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WARRINGTON MIDDLE SCHOOL

GRADE: 6-8

NCLB SCHOOL PUBLIC ACCOUNTABILITY REPORT

The School Public Accountability Report contains several types of data (indicators) designed to inform parents and the general public about the progress of Florida's public schools. This report meets the public reporting requirements of the federal No Child Left Behind (NCLB) Act and includes certain additional information of interest on the status of Florida's schools.

OCTOBER MEMBERSHIP

READINESS TO START SCHOOL

GRADUATION RATE AND READINESS FOR POSTSECONDARY EDUCATION

STUDENT PERFORMANCE

SCHOOL SAFETY AND ENVIRONMENT

TEACHERS AND STAFF

FLORIDA SCHOOL PERFORMANCE GRADE AND ADEQUATE YEARLY PROGRESS(AYP)

STUDENT DEMOGRAPHICS

October Member

The following table provides information on the composition of the student population at the school, district, and state levels.

Racial/Ethnic GroupNumber of Students
Enrolled in October
School %District %State %
 FemaleMale2002-032001-022002-032001-022002-032001-02
WHITE 146 165 37.136.4 56.457.4 50.651.4
BLACK 225 230 54.3 54.2 36.6 36.1 24.1 24.5
HISPANIC 12 11 2.7 3.2 1.8 1.7 21.0 20.2
ASIAN 20 15 4.2 5.1 2.7 2.8 2.0 1.9
AM.INDIAN 3 1 0.5 0.5 0.7 0.7 0.3 0.3
MULTIRACIAL 5 5 1.2 0.8 1.7 1.3 2.0 1.7
         
DISABLED 65 133 23.6   16.8   15.2  
ECONOMICALLY DISADVANTAGED 353 339 82.6   56.6   44.7  
LEP 3 3 0.7   0.7   8.1  
MIGRANT 9 5 1.7   0.8   1.2  
         
FEMALE 411   49.0 45.3 48.8 48.7 48.5 48.5
MALE   427 51.0 54.7 51.2 51.3 51.5 51.5
         
TOTAL 838 100.0 100.0 100.0 100.0 100.0 100.0

READINESS TO START SCHOOL

Florida requires that communities and schools collaborate to prepare children and families for children's success in school.

Kindergarten screening for school readiness

Kindergarten students were screened during the first 45 calendar days of the beginning of school using a developmental screening instrument: the Early Screening Inventory--Kindergarten (ESI-K). Percentages show the proportion of children scoring across the three results categories titled "Ready Now," "Getting Ready," and "Not Ready Yet."

"Ready Now" means that the development and abilities of the student were within the range of what is expected for children of this age level. "Getting Ready" indicates that the student did not attain expected levels of readiness but scored close enough to readiness that his or her placement could have been affected by external factors influencing performance on the day of screening. Some schools may have elected to re-administer the screening at a later date. "Not Ready Yet" means that age-appropriate development was not evidenced during the screening.

The following table shows results of the early screening inventory for kindergarten students.


CategoryNumber of Students Evaluated
and Where They Placed
School %District %State %
 2002-20032002-032001-022002-032001-022002-032001-02
Ready Now    N/A  N/A  N/A
Getting Ready    N/A  N/A  N/A
Not Ready Yet    N/A  N/A  N/A
Total    N/A  N/A  N/A

GRADUATION RATE AND READINESS FOR POSTSECONDARY EDUCATION

Florida high schools strive to ensure that students graduate and are prepared to enter the workforce and postsecondary education.

Graduation rate (with special diploma recipients counted as non-graduates)

The graduation rate shows the percentage of students who graduated within four years of initial entry into ninth grade. Graduates include students who received a standard high school diploma, or a State of Florida diploma (GED) earned through a GED Exit Option program.

  School % District % State %
  2001-022000-01 2001-022000-01 2001-022000-01
ALL STUDENTS    66.2 62.3 64.7 60.9
       
WHITE    72.2 69.9 73.0 68.7
BLACK    53.8 48.0 50.6 48.1
HISPANIC    70.7 63.6 57.4 53.6
ASIAN    78.9 80.6 80.8 76.7
AM.INDIAN    68.8 66.7 64.0 63.2
MULTIRACIAL    83.3 85.7 71.3 63.7
       
DISABLED    23.0 18.1 29.5 27.0
ECONOMICALLY DISADVANTAGED    55.0 47.3 51.4 48.1
LEP    64.5 66.7 46.4 42.9
MIGRANT    82.1 69.6 45.6 38.3
       
FEMALE    71.6 68.8 70.0 66.2
MALE    60.9 56.2 59.6 55.9

High school dropout rate

Dropouts are students who leave school before graduation and do not enroll in another institution or educational program before the end of the school year. Percentages show by race and gender the proportion of students from the total 9-12 enrollment who dropped out of school.

Racial/Ethnic GroupNumber of Dropouts
During the School Year
School % District % State %
 FemaleMale 2001-022000-012001-022000-012001-022000-01
WHITE        1.7   2.6  
BLACK        3.5   3.9  
HISPANIC        0.8   3.8  
ASIAN        2.2   1.7  
AM.INDIAN        1.0   2.5  
MULTIRACIAL        5.2   2.2  
         
FEMALE        2.0   2.8  
MALE        2.7   3.5  
         
TOTAL      2.3   3.2  

Postsecondary readiness--graduates who passed college entry-level placement tests (reading, writing, and mathematics)

Shown in the tables are the reported numbers of 2001 (calendar year) graduates who enrolled in Florida public community colleges or universities between May 2001 and April 2002, who entered a degree program, and who took college preparatory placement tests. Also shown are the number and percentage of students who passed these placement tests and who are considered ready for college courses in each academic area. Students who did not attend a Florida public community college or state university, such as those who attended out-of-state or private colleges and universities, are not included.

Racial/Ethnic Group Number of Graduates Who Took
College Placement Reading Tests
Number Who Passed
Reading Placement Tests
School % District % State %
WHITE          
BLACK          
HISPANIC          
ASIAN          
AM.INDIAN          
OTHER          
      
FEMALE          
MALE          
UNKNOWN          
      
TOTAL          

Racial/Ethnic Group Number of Graduates Who Took
College Placement Writing Tests
Number Who Passed
Writing Placement Tests
School%District %State %
WHITE          
BLACK          
HISPANIC          
ASIAN          
AM.INDIAN          
OTHER          
      
FEMALE          
MALE          
UNKNOWN          
      
TOTAL          

Racial/Ethnic Group Number of Graduates Who Took
College Placement Math Tests
Number Who Passed
Math Placement Tests
School%District %State %
WHITE          
BLACK          
HISPANIC          
ASIAN          
AM.INDIAN          
OTHER          
      
FEMALE          
MALE          
UNKNOWN          
      
TOTAL          

STUDENT PERFORMANCE

Florida's students are expected to compete at the highest levels nationally and internationally and become prepared to make well-reasoned, thoughtful, and healthy lifelong decisions.

Standardized Tests

Although test scores should not be used to draw absolute conclusions about student learning and performance, they provide measured results of student progress toward educational goals. The tests administered to Florida students are described below.

Florida Comprehensive Assessment Test (FCAT)

The FCAT measures student performance in writing, reading, and mathematics. The FCAT has two main parts: one part consisting of tests that measure skills prescribed by the Sunshine State Standards, and the other part consisting of norm-referenced tests that rank student performance on a percentile basis.

Alternate Assessments for Students with Disabilities

An alternate assessment for students with disabilities is a performance-based assessment designed to evaluate the progress of students with disabilities on the Sunshine State Standards for Special Diploma measures. Alternate assessments are used with students who are functioning at a cognitive level such that they would not be expected to participate in FCAT, would not be expected to graduate from school with a standard diploma, and for whom the traditional state and district assessment program is not an appropriate measure of performance. Alternate assessments for students with disabilities are given for writing/communication, reading, and math.

Alternate Assessments for Students who are Limited English Proficient

Students who are Limited English Proficient (LEP) and who have been in an English for Speakers of Other Languages (ESOL) program for less than one year may be individually exempted from the FCAT. In these limited circumstances, locally developed alternate assessments are used to evaluate the academic performance of the student. Alternate assessments for LEP students are given for writing, reading, and math.

I . FCAT Sunshine State Standards Tests

The FCAT Sunshine State Standards (SSS) tests measure student performance on selected benchmarks defined by the Sunshine State Standards. Students who take an alternate assessment have their results reported in categorical classifications that include the designation of "Proficient," so that their performance is counted with those of other students.

Note: Assessment results on the following tables reflect FCAT Sunshine State Standards data combined with alternate assessment data. Results show proficiency attainment for students who were in attendance during both semesters of the school year.

Writing Assessment

For this assessment, students are given 45 minutes to read their assigned topic, plan what to write, and then write their responses. Scores range from 1.0 (lowest) to 6.0 (highest). Alternate assessments have been merged with the FCAT scores for reporting purposes.

 Writing Assessment Results
(Sunshine State Standards and Alternate Assessments)
 Percent of Students Scoring 3 and Above
 School %District %State %
  2002-032001-02 2002-032001-02 2002-032001-02
ALL STUDENTS 9189 9289 9087
       
WHITE 9390 9492 9390
BLACK 8789 8784 8581
HISPANIC 10088 9487 8783
ASIAN 10092 9690 9493
AM.INDIAN 100100 9087 9187
MULTIRACIAL* 100N 9788 9389
       
DISABLED 6174 6562 6659
ECONOMICALLY DISADVANTAGED 9088 8884 8580
LEP 10080 8480 6760
MIGRANT* 10088 9186 7573
       
FEMALE* 9494 9493 9391
MALE* 8886 8985 8782

*Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.

Note: An "N" indicates that no test results were reported.

Reading and Mathematics Assessments

On the FCAT SSS reading and mathematics tests, students can attain one of five possible achievement levels, ranging from Level 1 (lowest) to Level 5 (highest).

Student Achievement Level Descriptions

Level 5: Performance at this level indicates that the student has success with the most challenging content of the Sunshine State Standards. A Level 5 student answers most of the test questions correctly, including the most challenging questions.
Level 4: Performance at this level indicates that the student has success with the challenging content of the Sunshine State Standards. A Level 4 student answers most of the test questions correctly, but may only have some success with questions that reflect the most challenging content.
Level 3: Performance at this level indicates that the student has partial success with the challenging content of the Sunshine State Standards, but performance is inconsistent. A Level 3 student answers many of the test questions correctly, but is generally less successful with questions that are most challenging.
Level 2: Performance at this level indicates that the student has limited success with the challenging content of the Sunshine State Standards.
Level 1: Performance at this level indicates that the student has little success with the challenging content of the Sunshine State Standards.

Results of alternate assessments have been merged with the FCAT scores for reporting purposes.

 Mathematics Assessment Results (Sunshine State Standards and Alternate Assessments)
 Percent of Students Scoring 3 and Above
 School %District %State %
 2002-03 ResultsState Objective% Not Tested 2002-03 ResultsState Objective% Not Tested 2002-03 ResultsState Objective% Not Tested
WHITE37385 61385 67384
BLACK13385 26388 32386
HISPANIC41385 54386 47385
ASIAN53380 67383 76383
AM.INDIAN100380 54384 59384
MULTIRACIAL*443810 55384 62383
          
DISABLED 11389 203810 25389
ECONOMICALLY DISADVANTAGED 20385 36387 39385
LEP17380 43387 26387
MIGRANT*50380 68382 31385
          
FEMALE*23384 47384 54384
MALE*27386 51387 55385
          
ALL STUDENTS2538N 49382 54382

* Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.

Note: An "N" indicates that no test results were reported.


 Reading Assessment Results (Sunshine State Standards and Alternate Assessments)
 Percent of Students Scoring 3 and Above
 School %District %State %
 2002-03 ResultsState Objective% Not Tested 2002-03 ResultsState Objective% Not Tested 2002-03 ResultsState Objective% Not Tested
WHITE53315 62315 63314
BLACK20315 29318 31316
HISPANIC71315 58316 41315
ASIAN57310 54313 64313
AM.INDIAN100310 52314 55314
MULTIRACIAL*443110 64314 64313
          
DISABLED15319 233110 24319
ECONOMICALLY DISADVANTAGED 31315 39317 38315
LEP17310 24317 15317
MIGRANT*50310 49312 24315
          
FEMALE*37314 51314 53314
MALE*35316 49317 49315
          
ALL STUDENTS3631N 50312 51312

* Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.

Note: An "N" indicates that no test results were reported.


Assessment Results by Grade: Percent Scoring at Level 3 or Above
(FCAT Sunshine State Standards and Alternate Assessments)*

 ReadingMath
School2002-032001-022002-032001-02
Grade 3      
Grade 4      
Grade 5      
Grade 6 3438 2025
Grade 7 3847 2429
Grade 8 3723 3332
Grade 9      
Grade 10      

 ReadingMath
District2002-032001-022002-032001-02
Grade 3 6258 6056
Grade 4 6053 5346
Grade 5 5754 4442
Grade 6 5353 4040
Grade 7 5452 4345
Grade 8 4943 5148
Grade 9 3330 4949
Grade 10 3535 5755

 ReadingMath
State Totals2002-032001-022002-032001-02
Grade 3 6360 6460
Grade 4 6156 5652
Grade 5 5854 5250
Grade 6 5452 4744
Grade 7 5250 4847
Grade 8 4946 5654
Grade 9 3129 5148
Grade 10 3736 6160

Note: An "N" indicates that no test results were reported.

II. FCAT Norm-Referenced Test (NRT)

The FCAT NRT measures student achievement on a test that was given to a national sample of students. Percentile scores on a norm-referenced test show a student's performance in relation to the performance of students in the national sample. For example, a score in the 60th percentile means the student has scored higher than 60% of the students in the national sample.

NRT Reading, Mathematics

The median national percentile rank (NPR) represents the middle percentile score of the students for whom results are presented. A median NPR of 50 equals the national average.

NRT Results

Subject(Grade)Number Tested* Median National Percentile Rank
 SchoolSchoolDistrictState
Reading (Gr. 3)     59 61
Mathematics (Gr. 3)     63 66
Reading (Gr. 4)     57 58
Mathematics (Gr. 4)     63 64
Reading (Gr. 5)     53 55
Mathematics (Gr. 5)     59 63
Reading (Gr. 6) 266 39 52 53
Mathematics (Gr. 6) 266 42 61 64
Reading (Gr. 7) 242 42 58 57
Mathematics (Gr. 7) 241 42 62 66
Reading (Gr. 8) 226 50 62 58
Mathematics (Gr. 8) 226 50 62 65
Reading (Gr. 9)     46 44
Mathematics (Gr. 9)     65 66
Reading (Gr. 10)     48 46
Mathematics (Gr. 10)     63 66

*A pound sign(#) in a cell indicates suppressed data where fewer than 10 students were tested.

SCHOOL SAFETY AND ENVIRONMENT

Schools and communities must provide an environment that is drug free and protects the health, safety, and civil rights of everyone in the school.

School environmental safety: reported incidents*

The information displayed in the table should be used to assess school safety needs and to develop plans for improvement.

*THIS DATA WILL BE REPORTED AT THE LOCAL LEVEL FOR 2002-03.

Number of Incidents Reported

Type of IncidentSchool TotalDistrict TotalState Total
 2002-03NA for 2002-03NA for 2002-03
Alcohol   
Arson   
Battery   
Breaking and Entering   
Disorderly Conduct   
Drugs, Excluding Alcohol   
Fighting   
Homicide   
Kidnapping   
Larceny/Theft   
Motor Vehicle Theft   
Robbery   
Sex Offenses   
Sexual Battery   
Sexual Harassment   
Threat/Intimidation   
Trespassing   
Vandalism   
Weapons Possession   
Unclassified Offenses   
    
TOTAL   

School evaluation for "Unsafe School Choice Option" Requirements

The No Child Left Behind Act provides for an Unsafe School Choice Option, which ensures that students who attend a school that has been identified as persistently dangerous are allowed the option of attending another school within the same district.

For the 2002-03 school year, no Florida public school was identified as persistently dangerous.

TEACHERS AND STAFF

Schools, districts, and the state ensure that teachers and staff are professionally qualified. School boards must provide a learning environment conducive to teaching and learning.

New staff

The table shows the number and percentage of instructional staff and school-based administrators who were newly hired at this school in 2002-03.

Staff TypeTotal Number
for 2002-03
Number Newly Hired
for 2002-03
School%District %State %
Instructional Staff 46 4 8.7 15.9 17.5
School-Based Administrators 2 1 50.0 17.3 17.6
Total 48 5 10.4 16.0 17.5

The Professional Qualifications of Teachers

Degree Level

This table shows the number and percentage of teachers at each degree level.

 School %District %State %
Degree LevelNumber2002-032001-022002-032001-022002-032001-02
Bachelor's Degree2148.850.059.960.467.267.5
Master's Degree1944.243.537.737.230.930.7
Specialist Degree24.74.32.01.91.01.0
Doctorate12.32.20.40.50.80.8
Total all Degrees43      

In-Field and Out-of-Field Teachers

The following chart shows the percentage of core academic classes taught by teachers teaching in-field compared to the percentage of classes taught by teachers teaching out-of-field. When a teacher in a district school system is assigned teaching duties in a class dealing with subject matter that is outside the field in which the teacher is certified, outside the field that was the applicant's minor field of study, or outside the field in which the applicant has demonstrated sufficient subject area expertise, as determined by district school board policy in the subject area to be taught, that teacher is teaching "out-of-field." Core academic subjects are English, reading, language arts, mathematics, science, foreign languages, civics, government, economics, arts, history, and geography.

 School%District%State%
Percentage of Classes with Teachers Teaching In-Field96.895.693.6
Percentage of Classes with Teachers Teaching Out-of-Field 3.2 4.46.4

Classes Not Taught by Highly Qualified Teachers

The chart below shows the percentage of classes not taught by "Highly Qualified Teachers" in core academic subjects as defined in federal statute. A "highly qualified teacher" has earned at least a bachelor's degree and holds a Florida teaching certificate with appropriate certification for each assignment. Federal law requires that all public elementary, middle, and secondary teachers of core academic subjects meet the federal definition of "highly qualified" no later than the 2005-06 school year. Core academic subjects are English, reading, language arts, mathematics, science, foreign languages, civics, government, economics, arts, history, and geography.

 School%District%State%
   All SchoolsHigh Poverty SchoolsLow Poverty Schools*
CLasses Not Taught by Highly Qualified Teachers 3.2 4.2 8.9 8.7 8.2

*High poverty schools are schools ranking in the top 25% of schools based on the percentage of students eligible for free/reduced-price lunch. Low poverty schools rank in bottom quartile of schools based on free/reduced-price lunch enrollment. That is, low poverty schools have the lowest enrollment in free/reduced-price lunch as a percentage of total membership.

FLORIDA SCHOOL PERFORMANCE GRADE AND ADEQUATE YEARLY PROGRESS (AYP)

School Performance Grade

Public schools in Florida are graded annually based on student performance on the FCAT and the percentage of students making learning gains. Schools are assigned a letter grade (A through F) corresponding with their rated performance, with grade A representing the highest performance rating and grade F representing a failed rating. A rating of "I" indicates that grading is incomplete. A grade of N indicates that the school is not graded. While the vast majority of Florida's schools receive a performance grade, certain types of schools are exempt from grading, including exceptional student education (ESE) centers and Department of Juvenile Justice (DJJ) facilities.

2002-03 School Performance Grade: C

For more information on school grades and grading procedures, contact your principal's office or your local school board, or visit the web page at schoolgrades.fldoe.org.

NCLB Adequate Yearly Progress (AYP) Report

Federal NCLB legislation requires schools to report Adequate Yearly Progress based on annual objectives for students in reading, mathematics, and writing, as well as the high school graduation rate. A separate report that presents and explains AYP results for your school, your school district, and the state is distributed in conjunction with this document and is also available from the office of your school's principal and/or your local school board. The AYP report includes information on the number and percentage of schools identified for school improvement and how parents can participate in improving the quality of their children's schools.

REQUIRED LOCALLY ADDED INDICATORS

The following information shall be added locally to the School Public Accountability Report:

REPORTING REQUIREMENTS OF FEDERAL NCLB LEGISLATION


A. Notice of School Improvement Status and Options

School districts are responsible for identifying Title I schools that fail to make AYP in consecutive years as schools in need of improvement. School districts must notify parents when their child's school has been identified for school improvement, for corrective action, or for restructuring. The school district must also include an explanation of the parents' option to transfer their child to another public school, with transportation provided when required, or to obtain supplemental educational services. Sec. 1116(b)(6).


School improvement status is indicated by the school performance grade included herein and AYP status.


B. State's Obligation To Assist Schools and Districts in Reporting

The Department of Education shall ensure that each school district collects appropriate data and includes in each school's annual report the information included in the state annual report card as well as the number and percentage of schools identified for school improvement and how long the schools have been so identified. Sec. 1111(h)(2)(B).


C. Notice of Local Education Agency (LEA) Improvement Status

Parents of students attending a school in a district identified for improvement are entitled to know why the school district was identified for improvement. The state is responsible for providing an explanation to parents in an easily understood format. The explanation must include information on how parents can assist in the improvement efforts. Sec. 1116(c)(6).


Additional required information is included in the accompanying Adequate Yearly Progress Report.


Additional statistics and information of interest may be found in the Florida School Indicators Report on the department's website at www.fldoe.org or at http://info.doe.state.fl.us/fsir .