academy arrive from a range of counties from Duval to Dade and many large and small counties in between.

Students at the academy work toward a high school diploma, including a General Education Diploma (GED). A student's educational plan is driven by an Individual Education Plan for ESE students or an Individual Academic Plan for non-ESE students. Academic instruction is provided through an integrated approach using New Century Education computer-based materials along with other district and state approved texts and materials. Every student has access to a computer a minimum of 1 hour and 30 minutes per school day. Student-teacher ratios in the academic classes are 15:1.


Unique School Strengths for Next Year

APYA has a strong vocational program and has been awarded Federally funded Perkins grants over the past two years proceeds of which total over $75,000. The funds are used to improve and expand vocational offerings to students. Also, roughly 40-50 percent of our student population leaves with a high school diploma of some kind, including General Education Development Diplomas (GEDs). Over 90 percent of our students leave with a state recognized vocational certificate.


Unique School Weaknesses for Next Year

Our student population is comprised of juvenile delinquents, many of whom have not had successful prior educational experiences. Many arrive 2 or 3 grade levels behind in math and reading. Many continue to struggle to pass the FCAT. Also, our student population is transient. We rarely have a student in attendance for the complete school year.


Student Demographics

The APYA student population at the beginning of the 2009-2010 school year is 50.9 percent African American, 29.2 percent white, 19.2 percent Hispanic, and .6% Asian.


Student Attendance Rates

In 2008-2009 school year, student attendance was 99.2 percent.


Student Mobility

The district defines mobility "as 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". In both 2007-2008 and 2008-2009, student mobility at Avon Park Youth Academy was 100 percent. This is due to APYA being a Department of Juvenile Justice residential program. Students arrive from a variety of counties throughout the state, complete the program, and return to their home county at any time during the year.


Student Suspension Rates

There were 0 suspensions at APYA in 2008-2009.


Student Retention Rates

No students were retained.


Class Size

Vocational class size is 10:1; academic classrooms are 16:1.


Academic Performance of Feeder Pattern

APYA does not have defined feeder pattern from schools outside the many districts and high schools from which students now at APYA arrive.


Partnerships and Grants

We have partnerships with Home Builders Institute, Avon Park Air Force Base, Highlands County Children’s Services, City of Sebring, City of Avon Park, American Red Cross, and the Department of Juvenile Justice. We have Perkins Grants for vocational training.


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 Dr. John Zeuli Ph.d. Ed Leadership 9 5 AYPA does not have a school grade; however the school has met 85 percent of AYP for 08-09, representing an improvement over prior years in writing proficiency and meeting graduation criterion.
Assis Principal Dr. Jeanette Phipps Ph.d. Ed Leadership 9 2 Dr. Phipps has worked on the improvement of the vocational programming at APYA.

* 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 *
No data submitted

* 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)
Our school pays for teachers' additional classwork at local universities and colleges that will enable them to be highly qualified. We also reimburse for all certification tests and certification renewals. Dr. Phipps Ongoing
Our school also provides salary increases for teachers who obtain highly qualified status in particular high need areas. Dr. Phipps Ongoing


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
None at this time Not applicable Not applicable Not applicable


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
2004055510100505


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Timothy Nelson Brian Martin, Rick Miller Mr. Nelson has a Professional Certificate in a related certification area Observation of Successful Instructional Strategies; Assistance with the successful implementation of of all other effective indicators, including reading instruction
Dr. Jeanette Phipps Debra Sunday; Joyce Norskov Dr. Phipps has a Professional Certificate in a related certfication area Observation of Successful Instructional Strategies; Assistance with the successful implementation of of all other effective indicators, including reading instruction



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A

N/A


Title I, Part C- Migrant

N/A


Title I, Part D

Title 1, Part D funds are used to provide high quality reading materials for students enrolled in academic classes and intensive reading. Also, Title 1, Part D funds are used to purchase technology equipment to enhance academic teachers instructional delivery. Also, these funds are used to purchase instructional technology for our reading program (New Century Education). Finally, this money is used to fund a part-time reading instructor at our school.


Title II

N/A


Title III

N/A


Title X- Homeless

N/A


Supplemental Academic Instruction (SAI)

Any SAI funding is used to help provide support for the intensive reading classes and Level 1 FCAT readers.


Violence Prevention Programs

Students at APYA are expected to complete phases that are based upon success in Academic, Vocational, Independent Living Skills, and Social Skills. Each student is expected to complete group training in Anger Management, Independent Living Skills, Substance Abuse, First Aid and CPR, and Restorative Justice. As part of their groups, Avon Park Youth Academy enrolls students in Peer Counseling classes which include components related to anger management and violence prevention.


Nutrition Programs

N/A


Housing Programs

N/A


Head Start

N/A


Adult Education

N/A


Career and Technical Education

Avon Park Youth Academy is operated by Group 4 Securicor. Home Builders Institute provides vocational instruction for the construction trades for 80 of 165 students. Home Builders Institute operates as a school within a school. The remainder of the students obtain their vocational instruction through the regular school. All students receive their academic courses through the regular school. As we describe below, career/technical education and academic services are closely interwoven.

Students at the academy work toward a high school diploma, including a General Education Diploma (GED). A student's educational plan is driven by an Individual Education Plan for ESE students or an Individual Academic Plan for non-ESE students. Academic instruction is provided through an integrated approach using New Century Education computer-based materials along with other district and state approved texts and materials. Every student has access to a computer a minimum of 1 hour and 30 minutes per school day. Student-teacher ratios in the academic classes are 15:1.

Students are expected to increase their reading, language arts (writing), and mathematics levels based on their performance on the Basic Achievement Skills Inventory (BASI) pre- and post-tests.

Every student is also expected to earn a vocational certificate requiring at least three credits in one of the following areas: Carpentry, Plumbing, Electrical, Building Maintenance, Landscaping, Masonry, Culinary Arts, Auto Mechanics, Digital Publishing, and Flooring Installation. Vocational classes have a student-teacher ratio of on average 10:1.


Job Training

Students learn employability skills through their work on campus and off-campus with community partners, including the city of Sebring, Avon Park, and local businesses. Perkins Grant awards have provided equipment for job training.


Other


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

Ms. Ramsey, Lead Teacher
Ms. French, Math and Reading Teacher
Ms. Fayson, Reading Teacher
Ms Zeegers, Transition
Ms. Uzzell, ESE teacher
Dr. Zeuli, Principal


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

RtI Leadership Team meets monthly to discuss student progress. The team gathers data from weekly grade reports and bi-weekly progress reports to focus on particular students who are having academic problems and to discuss what interventions to implement in order to assist these struggling learners.


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

The RtI Leadership Team helps develop and review the school improvement plan.




RtI Implementation

Describe the data management system used to summarize tiered data.

The team will use testing results from FAIR testing (09-10), BASI, New Century Education, and Failure Free Reading to summarize and to assess students' progress in language arts and mathematics.


Describe the plan to train staff on RtI.

Along with monthly meetings, the team will be attending district and state in-services on the Response-to-Intervention model.



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 included meeting the school's graduation criterion and the total writing proficiency for 2009. In addition, we met the percentage of student testing requirement. However, APYA did not meet the reading or math proficiency requirements. Our weaknesses are in these two subjects for grades 9,10,11, and 12. Although the number of students enrolled in the grades tested are commonly too small for closer analysis, it can be presumed that students across clusters/strands need assistance in mathematics and reading.


Instructional Calendar Development


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

Our initial focus is reading. We are adding reading teachers to accommodate the large numbers of students in need of reading assistance. Our district has also established a timeline for Reading Comprehension lessons which will help with our reading instructional focus. The use of the mini-lessons will be monitored by the school leadership team, school administration, and district staff.


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

Our instructional benchmark foci in reading, writing, mathematics and science reflects the practical, vocational nature of our educational program. Students need knowledge and skills and allows them to read critcially, write clearly, and understand mathematical formulas used in their respective vocational courses offerings.

The instructional focus in Language Arts will be LA.A.1.4.2 - "selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustration."

Our instructional benchmark focus in Writing will be LA.B.2.4.1 - "writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes, and experiences from a variety of media."

The instructional focus in Mathematics will be MA.B.1.4.1 - "uses concrete and graphic models to derive formulas for finding perimeter, area, surface area, circumference, and volume of two and three dimensional shapes, including rectangular solids, cylinders, cones, and pyramids."

The focus in Science will also reflect our vocational orientation. It will be SC.H.3.4.1 - "knows that performance testing is often conducted using small-scale models, computer simulations, or analogous systems to reduce the chance of system failure."



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

Teachers will disaggregate FCAT data and monthly progress reports and also make use of 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?

Avon Park Youth Academy has a strong vocational program in the building construction trades as well as flooring, culinary arts, automotive, and digital publishing. The school is designed so that students' academic subjects support the acquisition of vocational knowledge and skills and lead to high school graduation.


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?

All eligible students entering the academy without an e-PEP receive one upon entering the school. Students are also administered CHOICES and another career inventory survey. Based on these assessments and their personal interests, they are provided a selection of ten vocational trades from which they can select and receive occupational completion points (OCPs) upon successful completion.




DO

Direct the Instructional Focus


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


The district outlines aligned and prioritized curriculum maps and time lines in all core areas. Instructional planning and delivery of the core curriculum includes asking essential questions, activating already acquired strategies, using high-yield teaching strategies, and summarizing and reteaching, if necessary. There is a district-based monthly reading comprehesion focus that is intended to be used as the basis for reading lessons.


How are instructional focus lessons developed and delivered?

Model instructional focus lessons have been developed by master teachers and are posted within the district curriculum maps for all to use for core instruction. Best practices, coaching, and support for using learning focused strategies will be provided by the principal, assistant principal, and leadership team. Instructional staff will also have accss to reading comprehension mini-lessons for grades 9 and 10 at our school. The mini-lessons are organized by instructional day as well as strategy.


How will instructional focus lessons be revised and monitored?

The results of teachers' lessons will be reviewed by the instructional team and monitored and revised as necessary. Classroom walk-throughs will also 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.


New Century Education, Failure Free Reading, Basic Assessment of Student Achievement, Edge will be sources of ongoing formative assessments and data.


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

The district has set achievement thresholds for each grade level and subject area. Students not reaching the threshold will be targeted for additional support as well as monitoring. Also, formative benchmark assessments are to be consistently used school-wide in core areas. These will be used to monitor student progress.


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 are built into the instructional calendar. 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.

Teams within departments will meet regularly (monthly) to review progress monitoring data, particularly in regard to reading and mathematics. The teams will make instructional recommendations to enrich student learning and to help individual students (and groups of students) who are struggling.


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 other members of the leadership team will facilitate meetings with staff members and teams in order to advance instruction and student learning. The administrators and leadership team will also coach teachers and visit classrooms on a regular basis.




ACT

Supplemental and Intensive Instruction/Interventions


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


Core instruction and intervention in language arts include the use of Edge and Bridges to Literature. Supplemental includes High Five and Bluford series. Technology instruction in reading makes use of New Century Education and Failure Free Reading.


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

Multiple opportunities for research based extended learning activities including: extended time for reading and/or mathematics, extended days, schooling over the summer, and reteaching.


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

Our district has designed a Learning Focused Implementation Tool to be administered during 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 or any student struggling with the Core instruction.


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

Ongoing progress monitoring, biweekly assessments, formative assessments, New Century Education progress charts, and FAIR.


Enrichment


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

Ongoing progress monitoring, biweekly assessments, formative assessments, and New Century Education progress charts will support accelerated activities. Also, students will work with select teachers and the Principal to support acceleration through the acquisition of advanced books in the students' areas of interest.


Describe how students are identified for enrichment strategies.

The guidance counselor and ESE specialist work together with teachers to identify students most suitable for enrichment strategies.




Professional Learning Communities

PLC Organization (grade level, subject, etc.)PLC LeaderFrequency of PLC MeetingsSchedule (when)Primary Focus of PLC (include Lesson Study and Data Analysis)
Grade 9-12, Reading Ms. French Monthly Fourth Tuesday of month Teachers will meet to discuss lesson development and student achievement in reading comprehension.


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

Not applicable. We are DJJ residential program serving students between the ages of 16-18.


Postsecondary Transition

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

Based on the High School Feedback Report, Avon Park Youth Academy graduates roughly 80 students (of 200) per school year with a GED, Standard, or Special diploma. Students who do not graduate return to their home schools in their receiving districts. Thus, our dropout rate (those students who neither graduate nor return to school after leaving APYA) is relatively low (between 2-8 percent for each of the past three years).

Ninety percent of APYA student earn Occupational Completion Points which are recognized after the student leaves APYA and upon his enrollment in a community college industrial or trade area. Five percent of students take the ACT while in attendance at APYA. No student received a Bright Futures Scholarship nor were there any AP, IB, AICE or Dual Enrollment students. The Armed Services admission exam is administered to 25 percent of students at APYA.

We continue to encourage students to take the ACT and the Armed Services exam as well as to enroll in college vocational/academic courses upon leaving APYA. We are also continuing to provide students with the opportunity to win youth incentive awards through the Department of Juvenile Justice Education Eckerd Foundation and Home Builders Institute Harmon and Patty Smith grants. Five percent of students received these awards in 2008-2009 for entry into college and for transition costs.



 

PART II: EXPECTED IMPROVEMENTS

 

Other Goals

 

FINAL BUDGET



Differentiated Accountability


School-level Differentiated Accountability Compliance



No Attached school’s Differentiated Accountability Checklist of Compliance



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
Due to the residential nature of our program, Avon Park Youth Academy operational budget provides any funds needed for the School Advisory Committee activities. 0



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


The SAC will review the school improvement plan, monitor its implementation, review, amend, and approve the 2009-2010 budget along with reviewing educational policy changes and progress over the school year.


SAC Members

Members
1)  Dr. Zeuli,   Principal
2)  Mr. Roberts,   SAC Chair
3)  Francisco Perrusquia,   Student
4)  Rodney Bartholomew,   Student
5)  Ms. Ramsey,   Teacher
6)  Ms. Fayson,   Teacher
7)  Ms. Zeegers,   Teacher
8)  Ms. Bain,   Parent
9)  Ms. Howard,   Community Member
10)  Mr. Zeegers,   Community Member
11)  Mr. White,   Community Member
12)  Ms. Stone,   School Support Personnel
13)  Ms. Casimir,   School Support Personnel
 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Polk AVON PARK YOUTH ACADEMY 9224
Number of students enrolled in the grades tested:
 Read: 95
Math: 96   		2008-2009
School Grade1:		   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		65% scoring at or above grade level in Reading? 68% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  2009 Y/N 2009 Y/N 2009 Y/N 2009 Y/N 2008 2009 Y/N 2007 2008 Y/N 2008 2009 Y/N 2008 2009 Y/N 2009 Y/N 2009 Y/N
TOTAL4  100  Y  100  Y    N  15  N  47   62  Y  65  79  Y      N 88  85  N 6  N  15  N 
WHITE    NA    NA    NA    NA      NA  78  90  Y      NA     NA        
BLACK  100  Y  100  Y    N  13  N      NA  53  63  Y      N 87  87  N   NA    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    N  15  N  47   62  Y  50  88  Y      N 88  85  N   NA    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 AVON PARK YOUTH ACADEMY 9224
Number of students enrolled in the grades tested:
 Read: 108
Math: 107   		2007-2008
School Grade1:		   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		58% scoring at or above grade level in Reading? 62% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  2008 Y/N 2008 Y/N 2008 Y/N 2008 Y/N 2007 2008 Y/N 2006 2007 Y/N 2007 2008 Y/N 2007 2008 Y/N 2008 Y/N 2008 Y/N
TOTAL4  97  Y  96  Y    N  12  N  73   47  N  59  65  Y  92    NA 82  88  NA 13  NA  17  NA 
WHITE  96  Y  95  Y    NA    NA      NA  69  78  Y      NA     NA        
BLACK  97  Y  96  Y    N  13  N      NA  47  53  Y      NA   87  NA   NA    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  97  Y  96  Y    N  12  N  73   47  N      NA  92    NA 82  88  NA   NA    NA 
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  98  Y  95  Y    NA    NA      NA      NA      NA     NA        

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Polk AVON PARK YOUTH ACADEMY 9224
Number of students enrolled in the grades tested:
 Read: 125
Math: 125   		2006-2007
School Grade1:		   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		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  99  Y  99  Y  8  N  18  N  62   73  Y  69  59  N    92  NA 94  82  NA 19  NA  27  NA 
WHITE  100  Y  100  Y  14  N  30  N      NA  79  69  N    86  NA   70  NA   NA    NA 
BLACK  98  Y  98  Y    N    N      NA  44  47  Y      NA 92    NA   NA    NA 
HISPANIC    NA    NA    NA    NA      NA  70  58  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  8  N  18  N      NA  40  22  NA    92  NA   82  NA   NA    NA 
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  100  Y  100  Y    NA    NA      NA  42  35  N      NA     NA        


SCHOOL GRADE DATA

School District

2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 0%  0%  %  %    Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
% of Students Making Learning Gains 0%  0%        3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? % (0)  % (0)      0  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    % of 11th and 12th graders meeting the graduation requirement on the FCAT retake %  %        If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded
    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.
    % of 11th and 12th graders meeting the graduation requirement on the FCAT retake %  %        If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded
    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.
    % of 11th and 12th graders meeting the graduation requirement on the FCAT retake %  %        If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded
    Points Earned         0   
    Percent Tested = 0%           Percent of eligible students tested
    School Grade           Grade based on total points, adequate progress, and % of students tested