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PACETTI BAY MIDDLE SCHOOL

GRADES: 6-8

NCLB SCHOOL DISTRICT AND STATE 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 PREPARATION FOR POSTSECONDARY EDUCATION

STUDENT PERFORMANCE

SCHOOL SAFETY AND ENVIRONMENT

TEACHERS AND STAFF

FLORIDA SCHOOL PERFORMANCE GRADE AND ADEQUATE YEARLY PROGRESS (AYP)

STUDENT DEMOGRAPHICS

October Membership

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

Racial/Ethnic Group Number of Students
Enrolled in October
School % District % State %
  Female Male 2007-08 2006-07 2007-08 2006-07 2007-08 2006-07
WHITE 236 258 81.4   82.3   45.9  
BLACK 15 23 6.3   8.5   23.1  
HISPANIC 20 23 7.1   4.5   24.7  
ASIAN 12 5 2.8   2.5   2.4  
AM.INDIAN   1 0.2   0.2   0.3  
MULTIRACIAL 5 9 2.3   2.0   3.6  
                 
DISABLED 25 67 15.2   13.9   14.4  
ECONOMICALLY DISADVANTAGED 43 60 17.0   20.2   45.9  
ELL 5 3 1.3   0.9   11.9  
MIGRANT         0.1   0.5  
                 
FEMALE 288   47.4   48.5   48.7  
MALE   319 52.6   51.5   51.3  
                 
TOTAL 607 100.0   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 30 calendar days of the beginning of school using the Florida Kindergarten Readiness Screener (FLKRS). The FLKRS is made up of a subset of the Early Childhood Observation System (ECHOS)- an observational instrument that is used to monitor the skills, knowledge, and behaviors a student demonstrates or needs to develop- and two probes of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)- Letter Naming Fluency (LNF) and Initial Sound Fluency (ISF).

The benchmarks used in scoring for the ECHOS include the following:

The benchmarks used in scoring on the DIBELS are as follows:


  Number of Students and
Where They
Were Placed
School % District % State %
Category 2007-08 2007-08 2006-07 2007-08 2006-07 2007-08 2006-07
               
ECHOS Ready*
0 0 0 91 0 88 0
ECHOS Not Ready
0 0 0 9 0 12 0
               
DIBELS LNF Ready**
0 0 0 85 0 72 0
DIBELS LNF Not Ready
0 0 0 15 0 28 0
DIBELS ISF Ready**
0 0 0 78 0 65 0
DIBELS ISF Not Ready
0 0 0 22 0 35 0

*To be considered "ready" on this measure, the student must score Consistently Demonstrating or Emerging/Progressing.
**To be considered "ready" on either of these two measures, the student must score Above Average or Low Risk.

GRADUATION RATE AND PREPARATION 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 earned through a GED Exit Option program. These results are used in the calculation of schools' Adequate Yearly Progress (AYP).

  School % District % State %
  2006-07 2005-06 2006-07 2005-06 2006-07 2005-06
ALL STUDENTS     75.6   69.8  
             
WHITE     78.2   78.9  
BLACK     52.7   54.6  
HISPANIC     64.2   63.6  
ASIAN     81.0   82.4  
AM.INDIAN     75.0   72.3  
MULTIRACIAL     84.2   73.8  
             
DISABLED     41.3   38.0  
ECONOMICALLY DISADVANTAGED     50.4   56.0  
ELL     57.9   48.2  
MIGRANT         48.2  
             
FEMALE     80.4   73.9  
MALE     71.0   65.8  

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

This is a modified version of the graduation rate that counts the following diploma recipients as graduates: students who received a standard diploma, and students with disabilities who completed the requirements of their individualized education plan (IEP) and received a special diploma. Students who were awarded a GED-based diploma are counted as non-graduates. These results are not used for the AYP calculation.


  School % District % State %
  2006-07 2005-06 2006-07 2005-06 2006-07 2005-06
ALL STUDENTS            
             
WHITE            
BLACK            
HISPANIC            
ASIAN            
AM.INDIAN            
MULTIRACIAL            
             

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 Group Number of Dropouts
During the School Year
School % District % State %
  Female Male 2006-07 2005-06 2006-07 2005-06 2006-07 2005-06
WHITE         1.9   2.4  
BLACK         2.0   4.7  
HISPANIC         1.2   3.9  
ASIAN         0.6   1.7  
AM.INDIAN             2.6  
MULTIRACIAL         1.5   2.3  
                 
FEMALE         1.3   2.9  
MALE         2.2   3.7  
                 
TOTAL       1.8   3.3  

College Placement Test Results

2006 high school graduates who passed college entry-level placement tests (reading, writing, and mathematics)

Shown in the tables are the reported numbers of 2006 (calendar year) graduates who enrolled in Florida public community colleges or universities between May 2006 and April 2007, 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       85.0 77.2
MALE       83.0 77.8
UNKNOWN          
           
TOTAL       84.1 77.5

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       91.0 84.8
MALE       84.8 82.5
UNKNOWN          
           
TOTAL       88.2 83.9

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       81.1 67.6
MALE       80.0 73.0
UNKNOWN          
           
TOTAL       80.7 70.0

* Additional information is available at http://www.fldoe.org/articulation/perfcpt.

# A pound sign(#) indicates a number less than 10.

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 English Language Learners

Students who are English Language Learners (ELL) and who have been in an English for Speakers of Other Languages (ESOL) program for a year or less 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 ELL 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 %
  2007-08 2006-07 2007-08 2006-07 2007-08 2006-07
ALL STUDENTS 97 0 93 0 92 0
             
WHITE 98 0 94 0 94 0
BLACK N 0 84 0 90 0
HISPANIC N 0 94 0 91 0
ASIAN N 0 95 0 95 0
AM.INDIAN N 0 N 0 93 0
MULTIRACIAL* N 0 92 0 94 0
             
DISABLED 87 0 75 0 76 0
ECONOMICALLY DISADVANTAGED N 0 86 0 89 0
ELL N 0 80 0 81 0
MIGRANT* N 0 N 0 85 0
             
FEMALE* 99 0 96 0 95 0
MALE* 95 0 90 0 89 0

*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 %
  2007-08 Results State Objective % Not Tested 2007-08 Results State Objective % Not Tested 2007-08 Results State Objective % Not Tested
ALL STUDENTS 78 62 0 77 62 1 66 62 3
                   
WHITE 79 62 1 81 62 1 76 62 3
BLACK N 62 0 40 62 3 47 62 3
HISPANIC N 62 0 70 62 1 61 62 2
ASIAN N 62 N 87 62 1 85 62 2
AM.INDIAN N 62 N N 62 N 71 62 3
MULTIRACIAL* N 62 N 72 62 1 70 62 3
                   
DISABLED 42 62 0 45 62 2 38 62 4
ECONOMICALLY DISADVANTAGED N 62 1 52 62 1 54 62 2
ELL N 62 N 49 62 0 47 62 2
MIGRANT* N 62 N N 62 N 49 62 3
                   
FEMALE* 76 62 1 77 62 1 66 62 2
MALE* 79 62 0 77 62 1 66 62 3
                   

* 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 %
  2007-08 Results State Objective % Not Tested 2007-08 Results State Objective % Not Tested 2007-08 Results State Objective % Not Tested
ALL STUDENTS 79 58 1 74 58 1 60 58 3
                   
WHITE 80 58 1 77 58 1 71 58 3
BLACK N 58 0 39 58 3 42 58 3
HISPANIC N 58 0 67 58 1 53 58 2
ASIAN N 58 N 81 58 1 75 58 2
AM.INDIAN N 58 N N 58 N 64 58 3
MULTIRACIAL* N 58 N 75 58 1 68 58 3
                   
DISABLED 52 58 0 42 58 2 34 58 4
ECONOMICALLY DISADVANTAGED N 58 1 52 58 1 48 58 2
ELL N 58 N 35 58 0 37 58 2
MIGRANT* N 58 N N 58 N 36 58 3
                   
FEMALE* 83 58 1 76 58 1 62 58 2
MALE* 75 58 1 71 58 1 58 58 3
                   

* 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)

  Reading Math
School 2007-08 2006-07 2007-08 2006-07
Grade 3        
Grade 4        
Grade 5        
Grade 6 87   81  
Grade 7 83   76  
Grade 8 65   76  
Grade 9        
Grade 10        

  Reading Math
District 2007-08 2006-07 2007-08 2006-07
Grade 3 86   88  
Grade 4 82   79  
Grade 5 80   72  
Grade 6 79   71  
Grade 7 77   71  
Grade 8 69   79  
Grade 9 64   79  
Grade 10 53   80  

  Reading Math
State Totals 2007-08 2006-07 2007-08 2006-07
Grade 3 73   77  
Grade 4 70   71  
Grade 5 68   62  
Grade 6 64   53  
Grade 7 65   61  
Grade 8 54   67  
Grade 9 47   66  
Grade 10 38   68  

Percentage of Students Scoring at Each FCAT Achievement Level, 2007-08*

* Indicates subgroups not included as separate sub-populations in the AYP calculation.

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

  SCIENCE  
  School % District % State %  
GRADE 05 L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS   13 32 39 12 3   23 33 32 9 3  
WHITE   10 31 42 13 4   13 30 40 13 4  
BLACK   41 46 12 1 0   41 37 19 2 0  
HISPANIC   26 36 33 2 2   27 36 29 6 1  
ASIAN   18 30 34 16 2   13 26 38 17 6  
AM. INDIAN   50 50 0 0 0   19 34 35 10 2  
MULTIRACIAL*   16 42 34 5 3   18 35 35 9 3  
DISABLED   34 39 22 4 1   45 32 19 3 1  
ECO. DISADVANTAGED   27 39 27 6 1   32 37 26 4 1  
ELL   67 33 0 0 0   54 33 12 1 0  
MIGRANT*   N N N N N   37 41 19 2 1  
FEMALE*   15 32 39 11 3   24 35 31 8 2  
MALE*   12 32 40 12 4   22 32 33 10 3  

* Indicates subgroups not included as separate sub-populations in the AYP calculation.

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

  SCIENCE  
  School % District % State %  
GRADE 08 L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS 13 40 39 6 1   17 28 40 12 3   27 33 31 7 2  
WHITE 12 38 41 7 1   12 28 43 13 4   16 31 39 11 3  
BLACK 30 40 30 0 0   56 29 13 1 1   46 35 17 2 0  
HISPANIC 30 50 10 10 0   24 35 27 12 2   33 35 27 5 1  
ASIAN 0 0 67 33 0   6 28 39 25 3   12 27 41 14 6  
AM. INDIAN N N N N N   67 33 0 0 0   20 35 35 7 3  
MULTIRACIAL* 33 67 0 0 0   29 31 34 0 6   21 34 35 8 2  
DISABLED 45 33 18 3 0   46 34 16 3 0   59 26 13 2 0  
ECO. DISADVANTAGED 19 37 44 0 0   34 31 28 6 1   38 34 24 3 1  
ELL 100 0 0 0 0   57 43 0 0 0   70 24 6 0 0  
MIGRANT* N N N N N   100 0 0 0 0   50 34 15 1 0  
FEMALE* 11 43 40 6 0   18 30 40 10 3   27 36 30 6 2  
MALE* 17 35 38 8 2   16 27 39 13 4   26 30 33 9 2  

* Indicates subgroups not included as separate sub-populations in the AYP calculation.

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

  SCIENCE  
  School % District % State %  
GRADE 11 L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS   15 31 43 10 1   29 33 31 6 1  
WHITE   12 29 46 11 2   17 32 40 9 1  
BLACK   50 34 16 1 0   49 35 15 1 0  
HISPANIC   18 44 31 6 0   36 35 25 4 0  
ASIAN   16 29 26 23 6   17 28 42 11 2  
AM. INDIAN   14 29 43 14 0   18 37 35 9 1  
MULTIRACIAL*   14 34 52 0 0   21 34 37 7 1  
DISABLED   47 30 21 2 0   62 24 12 1 0  
ECO. DISADVANTAGED   32 33 31 3 0   42 34 22 2 0  
ELL   80 20 0 0 0   75 20 5 0 0  
MIGRANT*   100 0 0 0 0   49 33 15 2 0  
FEMALE*   17 36 41 5 0   29 38 29 4 0  
MALE*   14 25 45 14 2   28 29 34 8 1  

* Indicates subgroups not included as separate sub-populations in the AYP calculation.

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

  READING  
  School % District % State %  
GRADE ALL L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS 6 15 36 32 10   11 16 32 29 13   20 20 31 21 7  
WHITE 6 14 38 32 9   9 15 32 31 14   12 17 33 27 11  
BLACK 10 23 33 28 5   35 26 26 9 3   33 26 28 11 2  
HISPANIC 7 29 26 24 14   14 19 34 24 9   24 22 31 18 5  
ASIAN 0 0 27 45 27   8 11 29 32 21   10 14 30 29 16  
AM. INDIAN N N N N N   16 24 36 24 0   16 20 34 23 8  
MULTIRACIAL* 7 0 33 47 13   15 12 33 28 13   14 18 34 26 9  
DISABLED 29 24 35 9 3   37 23 27 11 2   49 21 21 8 2  
ECO. DISADVANTAGED 6 23 37 25 9   22 20 31 20 6   28 23 30 15 3  
ELL 40 60 0 0 0   55 17 22 4 1   52 21 21 6 1  
MIGRANT* N N N N N   64 14 14 7 0   38 25 27 9 1  
FEMALE* 4 13 38 33 12   9 15 32 30 14   18 20 32 22 8  
MALE* 9 17 35 31 8   13 16 32 28 12   22 20 31 20 7  

* Indicates subgroups not included as separate sub-populations in the AYP calculation.

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

  MATH  
  School % District % State %  
GRADE ALL L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS 9 14 41 25 11   9 14 31 31 15   15 19 32 24 10  
WHITE 8 15 41 25 11   6 13 32 33 16   9 15 32 30 14  
BLACK 15 15 44 26 0   32 28 27 11 2   27 27 30 13 3  
HISPANIC 19 21 36 24 0   11 19 33 27 10   17 21 33 21 7  
ASIAN 0 0 18 18 64   4 8 22 31 35   5 10 25 33 27  
AM. INDIAN N N N N N   19 31 27 15 8   12 18 33 26 11  
MULTIRACIAL* 7 13 33 40 7   12 16 29 30 12   11 19 33 26 11  
DISABLED 37 27 25 8 3   32 25 29 12 3   41 24 23 10 3  
ECO. DISADVANTAGED 12 16 42 23 7   19 22 32 20 6   22 24 32 17 5  
ELL 40 40 20 0 0   34 24 37 3 3   36 26 25 10 2  
MIGRANT* N N N N N   36 43 21 0 0   22 25 34 16 3  
FEMALE* 9 16 41 22 12   8 15 32 30 14   14 20 33 24 9  
MALE* 10 14 39 28 9   9 14 30 31 16   16 18 31 24 11  

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
  School School District State
Reading (Gr. 3)     73 60
Mathematics (Gr. 3)     77 63
Reading (Gr. 4)     77 69
Mathematics (Gr. 4)     80 71
Reading (Gr. 5)     82 73
Mathematics (Gr. 5)     84 77
Reading (Gr. 6) 206 83 80 65
Mathematics (Gr. 6) 205 85 83 71
Reading (Gr. 7) 216 82 82 70
Mathematics (Gr. 7) 215 81 82 72
Reading (Gr. 8) 190 78 80 68
Mathematics (Gr. 8) 190 79 83 74
Reading (Gr. 9)     80 67
Mathematics (Gr. 9)     81 73
Reading (Gr. 10)     80 71
Mathematics (Gr. 10)     72 63

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 most recent full-year school-level data on reported incidents is available at the Florida School Indicators report website at http://data.fldoe.org/fsir. (See "Incidents of Crime and Violence.") District-level reports are available at http://www.fldoe.org/safeschools/discipline.asp.

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 2007-08 school year, no Florida public school was identified as persistently dangerous.*

*pending review of complete full-year data

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 2007-08.

Staff Type Total Number
for 2007-08
Number Newly Hired
for 2007-08
School % District % State %
Instructional Staff 37 37 100.0 22.7 19.6
School-Based Administrators 2 2 100.0 29.5 20.1
Total 39 39 100.0 23.0 19.7

The Professional Qualifications of Teachers

Degree Level

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

  School % District % State %
Degree Level Number 2007-08 2006-07 2007-08 2006-07 2007-08 2006-07
Bachelor's Degree 22 64.7   67.5   66.0  
Master's Degree 12 35.3   31.5   30.9  
Specialist Degree       0.4   2.1  
Doctorate       0.6   1.0  
Total All Degrees 34 100.0   100.0   100.0  

Percentage of Teachers Teaching with Emergency or Provisional Credentials

Florida has no non-certified teachers, although some teachers may be temporarily assigned to areas outside their field of specialization. Data on classes taught by teachers out of field is provided in the following table.

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-Field 92.7 98.6 91.2
Percentage of Classes with Teachers Teaching Out-of-Field 7.3 1.4 8.8

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 core academic area of assignment. Core academic subjects are English, reading, language arts, mathematics, science, foreign languages, civics, government, economics, arts, history, and geography.

  School % District % State %
    All Schools High-Poverty Schools* Low-Poverty Schools* All Schools High-Poverty Schools* Low-Poverty Schools*
Classes Not Taught by Highly Qualified Teachers 0.0 8.1 2.2 8.7 8.6 9.2 8.5

*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.

2007-08 School Performance Grade*: A

*Certain school grades may be subject to modification pending appeal.

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 http://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 also includes information on schools identified for school improvement. Detailed information on school, district, and state AYP is available at http://schoolgrades.fldoe.org/default.asp.

REPORTING REQUIREMENTS OF FEDERAL NCLB LEGISLATION


A. Notice of School Improvement Status and Options

School districts are responsible for identifying Title I schools as schools in need of improvement when they fail to make AYP in consecutive years. 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 and AYP status included herein.


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 http://www.fldoe.org or at http://data.fldoe.org/fsir .


Measuring Adequate Yearly Progress (AYP) to Meet Requirements of No Child Left Behind (NCLB)

The No Child Left Behind Act requires states to evaluate the performance of all students in all schools in order to determine whether each school and district has made Adequate Yearly Progress (AYP). Specific criteria for AYP evaluations are described below. All schools that do not make AYP are identified. School districts are responsible for identifying Title I schools as in need of improvement when they fail to make AYP in consecutive years. For the 2008-09 school year, requirements for school improvements apply to Title I schools that did not make AYP in 2006-07 and 2007-08.* Students attending these schools are eligible for public school choice options for the 2008-09 school year. Title I schools that fail to make AYP for more than two consecutive years are required to provide additional services to students and to implement defined strategies for improving school performance.

* AYP results are evaluated separately for mathematics and reading in determining whether proficiency targets were missed in consecutive years and in targeting areas for improvement.

Each school's AYP determination is based on measures of the performance of the overall student population as well as that of students in defined subgroups: racial/ethnic groups (Am. Indian, Asian, black, Hispanic and white); students eligible for free/reduced-price lunch; English Language Learners (ELL); and students with disabilities.

AYP Criteria for Florida's Public Schools

  • Participation in Testing
  • Writing Proficiency
  • Graduation Rate
  • School Performance Grade
  • Reading Proficiency and Math Proficiency
  • Safe Harbor Provision
  • The latest information on AYP can be accessed online at http://schoolgrades.fldoe.org/default.asp.

    AYP Status, 2007-08 (Indicates status prior to the end of the appeals period.)

    The table below shows the AYP status of the school, district, and state for the 2007-08 school year. Data used to calculate AYP for 2007-08 includes FCAT data for 2007-08 and 2006-07, graduation rate data for 2006-07 and 2005-06, and the school performance grade assigned in 2008.

    School AYP Status District AYP Status State AYP Status
    N N N

    Key: N = "did not make AYP" Y = "Made AYP" T = "School Too Small"*" I = "Incomplete"

    *Certain schools fall below federal minimum enrollment requirements for evaluation of AYP criteria.

    The following table shows the schools in your district that did not make AYP.

    Schools That Did Not Make AYP in the District, 2007-08

    District Number School Number School Name
    55 11 ACADEMY FOR BUSINESS AND LEADERSHIP EDUCATION
    55 21 CROOKSHANK ELEMENTARY SCHOOL
    55 33 ST. JOHNS TECHNICAL HIGH SCHOOL
    55 91 KETTERLINUS ELEMENTARY SCHOOL
    55 161 R. B. HUNT ELEMENTARY SCHOOL
    55 171 MURRAY MIDDLE SCHOOL
    55 181 ST. AUGUSTINE HIGH SCHOOL
    55 201 THE WEBSTER SCHOOL
    55 301 SEBASTIAN MIDDLE SCHOOL
    55 311 ALICE B. LANDRUM MIDDLE SCHOOL
    55 321 SWITZERLAND POINT MIDDLE SCHOOL
    55 331 OSCEOLA ELEMENTARY SCHOOL
    55 341 MILL CREEK ELEMENTARY SCHOOL
    55 361 OTIS A. MASON ELEMENTARY SCHL
    55 371 GAMBLE ROGERS MIDDLE SCHOOL
    55 391 OCEAN PALMS ELEMENTARY SCHOOL
    55 401 PEDRO MENENDEZ HIGH SCHOOL
    55 411 BARTRAM TRAIL HIGH SCHOOL
    55 421 HASTINGS JUVENILE CORRECTIONAL
    55 442 ST JOHNS COUNTY JUVENILE RESIDENTIAL
    55 461 SOUTH WOODS ELEMENTARY SCHOOL
    55 481 PACETTI BAY MIDDLE SCHOOL

    Percentage of Your District's Title I Schools Identified for Improvement

    The table below shows the number and percentage of Title I schools in your district that were identified for improvement in the coming year.

    Number of Title I
    Schools in the District
    Number of Title I Schools
    Identified for Improvement
    Percent of Title I Schools
    Identified for Improvement
    5 5 100.0

    Title I Schools That Did Not Make AYP for At Least Two of the Past Three Years and Were Identified for Improvement

    Students enrolled during 2007-08 in the schools shown below are eligible for public school choice and/or supplemental services in 2008-09.

    District Number School Number School Name Number of
    Years Listed
    55 21 CROOKSHANK ELEMENTARY SCHOOL 5
    55 91 KETTERLINUS ELEMENTARY SCHOOL 4
    55 201 THE WEBSTER SCHOOL 5
    55 331 OSCEOLA ELEMENTARY SCHOOL 2
    55 461 SOUTH WOODS ELEMENTARY SCHOOL 2

    Notice of Availability of School Financial Report


    For information on revenues and expenditures for your school and district, contact your local school board or your school's administrative office. An online listing of district offices is available at http://www.fldoe.org/schools/schoolmap/flash/schoolmap_text.asp.  A directory of schools is also available at http://www.fldoe.org/schoolmap/flash/schoolmap_text.asp.