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OSCEOLA ELEMENTARY SCHOOL

GRADES: K-5

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 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

NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP)

SCHOOL SAFETY AND ENVIRONMENT

TEACHERS AND STAFF

FLORIDA SCHOOL PERFORMANCE GRADE AND ADEQUATE YEARLY PROGRESS (AYP)

OCTOBER MEMBERSHIP

Student Demographics

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 2008-09 2007-08 2008-09 2007-08 2008-09 2007-08
WHITE 158 191 75.7 79.0 63.2 63.9 45.3 45.9
BLACK 29 35 13.9 9.3 14.5 14.5 23.0 23.1
HISPANIC 11 20 6.7 6.4 15.8 15.6 25.0 24.7
ASIAN 2 2 0.9 1.1 1.7 1.5 2.5 2.4
AM.INDIAN 1 1 0.4 0.5 0.2 0.2 0.3 0.3
MULTIRACIAL 7 4 2.4 3.6 4.5 4.2 3.9 3.6
                 
DISABLED 19 54 15.8 14.4 16.4 17.0 14.3 14.4
ECONOMICALLY DISADVANTAGED 132 143 59.7 57.6 46.6 42.5 49.6 45.9
ELL 3 3 1.3 2.5 6.1 6.0 11.8 11.9
MIGRANT         0.5 0.7 0.5 0.5
                 
FEMALE 208   45.1 46.2 48.7 48.6 48.7 48.7
MALE   253 54.9 53.8 51.3 51.4 51.3 51.3
                 
TOTAL 461 100.0 100.0 100.0 100.0 100.0 100.0

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 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 2008-09 2008-09 2007-08 2008-09 2007-08 2008-09 2007-08
               
ECHOS Ready*
59 79 87 86 85 88 88
ECHOS Not Ready
16 21 13 14 15 12 88
               
DIBELS LNF Ready**
56 75 62 79 72 77 72
DIBELS LNF Not Ready
19 25 38 21 28 23 72
DIBELS ISF Ready**
53 72 54 71 64 68 65
DIBELS ISF Not Ready
21 28 46 29 36 32 65

*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 %
  2007-08 2006-07 2007-08 2006-07 2007-08 2006-07
ALL STUDENTS     77.1 76.7 72.8 69.8
             
WHITE     82.1 83.2 81.4 78.9
BLACK     62.1 54.2 58.7 54.6
HISPANIC     62.8 66.2 67.1 63.6
ASIAN     85.1 88.1 83.8 82.4
AM.INDIAN     100.0 100.0 76.9 72.3
MULTIRACIAL     81.4 70.0 78.2 73.8
             
DISABLED     45.3 43.5 43.0 38.0
ECONOMICALLY DISADVANTAGED     59.3 57.4 61.1 56.0
ELL     51.2 48.9 52.2 48.2
MIGRANT     37.1 40.0 52.9 48.2
             
FEMALE     81.3 80.4 76.8 73.9
MALE     72.6 73.1 68.7 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 %
  2007-08 2006-07 2007-08 2006-07 2007-08 2006-07
ALL STUDENTS     80.3 80.9 73.1 70.3
             
WHITE     84.6 86.3 80.8 78.6
BLACK     68.0 63.4 60.8 56.9
HISPANIC     67.4 71.1 67.6 64.3
ASIAN     86.6 89.3 83.8 82.2
AM.INDIAN     100.0 100.0 76.1 71.8
MULTIRACIAL     87.1 72.0 77.3 72.3
             

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 2007-08 2006-07 2007-08 2006-07 2007-08 2006-07
WHITE         0.9 1.0 1.9 2.4
BLACK         1.3 1.5 3.6 4.7
HISPANIC         1.3 2.5 3.1 3.9
ASIAN         0.3 0.6 1.0 1.7
AM.INDIAN           1.7 2.1 2.6
MULTIRACIAL         0.5 1.2 1.8 2.3
                 
FEMALE         0.8 1.0 2.3 2.9
MALE         1.1 1.5 2.9 3.7
                 
TOTAL       1.0 1.3 2.6 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         78.6
MALE         78.9
UNKNOWN          
           
TOTAL         78.7

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         83.3
MALE         80.7
UNKNOWN          
           
TOTAL         82.2

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         68.7
MALE         73.6
UNKNOWN          
           
TOTAL         70.8

* 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, science, reading, and mathematics.

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 the 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.

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 and score "proficient" have their results 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 %
  2008-09 2007-08 2008-09 2007-08 2008-09 2007-08
ALL STUDENTS 96 92 92 91 94 92
             
WHITE 98 98 93 92 95 94
BLACK N N 89 87 92 90
HISPANIC N N 90 89 93 91
ASIAN N N 94 95 96 95
AM.INDIAN N N N 76 94 93
MULTIRACIAL* N N 94 91 96 94
             
DISABLED N N 75 71 80 76
ECONOMICALLY DISADVANTAGED 93 85 90 88 92 89
ELL N N 86 83 86 81
MIGRANT* N N 84 86 89 85
             
FEMALE* 100 90 95 94 96 95
MALE* 92 N 89 87 91 89

Reading, Mathematics and Science Assessments

On the FCAT SSS reading, mathematics and science 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.

  Reading Assessment Results (Sunshine State Standards and Alternate Assessments)
  Percent of Students Scoring 3 and Above
  School % District % State %
  2008-09 Results State Objective % Not Tested 2008-09 Results State Objective % Not Tested 2008-09 Results State Objective % Not Tested
ALL STUDENTS 78 65 0 62 65 1 62 65 2
                   
WHITE 83 65 0 69 65 1 72 65 1
BLACK N 65 N 43 65 2 44 65 2
HISPANIC N 65 N 51 65 1 57 65 1
ASIAN N 65 N 74 65 0 77 65 1
AM.INDIAN N 65 N N 65 1 66 65 2
MULTIRACIAL* N 65 N 66 65 1 70 65 1
                   
DISABLED 49 65 0 31 65 2 36 65 3
ECONOMICALLY DISADVANTAGED 67 65 1 54 65 1 52 65 2
ELL N 65 N 42 65 1 42 65 1
MIGRANT* N 65 N 40 65 0 40 65 2
                   
FEMALE* 78 65 1 65 65 1 64 65 1
MALE* 78 65 0 60 65 1 59 65 2
                   

* 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.

  Mathematics Assessment Results (Sunshine State Standards and Alternate Assessments)
  Percent of Students Scoring 3 and Above
  School % District % State %
  2008-09 Results State Objective % Not Tested 2008-09 Results State Objective % Not Tested 2008-09 Results State Objective % Not Tested
ALL STUDENTS 71 68 0 65 68 1 67 68 2
                   
WHITE 74 68 0 72 68 1 77 68 1
BLACK N 68 N 43 68 2 49 68 2
HISPANIC N 68 N 54 68 1 64 68 1
ASIAN N 68 N 84 68 0 86 68 1
AM.INDIAN N 68 N N 68 1 72 68 2
MULTIRACIAL* N 68 N 66 68 1 71 68 1
                   
DISABLED 41 68 0 32 68 2 39 68 3
ECONOMICALLY DISADVANTAGED 65 68 0 55 68 1 57 68 2
ELL N 68 N 44 68 1 51 68 2
MIGRANT* N 68 N 50 68 0 53 68 2
                   
FEMALE* 62 68 0 64 68 1 67 68 1
MALE* 78 68 0 66 68 1 68 68 2
                   

* 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.

  Science Assessment Results (Sunshine State Standards and Alternate Assessments)
  Percent of Students Scoring 3 and Above
  School % District % State %
  2008-09 Results State Objective % Not Tested 2008-09 Results State Objective % Not Tested 2008-09 Results State Objective % Not Tested
ALL STUDENTS 54 N/A 0 47 N/A 3 43 N/A 4
                   
WHITE 58 N/A N/A 55 N/A 3 55 N/A 3
BLACK N N/A N 20 N/A 3 22 N/A 5
HISPANIC N N/A N 35 N/A 3 35 N/A 3
ASIAN N N/A N 62 N/A 2 61 N/A 2
AM.INDIAN N N/A N N N/A 6 46 N/A 4
MULTIRACIAL* N N/A N 47 N/A 1 48 N/A 3
                   
DISABLED N N/A N 23 N/A 4 23 N/A 6
ECONOMICALLY DISADVANTAGED 42 N/A 0 36 N/A 3 29 N/A 4
ELL N N/A N 23 N/A 2 17 N/A 3
MIGRANT* N N/A N 21 N/A 3 19 N/A 3
                   
FEMALE* 52 N/A 0 44 N/A 2 40 N/A 3
MALE* 57 N/A 0 50 N/A 3 45 N/A 4
                   

* 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.

At this time, a state objective is not specified for science achievement.


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

  Reading Math
School           2008-09 2007-08 2008-09 2007-08
Grade 3 78 82 86 79
Grade 4 84 69 72 69
Grade 5 73 65 49 57
Grade 6        
Grade 7        
Grade 8        
Grade 9        
Grade 10        

  Reading Math
District          2008-09 2007-08 2008-09 2007-08
Grade 3 74 75 78 78
Grade 4 76 73 75 72
Grade 5 73 69 63 63
Grade 6 67 62 51 47
Grade 7 69 66 57 58
Grade 8 55 55 65 66
Grade 9 48 46 66 63
Grade 10 36 39 66 69

  Reading Math
State Totals 2008-09 2007-08 2008-09 2007-08
Grade 3 72 73 78 77
Grade 4 75 70 76 71
Grade 5 72 68 63 62
Grade 6 67 64 56 53
Grade 7 68 65 61 61
Grade 8 55 54 67 67
Grade 9 48 47 69 66
Grade 10 37 38 69 68

Percentage of Students Scoring at Each FCAT Achievement Level, 2008-09*

  SCIENCE  
  School % District % State %  
GRADE 05 L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS 15 30 46 7 1   16 32 38 11 2   21 32 34 10 2  
WHITE 11 30 47 9 2   10 29 44 14 3   12 29 41 15 4  
BLACK   35 41 21 3   37 38 22 3 0  
HISPANIC   21 37 34 7 1   27 35 30 7 1  
ASIAN   13 18 46 16 7   12 24 38 18 7  
AM. INDIAN   27 27 36 9   16 37 32 13 3  
MULTIRACIAL*   13 40 33 13 1   16 34 36 11 3  
DISABLED 36 45 18   40 35 21 3 1   43 32 20 4 1  
ECO. DISADVANTAGED 23 29 43 6   22 37 33 7 1   30 37 27 5 1  
ELL   38 46 16 1   55 32 12 1 0  
MIGRANT*   28 39 26 6 2   42 37 19 2 0  
FEMALE* 24 24 45 6   15 34 39 11 2   21 34 33 9 2  
MALE* 6 35 47 9 3   16 31 38 12 2   21 31 34 11 3  
Note: A blank cell indicates subgroup too small to report or no test results were reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation.

  SCIENCE  
  School % District % State %  
GRADE 08 L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS   23 32 36 8 2   27 32 32 8 2  
WHITE   16 30 42 10 2   15 29 41 11 3  
BLACK   47 35 16 2   47 34 17 2 0  
HISPANIC   33 37 25 4 1   33 34 28 5 1  
ASIAN   10 28 38 19 5   13 24 41 16 6  
AM. INDIAN   58 25 17   21 33 36 8 2  
MULTIRACIAL*   20 34 39 8   20 32 37 9 2  
DISABLED   53 30 16 2   57 27 14 2 0  
ECO. DISADVANTAGED   33 35 27 4 1   39 34 23 3 1  
ELL   71 23 5   69 24 7 0 0  
MIGRANT*   47 47 6   50 33 16 1 0  
FEMALE*   23 34 35 6 1   27 34 31 6 2  
MALE*   23 29 36 10 2   27 29 33 9 2  
Note: A blank cell indicates subgroup too small to report or no test results were reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation.

  SCIENCE  
  School % District % State %  
GRADE 11 L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS   26 34 33 6 1   31 32 30 6 1  
WHITE   18 35 39 7 1   19 32 39 9 1  
BLACK   56 31 11 1   52 32 15 1 0  
HISPANIC   39 34 23 3   39 33 25 4 0  
ASIAN   15 30 39 14 3   18 28 39 13 2  
AM. INDIAN     28 31 34 7 1  
MULTIRACIAL*   24 30 42 3 1   23 33 34 8 1  
DISABLED   58 30 11   65 23 11 1 0  
ECO. DISADVANTAGED   40 34 24 2   45 33 20 2 0  
ELL   78 22   79 17 4 0 0  
MIGRANT*   36 36 21 7   56 31 12 2 0  
FEMALE*   28 37 31 4   33 35 28 4 1  
MALE*   24 31 36 8 1   29 29 33 8 1  
Note: A blank cell indicates subgroup too small to report or no test results were reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation

  READING  
  School % District % State %  
GRADE ALL L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS 11 12 36 34 8   17 21 33 22 7   18 20 31 22 8  
WHITE 8 10 39 35 8   13 19 34 26 9   11 17 32 28 11  
BLACK 25 30 25 20 0   31 27 30 11 2   30 26 29 12 2  
HISPANIC 20 27 13 33 7   25 25 32 14 3   23 22 31 19 5  
ASIAN   10 18 28 31 14   10 14 29 30 16  
AM. INDIAN   19 21 26 30 4   15 20 34 24 7  
MULTIRACIAL*   13 21 35 24 7   13 18 34 26 9  
DISABLED 40 14 31 12 2   47 25 21 6 1   45 22 22 9 2  
ECO. DISADVANTAGED 18 17 34 24 8   23 24 33 17 4   25 24 32 16 3  
ELL   44 24 25 6 0   50 21 22 6 1  
MIGRANT*   31 32 26 10 2   36 26 28 9 1  
FEMALE* 10 12 34 34 11   15 21 34 23 8   16 20 32 23 8  
MALE* 12 12 37 34 5   20 21 32 21 6   21 21 31 21 7  
Note: A blank cell indicates subgroup too small to report or no test results were reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation

  MATH  
  School % District % State %  
GRADE ALL L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS 13 18 34 29 6   15 20 33 23 8   14 19 32 25 11  
WHITE 11 17 33 31 8   11 17 34 28 11   8 15 32 30 15  
BLACK 35 25 35 5 0   30 28 29 11 2   25 26 31 14 3  
HISPANIC 25 13 38 25 0   21 25 32 17 4   17 21 32 22 8  
ASIAN   6 10 27 34 23   5 9 24 32 29  
AM. INDIAN   16 24 24 28 8   11 18 33 27 11  
MULTIRACIAL*   14 20 36 23 7   11 18 33 27 12  
DISABLED 43 21 21 10 5   44 25 21 8 2   39 24 24 11 3  
ECO. DISADVANTAGED 20 17 34 24 5   21 24 33 17 4   21 23 33 18 5  
ELL   36 28 26 9 1   36 25 25 11 2  
MIGRANT*   25 29 30 13 2   24 25 32 16 3  
FEMALE* 15 23 31 26 5   14 22 34 23 8   14 20 33 24 10  
MALE* 12 14 36 31 7   16 19 32 24 9   15 18 31 25 12  
Note: A blank cell indicates subgroup too small to report or no test results were reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation

NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP)

For more than 30 years, NAEP (The Nation's Report Card) has served U.S. educators as an information resource, providing reliable profiles of what our students know and can do in key subject areas. It is the only ongoing project to monitor national trends in student achievement at Grades 4, 8, and 12 and state trends at Grades 4 and 8. Main NAEP is conducted every two years in reading and mathematics and every four years in writing and science at the state and national level. A representative sample of the student population is selected to participate, with no one student taking the entire assessment.

Below are the 2007 NAEP state results for Reading and Mathematics for Grades 4 and 8.

1. Scale Scores

A scale score is derived from student responses to NAEP assessment items that summarize the overall level of performance attained by a group of students. NAEP does not produce scale scores for individual students. When used in conjunction with interpretive aids, such as item maps, scale scores provide information about what a particular aggregate of students in the population knows and can do.

2. Achievement Level Descriptions:

Achievement levels are performance standards set by the National Assessment Governing Board (NAGB) that provide a context for interpreting student performance on NAEP, based on recommendations from panels of educators and members of the public. The levels, Basic, Proficient, and Advanced, measure what students should know and be able to do at each grade assessed.

Achievement level percentages reflect the percentage of students within the total population or in a particular student group that meet or exceed expectations of what students should know and be able to do. Specifically, it is the weighted percentage of students with NAEP composite scores that are equal to or exceed the achievement-level cut scores specified by the National Assessment Governing Board (NAGB).

Advanced       Superior performance.
Proficient       Solid academic performance for each grade assessed. Students reaching this level have demonstrated competence over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter.
Basic       Partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade.
Below Basic:       Is for those students whose scores fall below the cut score for Basic.

The following chart compares the achievement levels between NAEP and the FCAT:

FCAT Achievement
Levels
NAEP Achievement
Standards
5 Advanced
4 Proficient
2-3 Basic
1 Below Basic

Additional information is provided at the NAEP website at http://www.nces.ed.gov/nationsreportcard/ or at FLDOE -http://www.fldoe.org/asp/naep/.

* Asian and Indian subgroup categories were too small to report.

NAEP MATH - State Level Results
  % of Students Average Scale Scores % below Basic % Basic % Proficient % Advanced % Basic and above
GRADE 04 Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation
ALL STUDENTS N/A N/A 242 239 14 19 46 43 35 32 5 6 86 81
*
WHITE 46 54 250 248 7 10 40 40 44 42 9 8 93 90
BLACK 22 16 228 222 27 37 53 48 19 14 1 1 73 63
HISPANIC 25 22 238 227 16 30 51 49 31 20 2 1 84 70
DISABLED 15 12 230 220 28 41 46 40 24 17 2 2 72 59
ECO. DISADVANTAGED 55 48 235 228 20 29 51 49 27 21 2 1 80 71
ELL 8 10 226 218 31 43 50 45 18 11 1 1 69 57

* Asian and Indian subgroup categories were too small to report.

NAEP MATH - State Level Results
  % of Students Average Scale Scores % below Basic % Basic % Proficient % Advanced % Basic and above
GRADE 08 Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation
ALL STUDENTS N/A N/A 279 282 30 29 41 38 23 26 6 7 70 71
*
WHITE 46 56 289 292 20 18 41 39 30 33 9 10 80 82
BLACK 22 16 264 260 47 51 40 37 12 11 1 1 53 49
HISPANIC 26 21 274 266 34 44 44 39 19 15 3 2 66 56
DISABLED 13 10 252 249 61 64 31 27 7 8 1 1 39 36
ECO. DISADVANTAGED 48 43 269 266 41 43 41 40 16 15 2 2 59 57
ELL 5 6 241 243 70 72 26 23 3 4 1 1 30 28

* Asian and Indian subgroup categories were too small to report.

NAEP READING - State Level Results
  % of Students Average Scale Scores % below Basic % Basic % Proficient % Advanced % Basic and above
GRADE 04 Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation
ALL STUDENTS N/A N/A 226 220 27 34 37 34 28 25 8 7 73 66
*
WHITE 47 54 233 229 19 23 36 36 34 31 11 10 81 77
BLACK 22 16 211 204 44 53 38 32 16 13 2 2 56 47
HISPANIC 24 21 223 204 29 52 40 32 25 14 6 2 71 48
DISABLED 15 10 204 189 55 66 28 22 13 10 4 2 45 34
ECO. DISADVANTAGED 54 47 217 206 36 49 39 34 22 15 3 2 64 51
ELL 6 9 205 188 48 71 39 23 12 6 1 N/A 52 29

* Asian and Indian subgroup categories were too small to report.

NAEP READING - State Level Results
  % of Students Average Scale Scores % below Basic % Basic % Proficient % Advanced % Basic and above
GRADE 08 Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation
ALL STUDENTS N/A N/A 264 262 24 26 44 44 30 28 2 2 76 74
*
WHITE 46 57 272 271 18 17 42 44 36 36 4 3 82 83
BLACK 22 16 250 245 38 44 47 43 15 13 N/A N/A 62 56
HISPANIC 25 20 260 248 27 41 46 43 26 15 1 1 73 59
DISABLED 13 10 239 229 55 63 34 29 10 8 1 N/A 45 37
ECO. DISADVANTAGED 47 43 255 249 33 40 46 44 20 15 1 1 67 60
ELL 3 5 233 219 59 75 34 22 7 3 N/A N/A 41 25

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 2008-09 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 2008-09.

Staff Type Total Number
for 2008-09
Number Newly Hired
for 2008-09
School % District % State %
Instructional Staff 34 3 8.8 12.8 14.8
School-Based Administrators 1 0 0.0 16.5 17.6
Total 35 3 8.6 12.9 14.9

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 2008-09 2007-08 2008-09 2007-08 2008-09 2007-08
Bachelor's Degree 20 62.5 58.1 61.5 63.1 65.3 66.0
Master's Degree 12 37.5 41.9 36.2 34.6 31.9 30.9
Specialist Degree       1.5 1.2 1.7 2.1
Doctorate       0.9 1.0 1.0 1.0
Total All Degrees 32 100.0 100.0 100.0 100.0 100.0 100.0

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 89.6 96.0 93.5
Percentage of Classes with Teachers Teaching Out-of-Field 10.4 4.0 6.5

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 1.8 0.5 0.1 6.1 6.4 5.8

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.

2008-09 School Performance Grade*:

*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 provides 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 provide 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 d 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 provided 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 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 2007-08 and 2008-09.* 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, 2008-09 (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 2008-09 school year. Data used to calculate AYP for 2008-09 includes FCAT data for 2008-09 and 2007-08, graduation rate data for 2007-08 and 2006-07, and the school performance grade assigned in 2009.

    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, 2008-09

    District Number School Number School Name
    64 621 BLUE LAKE ELEMENTARY SCHOOL
    64 734 TOMOKA ELEMENTARY SCHOOL
    64 745 CAMPBELL MIDDLE SCHOOL
    64 761 PATHWAYS ELEMENTARY SCHOOL
    64 821 PINE TRAIL ELEMENTARY SCHOOL
    64 835 HOLLY HILL MIDDLE SCHOOL
    64 949 CHISHOLM ELEMENTARY SCHOOL
    64 1453 DELAND HIGH SCHOOL
    64 1491 WOODWARD AVENUE ELEM. SCHOOL
    64 1531 DELAND MIDDLE SCHOOL
    64 1631 LOUISE S. MCINNIS ELEM. SCHOOL
    64 1702 DELTONA MIDDLE SCHOOL
    64 1811 DELTONA LAKES ELEMENTARY SCHL
    64 1931 ENTERPRISE ELEMENTARY SCHOOL
    64 2021 OSTEEN ELEMENTARY SCHOOL
    64 2451 PALM TERRACE ELEMENTARY SCHOOL
    64 2734 WALTER A. HURST ELEM. SCHOOL
    64 3251 WESTSIDE ELEMENTARY SCHOOL
    64 3431 SILVER SANDS MIDDLE SCHOOL
    64 3436 MAINLAND HIGH SCHOOL
    64 3451 HORIZON ELEMENTARY SCHOOL
    64 3631 GEORGE W. MARKS ELEM. SCHOOL
    64 3697 EDGEWATER PUBLIC SCHOOL
    64 3839 NEW SMYRNA BEACH HIGH SCHOOL
    64 3931 NEW SMYRNA BEACH MIDDLE SCHOOL
    64 4037 W. F. BURNS OAK HILL ELEM.
    64 4131 ORANGE CITY ELEMENTARY SCHOOL
    64 4235 ORMOND BEACH MIDDLE SCHOOL
    64 4436 SPRUCE CREEK HIGH SCHOOL
    64 4634 OSCEOLA ELEMENTARY SCHOOL
    64 4831 PIERSON ELEMENTARY SCHOOL
    64 4934 PORT ORANGE ELEMENTARY SCHOOL
    64 4941 ATLANTIC HIGH SCHOOL
    64 4951 SWEETWATER ELEMENTARY SCHOOL
    64 5037 READ-PATTILLO ELEMENTARY SCHL
    64 5836 SEABREEZE HIGH SCHOOL
    64 6144 TURIE T. SMALL ELEMENTARY SCHL
    64 6234 SOUTH DAYTONA ELEMENTARY SCHOOL
    64 6343 SOUTHWESTERN MIDDLE SCHOOL
    64 6441 EDITH I. STARKE ELEM. SCHOOL
    64 6633 T. DEWITT TAYLOR MIDDLE-HIGH
    64 6751 DISCOVERY ELEMENTARY SCHOOL
    64 6761 DELTONA HIGH SCHOOL
    64 6791 GALAXY MIDDLE SCHOOL
    64 6841 SUNRISE ELEMENTARY SCHOOL
    64 6851 FRIENDSHIP ELEMENTARY SCHOOL
    64 6871 VOLUSIA PINES ELEMENTARY SCHOOL
    64 6881 PINE RIDGE HIGH SCHOOL
    64 7001 VOLUSIA VIRTUAL SCHOOL
    64 7741 RIVER SPRINGS MIDDLE SCHOOL
    64 7771 HERITAGE MIDDLE SCHOOL
    64 7781 FREEDOM ELEMENTARY SCHOOL
    64 7791 CREEKSIDE MIDDLE SCHOOL
    64 7831 DAVID C HINSON SR MIDDLE SCHOOL
    64 7861 COMMUNITY LEARNING CENTER WEST
    64 7871 SPIRIT ELEMENTARY SCHOOL
    64 7881 MANATEE COVE ELEMENTARY SCHOOL
    64 7891 RICHARD MILBURN ACADEMY
    64 7931 PRIDE ELEMENTARY SCHOOL
    64 7941 COMMUNITY LEARNING CENTER EAST
    64 7961 BOSTON AVENUE CHARTER SCHOOL
    64 9001 VOLUSIA COUNTY SUPT'S OFFICE
    64 9808 P.A.C.E. CENTER FOR GIRLS
    64 9817 THREE SPRINGS OF DAYTONA

    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
    27 23 85.2

    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 2008-09 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
    64 621 BLUE LAKE ELEMENTARY SCHOOL 6
    64 949 CHISHOLM ELEMENTARY SCHOOL 5
    64 1491 WOODWARD AVENUE ELEM. SCHOOL 4
    64 1631 LOUISE S. MCINNIS ELEM. SCHOOL 4
    64 1811 DELTONA LAKES ELEMENTARY SCHL 5
    64 1931 ENTERPRISE ELEMENTARY SCHOOL 6
    64 2451 PALM TERRACE ELEMENTARY SCHOOL 5
    64 2721 HOLLY HILL ELEMENTARY SCHOOL 5
    64 2734 WALTER A. HURST ELEM. SCHOOL 6
    64 3251 WESTSIDE ELEMENTARY SCHOOL 6
    64 4037 W. F. BURNS OAK HILL ELEM. 3
    64 4131 ORANGE CITY ELEMENTARY SCHOOL 4
    64 4634 OSCEOLA ELEMENTARY SCHOOL 3
    64 4831 PIERSON ELEMENTARY SCHOOL 6
    64 5037 READ-PATTILLO ELEMENTARY SCHL 1
    64 6144 TURIE T. SMALL ELEMENTARY SCHL 2
    64 6234 SOUTH DAYTONA ELEMENTARY SCHOOL 6
    64 6441 EDITH I. STARKE ELEM. SCHOOL 5
    64 6751 DISCOVERY ELEMENTARY SCHOOL 2
    64 6841 SUNRISE ELEMENTARY SCHOOL 5
    64 6851 FRIENDSHIP ELEMENTARY SCHOOL 5
    64 7841 THE CHILES ACADEMY 2
    64 7871 SPIRIT 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/schools/schoolmap/flash/schoolmap_text.asp.