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GLENRIDGE MIDDLE

GRADES: 6-8

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 and provides certain additional information of interest on the status of Florida's schools.

OCTOBER MEMBERSHIP

READINESS TO START SCHOOL

GRADUATION RATE AND DROPOUT RATE

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 2009-10 2008-09 2009-10 2008-09 2009-10 2008-09
WHITE 326 316 51.6 49.5 32.8 33.6 44.4 45.3
BLACK 73 76 12.0 12.4 27.3 27.3 23.0 23.0
HISPANIC 153 177 26.5 28.0 32.2 31.3 26.2 25.0
ASIAN 37 31 5.5 6.2 4.5 4.3 2.6 2.5
AM.INDIAN 3 2 0.4 0.1 0.4 0.4 0.3 0.3
MULTIRACIAL 19 31 4.0 3.9 2.8 3.0 3.4 3.9
                 
DISABLED 64 118 14.6 15.9 12.9 13.4 14.1 14.3
ECONOMICALLY DISADVANTAGED 235 253 39.2 38.5 50.9 48.6 53.5 49.6
ELL 82 87 13.6 14.6 22.8 23.3 11.6 11.8
MIGRANT         0.1 0.2 0.5 0.5
                 
FEMALE 611   49.1 48.6 48.7 48.8 48.7 48.7
MALE   633 50.9 51.4 51.3 51.2 51.3 51.3
                 
TOTAL 1244 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 the Florida Assessments for Instruction In Reading (FAIR).

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

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

  Number of Students and
Where They
Placed
School % District % State %
Category 2009-10 2009-10 2008-09 2009-10 2008-09 2009-10 2008-09
               
ECHOS Ready
0
0
0
88
88
89
88
ECHOS Not Ready
0
0
0
12
12
11
12
Total ECHOS
0
0
0
100
100
100
100
               
FAIR Ready
0
0
0
64
77
65
77
FAIR Not Ready
0
0
0
36
23
35
23
Total FAIR
0
0
0
100
100
100
100
               
DIBELS ISF Ready*
N/A
N/A
0
N/A
70
N/A
68
DIBELS ISF Not Ready*
N/A
N/A
0
N/A
30
N/A
68
Total DIBELS ISF*
N/A
N/A
0
N/A
100
N/A
100

*DIBELS was not administered in 2009-10.

NOTE: Percentages are rounded to the nearest whole integer after individual categories are tabulated.

GRADUATION RATE AND DROPOUT RATE

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

NCLB 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 %
  2008-09 2007-08 2008-09 2007-08 2008-09 2007-08
ALL STUDENTS     75.3 72.9 76.2 72.8
             
WHITE     83.0 83.1 83.8 81.4
BLACK     64.0 61.6 63.3 58.7
HISPANIC     73.3 68.3 71.6 67.1
ASIAN     90.4 84.0 88.1 83.8
AM.INDIAN     88.9 90.6 77.4 76.9
MULTIRACIAL     83.0 74.8 82.3 78.2
             
DISABLED     47.5 42.4 47.2 43.0
ECONOMICALLY DISADVANTAGED     66.2 61.5 65.1 61.1
ELL     65.3 58.2 56.8 52.2
MIGRANT     77.5 61.5 59.9 52.9
             
FEMALE     80.1 76.6 80.0 76.8
MALE     70.6 69.1 72.3 68.7

NGA 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 %
  2008-09 2007-08 2008-09 2007-08 2008-09 2007-08
ALL STUDENTS     75.9 73.6 76.3 73.1
             
WHITE     82.8 83.0 83.1 80.8
BLACK     65.1 64.0 64.9 60.8
HISPANIC     74.6 68.8 72.1 67.6
ASIAN     89.7 83.3 87.9 83.8
AM.INDIAN     88.9 85.9 76.8 76.1
MULTIRACIAL     82.4 73.1 81.3 77.3

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.

  School % District % State %
Racial/Ethnic Group 2008-09 2007-08 2008-09 2007-08 2008-09 2007-08
WHITE N/A N/A 0.8 1.2 1.6 1.9
BLACK N/A N/A 1.6 1.7 3.4 3.6
HISPANIC N/A N/A 1.0 1.7 2.5 3.1
ASIAN N/A N/A 0.2 0.5 0.8 1.0
AM.INDIAN N/A N/A 0.5 0.9 2.3 2.1
MULTIRACIAL N/A N/A 0.6 1.6 1.6 1.8
             
FEMALE 0.0 0.0 1.0 1.2 2.0 2.3
MALE 0.0 0.0 1.2 1.7 2.5 2.9
             
TOTAL 0.0 0.0 1.1 1.5 2.3 2.6
Note: N/A indicates no student membership for that subgroup.
STUDENT PERFORMANCE

STUDENT PERFORMANCE

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. 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 take alternate assessments. Alternate assessments for students with disabilities include 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 %
  2009-10 2008-09 2009-10 2008-09 2009-10 2008-09
ALL STUDENTS 96 97 93 93 95 94
             
WHITE 98 99 96 95 96 95
BLACK 90 95 92 92 93 92
HISPANIC 95 94 92 92 94 93
ASIAN N 97 96 96 97 96
AM.INDIAN N N 96 95 94 94
MULTIRACIAL* N N 96 96 96 96
             
DISABLED 83 85 77 77 81 80
ECONOMICALLY DISADVANTAGED 94 96 91 92 93 92
ELL N 90 88 89 86 86
MIGRANT* N N 90 92 89 89
             
FEMALE* 98 99 96 96 97 96
MALE* 94 95 91 91 93 91

* 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, Mathematics, and Science Assessments

STUDENT ACHIEVEMENT LEVEL DESCRIPTIONS

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 %
  2009-10 Results State Objective % Not Tested 2009-10 Results State Objective % Not Tested 2009-10 Results State Objective % Not Tested
ALL STUDENTS 74 72 0 62 72 1 62 72 1
                   
WHITE 84 72 1 76 72 1 72 72 1
BLACK 55 72 0 46 72 2 44 72 2
HISPANIC 63 72 0 56 72 1 59 72 1
ASIAN N 72 0 77 72 1 78 72 1
AM.INDIAN N 72 N 66 72 1 64 72 2
MULTIRACIAL* N 72 0 70 72 1 68 72 1
                   
DISABLED 51 72 1 32 72 2 36 72 3
ECONOMICALLY DISADVANTAGED 59 72 0 52 72 1 53 72 2
ELL 46 72 1 49 72 1 44 72 1
MIGRANT* N 72 N 44 72 0 41 72 2
                   
FEMALE* 77 72 0 64 72 1 65 72 1
MALE* 72 72 1 59 72 1 60 72 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 %
  2009-10 Results State Objective % Not Tested 2009-10 Results State Objective % Not Tested 2009-10 Results State Objective % Not Tested
ALL STUDENTS 73 74 0 67 74 1 68 74 2
                   
WHITE 84 74 1 82 74 1 78 74 1
BLACK 51 74 0 50 74 2 50 74 2
HISPANIC 60 74 1 61 74 1 66 74 1
ASIAN N 74 0 86 74 1 87 74 1
AM.INDIAN N 74 N 76 74 1 70 74 2
MULTIRACIAL* N 74 0 74 74 1 71 74 1
                   
DISABLED 44 74 1 36 74 2 41 74 3
ECONOMICALLY DISADVANTAGED 58 74 0 57 74 1 59 74 2
ELL 49 74 1 52 74 1 52 74 2
MIGRANT* N 74 N 53 74 1 54 74 2
                   
FEMALE* 76 74 0 67 74 1 68 74 1
MALE* 70 74 1 67 74 2 69 74 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 %
  2009-10 Results State Objective % Not Tested 2009-10 Results State Objective % Not Tested 2009-10 Results State Objective % Not Tested
ALL STUDENTS 58 N/A 1 42 N/A 3 44 N/A 3
                   
WHITE 72 N/A 1 62 N/A 3 58 N/A 3
BLACK 33 N/A 0 24 N/A 4 24 N/A 5
HISPANIC 39 N/A 1 33 N/A 3 37 N/A 3
ASIAN N N/A N 60 N/A 1 62 N/A 2
AM.INDIAN N N/A N 46 N/A 2 46 N/A 4
MULTIRACIAL* N N/A N 52 N/A 2 50 N/A 3
                   
DISABLED 35 N/A 0 20 N/A 5 25 N/A 6
ECONOMICALLY DISADVANTAGED 35 N/A 0 29 N/A 3 32 N/A 4
ELL N N/A 3 23 N/A 3 18 N/A 3
MIGRANT* N N/A N 15 N/A 0 21 N/A 3
                   
FEMALE* 52 N/A 0 39 N/A 3 41 N/A 3
MALE* 64 N/A 1 45 N/A 3 48 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           2009-10 2008-09 2009-10 2008-09
Grade 3        
Grade 4        
Grade 5        
Grade 6 73 73 68 62
Grade 7 79 76 72 66
Grade 8 70 70 81 76
Grade 9        
Grade 10        

  Reading Math
District          2009-10 2008-09 2009-10 2008-09
Grade 3 72 70 76 74
Grade 4 73 74 74 74
Grade 5 71 73 64 63
Grade 6 68 64 57 53
Grade 7 68 66 61 59
Grade 8 56 52 67 64
Grade 9 46 48 64 68
Grade 10 38 37 69 67

  Reading Math
State Totals 2009-10 2008-09 2009-10 2008-09
Grade 3 73 72 79 78
Grade 4 72 75 75 76
Grade 5 70 72 64 63
Grade 6 68 67 58 56
Grade 7 69 68 62 61
Grade 8 56 55 69 67
Grade 9 49 48 68 69
Grade 10 40 37 73 69

Percentage of Students Scoring at Each FCAT Achievement Level, 2009-10

  FCAT   SCIENCE
  School % District % State %
GRADE 05 L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS   20 32 34 10 3   19 32 35 11 4
WHITE   9 24 43 17 8   10 27 42 16 6
BLACK   30 40 25 4 1   34 39 23 3 1
HISPANIC   25 36 31 7 1   23 35 32 8 2
ASIAN   13 22 41 17 7   10 23 39 18 9
AM. INDIAN   20 22 43   17 33 35 11 3
MULTIRACIAL*   13 31 42 10 4   15 32 38 11 4
DISABLED   48 31 17 3 1   40 33 21 4 1
ECO. DISADVANTAGED   28 38 28 5 1   27 37 29 6 1
ELL   31 37 27 5 1   40 37 20 3
MIGRANT*     38 39 20 3
FEMALE*   20 34 34 9 3   19 34 35 10 3
MALE*   21 31 34 11 4   19 30 35 12 4
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.

  FCAT   SCIENCE
  School % District % State %
GRADE 08 L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 15 28 41 11 5   28 33 30 7 2   25 31 32 8 2
WHITE 23 49 15 7   13 28 41 14 5   14 29 41 12 4
BLACK 48 24 24   45 34 19 2   44 34 19 2
HISPANIC 23 40 32   34 37 24 4 1   30 34 28 6 1
ASIAN   15 28 38 14 5   12 24 40 17 7
AM. INDIAN   18 35 34   22 33 33 9 3
MULTIRACIAL*   17 33 38 9 3   19 32 36 10 3
DISABLED 30 40 26   59 26 13 2   56 27 15 2 1
ECO. DISADVANTAGED 30 37 27   38 36 22 4 1   36 35 24 4 1
ELL 37 47   53 34 12 1   60 28 11 1
MIGRANT*     48 32 17 2
FEMALE* 18 31 37 11   29 35 28 6 2   26 35 31 7 2
MALE* 13 24 45 11 6   27 30 31 9 3   25 28 33 10 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.

  FCAT   SCIENCE
  School % District % State %
GRADE 11 L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS   29 34 31 5 1   28 34 32 6 1
WHITE   13 30 45 10 1   16 33 41 8 2
BLACK   46 37 16 1   47 35 16 1
HISPANIC   35 38 24 2   34 35 26 4 1
ASIAN   17 28 40 13 2   17 28 40 12 3
AM. INDIAN   25 38 35   22 37 35 5
MULTIRACIAL*   18 35 39 6   22 34 36 7 1
DISABLED   60 27 12 1   60 27 12 1
ECO. DISADVANTAGED   40 37 21 2   40 35 22 3
ELL   57 33 9   64 27 8 1
MIGRANT*   56 44   50 34 15
FEMALE*   31 36 29 4   30 36 30 4 1
MALE*   26 33 33 7 1   26 31 34 7 2
Note: A blank cell indicates subgroup too small to report or no test results reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation

  FCAT   READING
  School % District % State %
GRADE ALL L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 10 17 31 28 14   19 20 30 22 9   19 20 31 22 9
WHITE 5 11 30 34 20   9 15 30 30 15   11 17 32 28 13
BLACK 19 29 30 16 7   29 26 29 13 3   31 25 28 13 3
HISPANIC 15 25 35 18 7   23 22 32 18 5   21 21 31 20 7
ASIAN 16 31 31 17   11 14 28 30 18   11 13 27 30 19
AM. INDIAN   16 19 31 25 10   18 19 32 22 8
MULTIRACIAL* 26 36   12 18 32 28 10   14 18 33 26 10
DISABLED 32 21 33 11   49 22 21 7 1   46 21 21 9 2
ECO. DISADVANTAGED 17 25 33 18 6   25 23 31 16 4   25 23 31 17 4
ELL 25 31 29 13   31 22 30 14 3   39 21 27 12 2
MIGRANT*   30 26 29 11   35 25 27 11 2
FEMALE* 8 16 31 29 16   17 20 31 23 9   16 20 31 23 10
MALE* 12 18 31 27 13   22 20 30 20 8   21 20 30 21 8
Note: A blank cell indicates subgroup too small to report or no test results reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation

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

ELL STUDENTS

Recently Arrived English Language Learners (ELLs)

Florida students in ESOL programs who have been in the U.S less than one year are required to be tested on the Comprehensive English Language Learning Assessment (CELLA) as well as the FCAT in mathematics but may be exempt for up to one administration of the FCAT in reading. The following chart shows the number of recently arrived ELL students who were not tested on the FCAT in reading but were included in the AYP reading participation rate based on available CELLA scores. As a federally approved flexibility, test scores for recently arrived ELLs are not included in the reading and math proficiency calculations for AYP.


* Cell sizes smaller than 10 are suppressed.


ELL School District State
Reading * 139 1398

National Assessment of Educational Progress (NAEP)

For more than 30 years, The Nation's Report Card (NAEP) has served U.S. educators as an information resource, providing reliable assessment results of what our students know and can do in key subject areas. It is the only ongoing project that monitors national trends in student achievement at grades 4, 8, and 12 and state trends at grades 4 and 8. Main NAEP, conducted at the state and national level, occurs every two years in reading and mathematics and every four years in writing and science. A representative sample of the student population participates, and each student takes only a portion of the assessment. Results are then assembled to form projected state and national scores, based on aggregated student results. NAEP does not provide school- or student-level results.

Below are the 2009 NAEP state results for Grades 4 and 8 in Reading and Mathematics.

1. Scale Scores

A scale score is derived from an averaging of scores of student responses to NAEP assessment items on a 0—500 point scale. Scale scores 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

Achievement levels are performance standards set by the National Assessment Governing Board (NAGB), based on recommendations from panels of educators and members of the public. The standards are based on scale scores and define the degree to which student performance meets expectations of what students should know and be able to do. They provide a context for interpreting student performance on NAEP and offer a means of identifying percentages of students who have demonstrated certain proficiencies. The achievement levels set by the NAGB are Basic, Proficient, and Advanced. Below Basic is also reported but not considered to be an achievement level.

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       Denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade.
Below Basic:       Scores that 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

NAEP Participation Rates for Required Subgroups

NAEP MATH
Grade 04
MATH
Grade 08
READING
Grade 04
READING
Grade 08
  Florida Nation Florida Nation Florida Nation Florida Nation
SWD 90 84 87 78 83 71 82 72
ELL 95 94 91 92 71 84 58 83

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


  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 subgroups 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 subgroups 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 subgroups 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
* Asian and Indian subgroups were too small to report.
SCHOOL SAFETY AND ENVIRONMENT

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 2009-10 school year, no Florida public school was identified as persistently dangerous.*

*pending review of complete full-year data

TEACHERS AND STAFF

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 2009-10.

Staff Type Total Number
for 2009-10
Number Newly Hired
for 2009-10
School % District % State %
Instructional Staff 65 4 6.2 16.1 14.6
School-Based Administrators 2 1 50.0 18.0 20.6
Total 67 5 7.5 16.1 14.8

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 2009-10 2008-09 2009-10 2008-09 2009-10 2008-09
Bachelor's Degree 43 70.5 68.8 69.5 70.2 65.3 65.3
Master's Degree 18 29.5 31.3 29.1 28.4 32.1 31.9
Specialist Degree       0.7 0.7 1.6 1.7
Doctorate       0.7 0.7 1.0 1.0
Total All Degrees 61 100.0 100.0 100.0 100.0 100.0 100.0

Percentage of Teachers Teaching with Emergency or Provisional Credentials

Florida has no un-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 100.0 100.0 95.2
Percentage of Classes with Teachers Teaching Out-of-Field 0.0 0.0 4.8

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 %
Classes Not Taught by Highly Qualified Teachers   All Schools High-Poverty Schools* Low-Poverty Schools* All Schools High-Poverty Schools* Low-Poverty Schools*
October 0.7 1.4 1.4 2.4 5.1 5.2 5.0
February 0.7 0.9 0.6 1.6 4.6 4.6 4.3
Combined All Year 0.7 1.1 1.0 2.0 4.8 4.9 4.7

*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.

(AYP)

FLORIDA SCHOOL PERFORMANCE GRADE AND ADEQUATE YEARLY PROGRESS (AYP)

School Performance Grade

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. High schools and combination schools that serve high school grade levels will receive a grade based 50% on FCAT and 50% on new measures. Those grades will not be available until November 2010. Therefore, for those schools, a "P" appears under their grade.

2009-10 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.

Adequate Yearly Progress (AYP)

Adequate Yearly Progress (AYP) Report

Federal legislation requires schools to report 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 LEGISLATION

REPORTING REQUIREMENTS OF FEDERAL 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 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 contain 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 .


The federal Elementary & Secondary Education 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 2009-10 school year, requirements for school improvements apply to Title I schools that did not make AYP in 2008-09 and 2009-10.* Students attending these schools are eligible for public school choice options for the 2009-10 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.

ADEQUATE YEARLY PROGRESS INDICATOR

Adequate Yearly Progress (AYP) Indicator

Determining adequate yearly progress is a multi-step process applied to each public school. The federal Elementary and Secondary Education Act (ESEA) requires determination of AYP to identify schools in need of improvement.

AYP is based primarily on student participation and performance in reading and math, school writing performance, the graduation rate (for high schools), and the school performance grade (via the School Accountability Report).

The Department of Education has elected to provide information on AYP separate from the other indicators featured on the NCLB SPAR in order to emphasize the distinction between the state's school performance grade and the AYP indicator.

Basic AYP Requirements are as follows:

Safe Harbor: For subgroups not achieving the reading and/or math targets, AYP may still be attained if the number of non-proficient students decreased by 10% or more from the previous year AND the subgroup met AYP requirements for participation (reading and math), writing proficiency, and the graduation rate (for high schools).

Growth Model:Subgroups that do not achieve the reading and/or math targets and fail to meet Safe Harbor criteria can still attain adequate progress if the percentage of students who are on track to be proficient (via the Growth Model) meets or exceeds annual proficiency targets. Subgroups must also meet qualifying criteria in reading/math participation, writing proficiency, and the graduation rate. More information on AYP calculations and results, including the growth model, is available in the Adequate Yearly Progress (AYP) Technical Assistance Paper, which is available via a link at http://schoolgrades.fldoe.org.

The SPAR includes a table indicating whether the school, district, and state made AYP. Technical information on the AYP calculation and related resources are available at http://schoolgrades.fldoe.org.

AYP Status, 2009-10 (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 2009-10 school year. Data used to calculate AYP for 2009-10 includes FCAT data for 2009-10 and 2008-09, graduation rate data for 2008-09 and 2007-08, and the school performance grade assigned in 2010.

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, 2009-10

District Number School Number School Name
48 11 HOSPITAL HOMEBOUND
48 40 LIFE SKILLS CHARTER
48 42 BETA
48 43 UNIVERSITY BEHAVIORAL CENTER
48 53 PASSPORT CHARTER
48 54 SUMMIT CHARTER
48 55 PRINCETON HOUSE CHARTER
48 57 RIO GRANDE CHARTER
48 62 NAP FORD COMMUNITY CHARTER
48 63 NORTHSTAR HIGH CHARTER
48 84 SHEELER HIGH CHARTER
48 85 CHANCERY HIGH CHARTER
48 101 AMIKIDS ORLANDO
48 111 BOONE HIGH
48 120 ALOMA HIGH CHARTER
48 121 EDGEWATER HIGH
48 123 DROP BACK IN
48 131 HOWARD MIDDLE
48 141 LAKEVILLE ELEMENTARY
48 142 CHEROKEE
48 151 MEMORIAL MIDDLE
48 181 FERN CREEK ELEMENTARY
48 201 HILLCREST ELEMENTARY
48 211 KALEY ELEMENTARY
48 212 OAKSHIRE ELEMENTARY
48 213 LAWTON CHILES ELEMENTARY
48 215 THREE POINTS ELEMENTARY
48 216 CITRUS ELEMENTARY
48 217 CAMELOT ELEMENTARY
48 221 LAKE COMO ELEMENTARY
48 231 PINELOCH ELEMENTARY
48 236 EAGLES NEST ELEMENTARY
48 241 LAKE GEM ELEMENTARY
48 242 LEGACY MIDDLE
48 245 FREEDOM MIDDLE
48 251 PRINCETON ELEMENTARY
48 252 OCOEE HIGH
48 253 WEST OAKS ELEMENTARY
48 261 RIVERDALE ELEMENTARY
48 271 ORLO VISTA ELEMENTARY
48 282 APOPKA MIDDLE
48 301 LAKE GEORGE ELEMENTARY
48 311 KILLARNEY ELEMENTARY
48 322 WHISPERING OAK ELEMENTARY SCHOOL
48 342 OCOEE MIDDLE
48 352 LAKEVIEW MIDDLE
48 361 TILDENVILLE ELEMENTARY
48 401 PINEWOOD ELEMENTARY
48 411 PINE CASTLE ELEMENTARY
48 421 LOCKHART ELEMENTARY
48 431 UNION PARK ELEMENTARY
48 461 ZELLWOOD ELEMENTARY
48 511 DILLARD STREET ELEMENTARY
48 521 LAKE SILVER ELEMENTARY
48 531 AUDUBON PARK ELEMENTARY
48 541 DREAM LAKE ELEMENTARY
48 551 CONWAY ELEMENTARY
48 571 GLENRIDGE MIDDLE
48 581 LEE MIDDLE
48 591 GATEWAY
48 611 AZALEA PARK ELEMENTARY
48 621 PINE HILLS ELEMENTARY
48 631 BLANKNER K-8
48 641 ROCK LAKE ELEMENTARY
48 651 LAKE WESTON ELEMENTARY
48 661 COLONIAL HIGH
48 671 EVANS HIGH
48 681 ENGELWOOD ELEMENTARY
48 691 OAK RIDGE HIGH
48 701 CATALINA ELEMENTARY
48 711 CHENEY ELEMENTARY
48 721 LOCKHART MIDDLE
48 731 MAITLAND MIDDLE
48 741 CYPRESS PARK ELEMENTARY
48 764 EXCEL HIGH
48 781 DOVER SHORES ELEMENTARY
48 791 MOLLIE RAY ELEMENTARY
48 801 DURRANCE ELEMENTARY
48 811 TANGELO PARK ELEMENTARY
48 821 LOVELL ELEMENTARY
48 831 CHICKASAW ELEMENTARY
48 851 LANCASTER ELEMENTARY
48 871 BONNEVILLE ELEMENTARY
48 881 HIAWASSEE ELEMENTARY
48 891 MCCOY ELEMENTARY
48 901 PERSHING ELEMENTARY
48 911 UNION PARK MIDDLE
48 921 ROBINSWOOD MIDDLE
48 931 DR. PHILLIPS HIGH
48 941 CLARCONA ELEMENTARY
48 961 PALM LAKE ELEMENTARY
48 971 VENTURA ELEMENTARY
48 981 ARBOR RIDGE K-8
48 991 CLAY SPRINGS ELEMENTARY
48 1001 UNIVERSITY HIGH
48 1011 ROCK SPRINGS ELEMENTARY
48 1031 SOUTHWEST MIDDLE
48 1041 MEADOW WOODS ELEMENTARY
48 1051 WATERBRIDGE ELEMENTARY
48 1061 WINDY RIDGE K-8
48 1071 BAY MEADOWS ELEMENTARY
48 1091 WATERFORD ELEMENTARY
48 1111 JACKSON MIDDLE
48 1121 DISCOVERY MIDDLE
48 1133 WESTRIDGE MIDDLE
48 1141 LITTLE RIVER ELEMENTARY
48 1151 WALKER MIDDLE
48 1171 WINEGARD ELEMENTARY
48 1181 DOMMERICH ELEMENTARY
48 1221 LAKE SYBELIA ELEMENTARY
48 1231 WINDERMERE ELEMENTARY
48 1241 MEADOWBROOK MIDDLE
48 1251 RIVERSIDE ELEMENTARY
48 1261 SADLER ELEMENTARY
48 1271 ROSEMONT ELEMENTARY
48 1281 CORNER LAKE MIDDLE
48 1282 APOPKA ELEMENTARY
48 1291 CHAIN OF LAKES MIDDLE
48 1321 MAXEY ELEMENTARY
48 1331 ORANGE CENTER ELEMENTARY
48 1341 SOUTHWOOD ELEMENTARY
48 1351 HUNGERFORD ELEMENTARY
48 1361 WHEATLEY ELEMENTARY
48 1371 SUNRISE ELEMENTARY
48 1381 MEADOW WOODS MIDDLE
48 1391 CONWAY MIDDLE
48 1401 ALOMA ELEMENTARY
48 1411 WINTER PARK HIGH
48 1431 RIDGEWOOD PARK ELEMENTARY
48 1441 SHENANDOAH ELEMENTARY
48 1451 COLUMBIA ELEMENTARY
48 1461 HIDDEN OAKS ELEMENTARY
48 1491 PALMETTO ELEMENTARY
48 1501 OAK HILL ELEMENTARY
48 1511 WEST ORANGE HIGH
48 1521 APOPKA HIGH
48 1531 OCOEE ELEMENTARY
48 1541 PINAR ELEMENTARY
48 1542 WEKIVA HIGH
48 1551 LIBERTY MIDDLE
48 1553 MILLENNIA ELEMENTARY
48 1561 MAGNOLIA
48 1562 WESTBROOKE ELEMENTARY
48 1591 DR. PHILLIPS ELEMENTARY
48 1601 DEERWOOD ELEMENTARY
48 1611 FRANGUS ELEMENTARY
48 1612 CASTLE CREEK ELEMENTARY
48 1621 SHINGLE CREEK ELEMENTARY
48 1631 TIMBER CREEK HIGH
48 1632 OLYMPIA HIGH
48 1651 CYPRESS CREEK HIGH
48 1662 FREEDOM HIGH
48 1671 PIEDMONT LAKES MIDDLE
48 1681 GOTHA MIDDLE
48 1682 ODYSSEY MIDDLE
48 1691 PACE CENTER FOR GIRLS
48 1702 WOLF LAKE MIDDLE
48 1703 SOUTH CREEK MIDDLE
48 1731 SAND LAKE ELEMENTARY
48 1741 WYNDHAM LAKES ELEMENTARY
48 1751 WOLF LAKE ELEMENTARY
48 1752 VISTA LAKES ELEMENTARY
48 1762 BRIDGEWATER MIDDLE
48 1763 AVALON MIDDLE
48 1791 KEENES CROSSING ELEMENTARY
48 1801 EAST RIVER HIGH
48 1811 ACCELERATION ACADEMY
48 1931 LAKE NONA MIDDLE
48 1951 LAKE NONA HIGH
48 1991 TIMBER LAKES ELEMENTARY
48 5711 JONES HIGH
48 5841 ECCLESTON ELEMENTARY
48 5871 CARVER MIDDLE
48 5891 RICHMOND HEIGHTS ELEMENTARY
48 7001 OCPS DOE VIRTUAL SCHOOL
48 8009 ORANGE YOUTH ACADEMY

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
72 55 76.4

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 2009-10 in the schools shown below are eligible for public school choice and/or supplemental services in 2010-11.

District Number School Number School Name Number of
Years Listed
48 57 RIO GRANDE CHARTER 6
48 62 NAP FORD COMMUNITY CHARTER 4
48 131 HOWARD MIDDLE 4
48 142 CHEROKEE 2
48 151 MEMORIAL MIDDLE 7
48 181 FERN CREEK ELEMENTARY 5
48 191 GRAND AVENUE PRIMARY LEARNING CENTER 4
48 212 OAKSHIRE ELEMENTARY 1
48 215 THREE POINTS ELEMENTARY 2
48 231 PINELOCH ELEMENTARY 6
48 236 EAGLES NEST ELEMENTARY 4
48 241 LAKE GEM ELEMENTARY 4
48 253 WEST OAKS ELEMENTARY 3
48 271 ORLO VISTA ELEMENTARY 7
48 311 KILLARNEY ELEMENTARY 1
48 361 TILDENVILLE ELEMENTARY 6
48 401 PINEWOOD ELEMENTARY 3
48 461 ZELLWOOD ELEMENTARY 6
48 591 GATEWAY 2
48 611 AZALEA PARK ELEMENTARY 6
48 621 PINE HILLS ELEMENTARY 7
48 651 LAKE WESTON ELEMENTARY 7
48 681 ENGELWOOD ELEMENTARY 7
48 701 CATALINA ELEMENTARY 8
48 711 CHENEY ELEMENTARY 5
48 741 CYPRESS PARK ELEMENTARY 2
48 791 MOLLIE RAY ELEMENTARY 6
48 821 LOVELL ELEMENTARY 7
48 851 LANCASTER ELEMENTARY 6
48 861 ROLLING HILLS ELEMENTARY 5
48 881 HIAWASSEE ELEMENTARY 7
48 891 MCCOY ELEMENTARY 5
48 921 ROBINSWOOD MIDDLE 5
48 971 VENTURA ELEMENTARY 6
48 1111 JACKSON MIDDLE 6
48 1133 WESTRIDGE MIDDLE 6
48 1141 LITTLE RIVER ELEMENTARY 6
48 1151 WALKER MIDDLE 6
48 1171 WINEGARD ELEMENTARY 1
48 1241 MEADOWBROOK MIDDLE 7
48 1261 SADLER ELEMENTARY 2
48 1271 ROSEMONT ELEMENTARY 6
48 1321 MAXEY ELEMENTARY 2
48 1351 HUNGERFORD ELEMENTARY 6
48 1361 WHEATLEY ELEMENTARY 5
48 1421 IVEY LANE ELEMENTARY 7
48 1431 RIDGEWOOD PARK ELEMENTARY 7
48 1491 PALMETTO ELEMENTARY 8
48 1501 OAK HILL ELEMENTARY 1
48 1541 PINAR ELEMENTARY 2
48 1553 MILLENNIA ELEMENTARY 1
48 1621 SHINGLE CREEK ELEMENTARY 6
48 5711 JONES HIGH 1
48 5871 CARVER MIDDLE 6
48 5891 RICHMOND HEIGHTS ELEMENTARY 5

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.