VISION and MISSION STATEMENTS

VISION: All students will achieve their highest potential as a result of experiences that are provided by a team of highly qualified professionals and in a positive, caring, healthy, and safe learning environment.

MISSION: Crawfordville Elementary School believes that its mission is to facilitate a positive and diverse learning environment and to provide a continuous process of education, both formal and informal, to guarantee the success of all children.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Crawfordville Elementary School is located in a historically rural area of Wakulla County situated in the county seat of Crawfordville. Around 1933, in the depths of the depression, the school board bonded together and built Crawfordville School from native rough-hewn limestone blocks that had been taken from on-site. The school was completed in time to begin the 1934-1935 school year in the fall. The first graduating class of ten students received their diplomas in 1935. In 1966, due to the consolidation of the district high schools into one that was centrally located in Medart, Crawfordville became an elementary school serving grades 1-6. In the 1968-1969 school year, kindergarten was added. Then with the addition of a county middle school in 1980, Crawfordville's student population changed to include K-5. The school transferred to a new facility in 2002, which is located approximately two miles from the original building which is now home to the Wakulla School Board District Office.


Unique School Strengths for Next Year

Crawfordville Elementary School received a school grade of “B” for 2008-2009 school year. Our school had an increase of 23% for students meeting standards on the FCAT Writing Assessment. We have maintained all instructional staff for the 2009-2010 school year and have met requirements for classification as a full Title I school. Our school is also a designated Positive Behavioral Support (PBS) school, as well as a Project Learning Tree (PLT) school.


Unique School Weaknesses for Next Year

Based on our 2008-2009 FCAT results, Math was our school’s weakest academic area with a reduction of 9% in learning gains. Our school only satisfied 97% of the requirements for Annual Yearly Progress (AYP). We met requirements in all fields except that of socio-economically disadvantaged students achieving a 3 or higher on FCAT Math.


Student Demographics

Crawfordville Elementary school serves a population of 628 students; of which 80.73% are Caucasian, 14.64% are African American, 2.07% are Hispanic, .79% are Asian, and 1.75% are multi-racial.


Student Attendance Rates

In 2006-07 the attendance rate was 94.53%
In 2007-08 the attendance rate was 94.44%
In 2008-09 the attendance rate was 94.72%

An analysis of the rates shows that our school has maintained steady attendance over the last three years.


Student Mobility

The mobility rate is approximately 2%.


Student Suspension Rates

In 2006-2007 the suspension rate was .4%
In 2007-08 the suspension rate was 2% *
In 2008-09 the suspension rate was .5%

* An analysis of the rates show a direct correlation to the increase in enrollment for the 2007-08 school year and subsequent decrease as enrollment returned to its previous enrollment after the opening of Riversink Elementary and rezoning of students.

The district's out-of-school suspension rate for the 2007-2008 school year was 5.7% (includes all schools).


Student Retention Rates

The retention rate for the 2008-09 school year was 4.3%.


Class Size

K-3 had an average of 17.54 students per class for the 2008-2009 school year.
4-5 had an average of 20.73 students per class for the 2008-2009 school year.
Self-contained VE classes with an average of 5.5 students each
NA- ESOL


Academic Performance of Feeder Pattern

The majority of our school’s incoming Kindergartners come from the Wakulla County School’s Prekindergarten program and various private day cares including Happy Time Instructional Child Care, Trinity Lutheran Preschool and Wakulla Christian Preschool. 80% of incoming students from private day cares and the prekindergarten program showed scorings of Consitently Deomonstrating or Emerging Progressing on the Early Child Observational System (ECHOS) administered during the first 45 days of the 2008-2009 school year.


Partnerships and Grants

Crawfordville Elementary receives Federal Title I funding. Our school also participates in Project Learning Tree program through the American Forest Foundation and the Positive Behavior Support program through the University of South Florida. Titus Sports Academy "Champions" will be assisting with Physical Education classes.


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 Angie Walker B.A. in Elementary Education, University of Central Florida; M.S in Education Leadership, Nova University 2 2 2008-09, School Grade B, no AYP. 86% met standards in FCAT Reading, 76% met standards in FCAT Math, 81% met standards in FCAT Writing, 53% in FCAT Science

2007-08, School Grade B, no AYP. 83% met standards in FCAT Reading, 75% met standards in FCAT Math, 58% met standards in FCAT Writing, 47% in FCAT Science.
Assis Principal Laura Kelley B.A. in Elementary Education, Florida State University; M.S. in Elementary Education, Florida State University; Ed. Specialist in Educational Administration, Florida State University. 1 1 2008-09, School Grade B, no AYP. 86% met standards in FCAT Reading, 76% met standards in FCAT Math, 81% met standards in FCAT Writing, 53% in FCAT Science.

* 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 Terry Price BA in Social Studies Education, Florida State University; Certification in Middle Intergrated; Social Science 5-9; Reading Endorsement K-12 1 1 2008-09, School Grade B, no AYP. 86% met standards in FCAT Reading, 76% met standards in FCAT Math, 81% met standards in FCAT Writing, 53% in FCAT Science.

* 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. Internet based application feature and job postings via the District’s web site Karen Wells, Director of Human Resources On-going
2.New teacher "Survial" training Karen Wells, Director of Human Resources; National Board Certified Teachers August 2009
3. Mentoring of new teachers Principal 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
42529373440100101719


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Christina Teuton Brooke Baudo First year teacher Weekly consultation; assistance with development and implementation of Individual Professional Development Plan; classroom observations as needed.
Cindy Burse Chelsea Strickland First year teacher Weekly consultation; assistance with development and implementation of Individual Professional Development Plan; classroom observations as needed.



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A

Title I funds provide for supplemental materials, equipment, smaller teacher-pupil ratios, staff development, remediation, and parent involvement activities.


Title I, Part C- Migrant

Migrant PAEC coordinates services for migrant students. Currently we do not have any migrant students.


Title I, Part D

The district does not receive Title I, Part D funds.


Title II

Title II, Part A funds are used to fund an elementary Reading/Intervention Coach, and professional development for teachers from all schools based on needs determined by analyzing assessment data. Title II, Part D funds provide staff development addressing incorporating technology into instruction.


Title III

The district does not receive Title III funds. However, services for English Language Learner services are provided by the district student services department.


Title X- Homeless

ARRA Title X funds will support a part-time Homeless Liaison to assist in providing (clothing, school supplies, and social services referrals) for students identified as homeless under the McKinney-Vento Act to eliminate barriers from a free and appropriate education.


Supplemental Academic Instruction (SAI)

After School remediation


Violence Prevention Programs

Schools offer violence prevention programs and anti-drug programs which are supported by Title IV funds, the community, and Wakulla County Sheriff's Department.


Nutrition Programs

Not Applicable


Housing Programs

Not Applicable


Head Start

Not Applicable


Adult Education

Not Applicable


Career and Technical Education

Not Applicable


Job Training

Not Applicable


Other

Not Applicable


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

Principal- Provides a common vision and facilitates team meetings.

Assistant Principal- Facilitates data-based decision making activities. Coordinates professional development and technical assistance for problem solving activities including data collection and analysis, intervention planning and evaluation.

Guidance Counselor- Provides opportunities for group or one-on-one counseling on an as needed basis. Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; assists in facilitating data-based decision making activities.

Reading Coach- Develops, leads, and evaluates school core content standards/programs; identifies and analyzes existing literature on scientifically based curriculum/behavior assessment and intervention approaches. Identifies systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children to be considered "at risk;" assists in the design and implementation for progress monitoring, data collection, and data analysis; participates in the design and delivery of professional development; and provides support for assessment and implementation monitoring.

Staffing Specialist-Provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students. In addition to providing interventions, school social workers continue to link child-serving and community agencies to the schools and families to support the child's academic, emotional, behavioral, and social success.

School Psychologist- Participate in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; provides professional development and technical assistance for problem-solving activities including data collection, data analysis, intervention planning, and program evaluation; facilitates data-based decision making activities.

ESE Instructional Personnel- Collaborates with general education teachers and provides appropriate research based interventions.

Speech Pathologist - Educates the team in the role that language plays in curriculum, assessment, and instruction as a basis for appropriate program design; assists in the selection of screening measures; helps identify systemic patterns of student need with respect to language and articulation skills.

Grade Level General Education Teachers - Provides information about core instruction, participates in student data collection, delivers Tier I instruction/intervention, collaborates with other staff to implement Tier II interventions, and integrates Tier I materials/instruction with Tier II/III activities.


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

The RtI Leadership Team will meet weekly to address the needs of students identified as being at risk through teacher observations or classroom assessments.

The team will collaborate regularly, problem solve, share effective practices, determine appropriate research based interventions, evaluate implementation, make decisions, and help implement new processes and skills.


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

The RtI Team will help to ensure that School Improvement goals are carried out and the interventions that are identified in the plan are research based and appropriate for the individual needs of students.




RtI Implementation

Describe the data management system used to summarize tiered data.

Reading- FAIR (Florida Assessments for Instruction in Reading) will be administered three times during the year. At grades K-8 all students will take the Broad Screen and the Broad Diagnostic Inventory, with targeted students being assessed with the Targeted Diagnostic Inventory. All data is entered into the PMRN (Progress Monitoring Reporting Network). Disaggregated data reports are then available to administrators, teachers and coaches to use in planning for instruction. Ongoing progress monitoring is utilized for Tier II and Tier III students between the assessment windows. This is also a part of FAIR.

Math- Grades K-8 will administer the online STAR Math assessments in the fall, winter and spring to all students for progress monitoring. This data is accessible through the Renaissance Learning website. Tier II and Tier III students will be given the GMADE from Pearson to determine specific needs in math instruction. This is a paper/pencil group administered math diagnostic. It is available for grades K-12. High School Tier I students will be progress monitoring through their math classes. Detailed progress monitoring information is updated each nine weeks.


Describe the plan to train staff on RtI.

All personnel are required to complete a five-hour online RtI module. School-based RtI district team members (such as the reading coach) will work with faculties to orient them to the district and school plans. A teacher packet has been created and is available to all teachers on the district website. Ongoing training will occur throughout the school year with some utilization of early release days. In addition, the school Intervention Support Team will serve as a training forum for teachers who are working with Tier II and Tier III students.



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 – Words and Phrases in Context was the highest assessment strand for Grades 3 (79.22%) and 4(84.00%)in FCAT Reading. Meaning from Literature was the strongest strand for Grade 5(79.58%). Geometry and Spatial was the highest assessment strand for Grades 3 (77.28%) and 4 (70.57%)in FCAT Math. Number Sense, Concepts and Operations was the highest assessment strand for Grade 5(66.38%). In Science, Grade 5 was strongest on the Life and Environmental Science strand (66.92%). Grade 4 was strongest in writing for Expository prompts (average of 3.9).

Weaknesses – Meaning from Informational Text and Meaning from Literature strands were the weakest assessment strands for Grade 3(both 71.15%) in FCAT Reading. Main Idea, Plot and Purpose was the weakest assessment strand for Grade 4(66.52%). Meaning from Informational Text assessment strand was the weakest for Grade 5(63.28%). Number Sense, Concepts and Operations was the weakest assessment strand in FCAT Math for Grade 3(70.33%). Data Analysis and Probability was the weakest assessment strand in FCAT Math for Grades 4 (63.71%) and 5 (53.91%). strand. Grade 5 was weakest on the Earth and Space Science strand in Science assessment strand(60.46%). Grade 4 was weaker in writing for Narrative prompts (average 3.8).


Instructional Calendar Development


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

Not Applicable


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

Reading – Meaning From Informational Text (67.32% overall)
Writing – Narrative prompts (3.8-Grade 4)
Math – Data Analysis and Probability (63.06% overall)
Science – Earth and Space Science (60.46%- Grade 5)


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

Once FCAT scores were released, the administration determined student learning gains and rearranged schedules so that grade levels could teach leveled math and reading classes in fourth and fifth grades.
An analysis of learning gains by class allowed the strongest teachers to be paired with the weakest students for those subjects.


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

Teachers will develop and implement learning activities that tie instructional content into real world situations and experiences. Students will participate in Project Learning Tree activities to connect Science with current environmental issues in our local community.


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?

Teachers will develop and implement learning activities that tie instructional content into real world situations and experiences. Students will participate in Project Learning Tree activities to connect Science with current environmental issues in our local community.




DO

Direct the Instructional Focus


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


Grade level teams meet in August to develop long range plans for the school year and then meet weekly in grade level teams to discuss methods of instructional delivery, evaluation and assessment.


How are instructional focus lessons developed and delivered?

Not Applicable


How will instructional focus lessons be revised and monitored?

Not Applicable




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.


Students will be assessed in Reading using Florida Assessment for Instruction in Reading (FAIR) and STAR Math for Assessment in Math. Wakulla Writes will be used as an Assessment for Writing.


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

Data is reviewed every 9 weeks to determine students who show weakness in mastery of skills to keep leveled instruction and small group instructional groups fluid.


Maintenance


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

Not Applicable


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.

Teachers will meet weekly by grade levels. Grade-level chairpersons will meet monthly with administrators to review assessment data. Sign in sheets and meeting notes will be kept on file by grade-level chairpersons.


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 will initiate data analysis training to be implemented by the reading coach. Administration will conduct classroom walkthroughs, attend grade level team meetings and facilitate quarterly grade level meetings to review assessment data.




ACT

Supplemental and Intensive Instruction/Interventions


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


Core Instruction: Harcourt StoryTown Reading, Harcourt Math, Houghton Mifflin Science, Houghton Mifflin Social Studies, Harcourt Health, McGraw-Hill Language

Supplemental Instruction: SRA Reading Mastery Plus, Six-Traits Writing, SuccessMaker, Accelerated Reader, United Streaming

Intensive Instruction: Kaleidoscope


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

Resources from the state adopted textbooks which are designed for intensive instruction will be utilized. Computerized programs or instructional software (e.g. SuccessMaker), in addition to Internet instructional websites 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 may be required to participate in remedial instruction before or after school.


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

Common areas of concern in the areas of instructional delivery, classroom management, etc., as evidenced by administrators’ observations, teacher surveys, and student performance/data analysis, will determine the need for professional development.


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

Those identified during assessment data analysis as not making adequate progress toward mastery will be targeted for supplemental and intensive instruction/intervention.


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

Data from on-going formative assessments administered quarterly will be analyzed to determine effectiveness of interventions and supplemental instructions. These will be modified based upon analysis of data.


Enrichment


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

Gifted program, leveled classroom instruction, advanced leveled-readers, Math Superstars supplemental enrichment curriculum, Creative Writing Bowl, Cougar Chronicles and afterschool enrichment (as funds are available).


Describe how students are identified for enrichment strategies.

On-going formative assessments, FCAT and Stanford 10 scores, teacher recommendations.




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)
K-5 Teachers Grade Level Leader biweekly on going "Good Bye Round Robin" book study and best practices for reading instruction
K-5 Teachers Grade Level Leader biweekly on going "Reading Literature Centers" book study and best practices in reading instruction
K-5 Teachers Grade Level Leader biweekly on going "Differentiated Instruction" book study and best practices in reading instruction


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

During the spring a school administrator visits the District’s Prekindergarten programs to inform parents about Kindergarten readiness skills and the registration process. Students in the Prekindergarten programs are invited to visit the Kindergarten classrooms prior to the end of the school year. During the first 45 calendar days of the school year the FLKRS (Florida Kindergarten Readiness Screening) is administered to each student to assist in meeting students’ needs.


Postsecondary Transition

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

Not Applicable



 

PART II: EXPECTED IMPROVEMENTS

 

Other Goals

 

FINAL BUDGET



Differentiated Accountability


School-level Differentiated Accountability Compliance



Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 8/27/2009 1:13:58 PM)



School Advisory Council



School Advisory Council (SAC) Membership Compliance

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

Yes. Agree with the above statement.



Projected use of SAC FundsAmount
No data submitted



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


The School Advisory Council at Crawfordville Elementary School meets the state guidelines for representation of business, teacher and parent members. The Council meets regularly to evaluate the progress toward the current plan, to collect data, and to formulate new goals and objectives. Every faculty member serves on a school goal committee and reports to a SAC member who serves as a facilitator for each goal committee. This enhances the communication process between the Advisory Council and faculty. Our school also has a PTA council that meets regularly. One PTA representative is also a member of the School Advisory Council, facilitating the communication process with parents.


SAC Members

Members
1)  Angie Walker,   Principal
2)  Rebecca Pearce,   SAC Chair
3)  Miranda Bowen,   Teacher
4)  Pat Calhoun,   Teacher
5)  Cathy Williams,   Teacher
6)  Rick Parks,   Business Member
7)  Amanda Barksdale,   Business Member
8)  Frances Picard,   Parent
9)  Sandy Aguilera,   Parent
10)  Andrea Nelson,   Parent
11)  Michelle Norman,   Parent
12)  Virginia Prestia,   Parent
13)  O'Quinn Willis,   School Support Personnel
 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Wakulla CRAWFORDVILLE ELEMENTARY SCHOOL 0031
Number of students enrolled in the grades tested:
 Read: 313
Math: 313   		2008-2009
School Grade1:		 B   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		65% scoring at or above grade level in Reading? 68% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  2009 Y/N 2009 Y/N 2009 Y/N 2009 Y/N 2008 2009 Y/N 2007 2008 Y/N 2008 2009 Y/N 2008 2009 Y/N 2009 Y/N 2009 Y/N
TOTAL4  100  Y  100  Y  83  Y  73  Y  84   93  Y      NA  21  17  NA 28  27  NA 80  NA  68  NA 
WHITE  100  Y  100  Y  86  Y  75  Y  83   93  Y      NA  19  14  NA 26  25  NA 82  NA  70  NA 
BLACK  100  Y  100  Y    NA    NA      NA      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  100  Y  100  Y  68  Y  60  N  80   86  Y      NA  33  32  NA 38  40  N 67  NA  53  N 
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 Wakulla CRAWFORDVILLE ELEMENTARY SCHOOL 0031
Number of students enrolled in the grades tested:
 Read: 402
Math: 402   		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  79  Y  72  Y  93   84  N      NA  23  21  NA 32  28  NA 73  NA  66  NA 
WHITE  100  Y  100  Y  81  Y  74  Y  94   83  N      NA  19  19  NA 27  26  NA 75  NA  66  NA 
BLACK  100  Y  100  Y    NA    NA      NA      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  100  Y  100  Y  67  Y  62  Y  94   80  N      NA  38  33  NA 40  38  NA 67  NA  57  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        

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Wakulla CRAWFORDVILLE ELEMENTARY SCHOOL 0031
Number of students enrolled in the grades tested:
 Read: 403
Math: 403   		2006-2007
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? 		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  77  Y  68  Y  88   93  Y      NA  27  23  NA 29  32  NA 76  NA  62  NA 
WHITE  100  Y  100  Y  81  Y  73  Y  86   94  Y      NA  24  19  NA 27  27  NA 78  NA  66  NA 
BLACK  99  Y  100  Y    NA    NA      NA      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  99  Y  99  Y  62  Y  60  Y  83   94  Y      NA  39  38  NA 39  40  NA 64  NA  56  NA 
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  98  Y  98  Y    NA    NA      NA      NA      NA     NA        


SCHOOL GRADE DATA

Wakulla School District
CRAWFORDVILLE ELEMENTARY SCHOOL
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 86%  76%  81%  53%  296   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 69%  51%      120  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)  36% (NO)      98  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         514   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         B  Grade based on total points, adequate progress, and % of students tested


    Wakulla School District
    CRAWFORDVILLE ELEMENTARY SCHOOL
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 83%  75%  58%  47%  263   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 69%  60%      129  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 55% (YES)  69% (YES)      124  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         516   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         B  Grade based on total points, adequate progress, and % of students tested


    Wakulla School District
    CRAWFORDVILLE ELEMENTARY SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 83%  72%  80%  68%  303   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 80%  56%      136  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? 54% (YES)  56% (YES)      110  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         549   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested