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WESLEY CHAPEL ELEMENTARY SCHL

GRADES: PREK-5

SCHOOL, DISTRICT, AND STATE PUBLIC ACCOUNTABILITY REPORT

OCTOBER MEMBERSHIP

READINESS TO START SCHOOL

GRADUATION RATE AND DROPOUT RATE

STUDENT PERFORMANCE

NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP)

TEACHERS AND STAFF

FLORIDA SCHOOL PERFORMANCE GRADE AND ANNUAL MEASURABLE OBJECTIVES (AMOs)

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 2012-13 2011-12 2012-13 2011-12 2012-13 2011-12
WHITE 176 184 58.3 59.0 66.8 67.6 41.6 42.4
BLACK OR AFRICAN AMERICAN 31 35 10.7 10.6 6.1 5.8 23.0 23.0
HISPANIC / LATINO 58 61 19.3 18.9 19.9 19.5 29.3 28.6
ASIAN 30 18 7.8 7.3 2.5 2.4 2.6 2.5
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER * * * *   0.1 0.1 0.1
AMERICAN INDIAN OR ALASKA NATIVE       * 0.4 0.5 0.4 0.4
TWO OR MORE RACES 10 12 3.6 3.9 4.1 4.1 3.1 3.0
                 
DISABLED 11 39 8.1 9.6 14.8 15.2 12.9 13.2
ECONOMICALLY DISADVANTAGED 122 114 38.2 39.2 55.1 54.9 58.6 57.6
ELL 21 18 6.3 8.6 5.3 5.4 12.1 11.9
MIGRANT         0.1 0.1 0.5 0.5
                 
FEMALE 306   49.6 48.1 48.5 48.5 48.7 48.7
MALE   311 50.4 51.9 51.5 51.5 51.4 51.4
                 
TOTAL 617 100.0 100.0 100.0 100.0 100.0 100.0
Note: An asterisk (*) indicates a subgroup population fewer than ten. A blank cell indicates zero students in the subgroup.

READINESS TO START SCHOOL

The Florida Kindergarten Readiness Screener (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).

  Number of Students and
Where They
Placed
School % District % State %
Category 2012-13 2012-13 2011-12 2012-13 2011-12 2012-13 2011-12
               
ECHOS Ready
98
100
97
97
96
91
91
ECHOS Not Ready
0
0
3
3
4
9
9
Total ECHOS
98
           
               
FAIR Ready
85
88
74
76
70
72
71
FAIR Not Ready
12
12
26
24
30
28
29
Total FAIR
97
           
               
Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10. Percentages are rounded to the nearest whole integer after individual categories are tabulated; therefore totals may not equal 100%.

GRADUATION RATE AND DROPOUT RATE

Federal Uniform Graduation Rate

The graduation rate shows the percentage of students who graduated with a standard high school diploma within four years of initial entry into ninth grade. These results are used in the calculation of schools' Annual Measurable Objectives (AMOs). The AMO graduation rate target for all subgroups and all students is 85 percent or, if below 85 percent, an annual improvement of at least 2 percent.

  School % District % State %
  2011-12 2010-11 2011-12 2010-11 2011-12 2010-11
ALL STUDENTS     76.6 71.0 74.5 70.6
 
WHITE     76.5 70.8 79.4 76.2
BLACK OR AFRICAN AMERICAN     76.5 69.5 63.7 58.6
HISPANIC/LATINO     73.7 70.2 72.9 69.4
ASIAN     94.7 83.9 88.4 85.9
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER     # N/A 62.5 N/A
AM.INDIAN OR ALASKA NATIVE     76.5 71.4 69.7 69.7
TWO OR MORE RACES     79.2 71.3 78.6 75.1
 
DISABLED     47.9 48.4 47.7 44.4
ECONOMICALLY DISADVANTAGED     65.5 57.8 65.0 60.3
ELL     59.5 52.1 56.6 53.0
MIGRANT     # # 64.8 60.6
AT-RISK (Low 25)*     53.3 50.1
 
FEMALE     80.2 75.8 78.9 75.3
MALE     73.2 66.2 70.2 66.0
Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10.
* At-risk students are students whose test scores entering high school qualify for inclusion in the lowest performing 25%.

Five-year Graduation Rate

The five-year graduation rate shows the percentage of students who graduated with a standard high school diploma within five years of initial entry into ninth grade.

  School % District % State %
  2011-12 2010-11 2011-12 2010-11 2011-12 2010-11
ALL STUDENTS     72.9 69.1 72.6 70.6
 
WHITE     72.6 69.2 77.8 75.4
BLACK OR AFRICAN AMERICAN     72.0 67.6 61.5 59.9
HISPANIC/LATINO     72.1 65.7 71.4 69.8
ASIAN     88.4 86.7 87.7 87.2
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER     # N/A 60.0 N/A
AM.INDIAN OR ALASKA NATIVE     71.4 75.0 71.7 68.6
TWO OR MORE RACES     75.0 71.7 77.2 75.9
 
DISABLED     51.7 44.0 47.4 42.8
ECONOMICALLY DISADVANTAGED     59.9 56.1 62.9 61.2
ELL     57.6 48.2 56.4 57.3
MIGRANT     # # 63.3 62.2
AT-RISK (Low 25)*     51.2 48.1 49.7 50.7
 
FEMALE     77.7 73.2 77.0 76.0
MALE     68.3 65.4 68.4 65.5
Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10.
* At-risk students are students whose test scores entering high school qualify for inclusion in the lowest performing 25%.

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 who dropped out of school from the total enrollment in grades 9 through 12.

  School % District % State %
Racial/Ethnic Group 2011-12 2010-11 2011-12 2010-11 2011-12 2010-11
WHITE N/A N/A 1.1 1.2 1.4 1.4
BLACK OR AFRICAN AMERICAN N/A N/A 1.0 0.9 3.1 3.0
HISPANIC/LATINO N/A N/A 0.8 0.7 1.9 2.1
ASIAN N/A N/A 0.2 0.2 0.6 0.6
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N/A N/A 0.0 0.0 2.2 1.7
AM.INDIAN OR ALASKA NATIVE N/A N/A 4.5 0.0 2.4 1.5
TWO OR MORE RACES N/A N/A 0.8 0.5 1.3 1.3
             
FEMALE N/A N/A 0.9 0.9 1.6 1.6
MALE N/A N/A 1.2 1.1 2.2 2.3
             
TOTAL N/A N/A 1.0 1.0 1.9 1.9
Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10.

STUDENT PERFORMANCE

Florida Comprehensive Assessment Test (FCAT) 2.0

The FCAT 2.0 measures student performance in writing, science, reading and mathematics and is aligned to Florida’s Next Generation Sunshine State Standards.

Florida End-of-Course (EOC) Assessments

In addition to FCAT 2.0 and FAA scores in each subject area, Florida’s 2011-12 accountability results in mathematics include Algebra 1 EOC scores. Florida’s 2012-13 accountability results in mathematics include both Algebra 1 and Geometry EOC assessment results. Florida’s 2012-13 accountability results in science include Biology EOC assessment results. The Florida EOC Assessments are part of Florida's Next Generation Strategic Plan for the purpose of increasing student achievement and improving college and career readiness. EOC assessments are computer-based, criterion-referenced assessments that measure the Next Generation Sunshine State Standards for specific courses, as outlined in their course descriptions.

Florida Alternate Assessment (FAA) for Students with Disabilities

The FAA is designed for students whose participation in the general statewide assessment (FCAT, FCAT 2.0 and EOC) is not appropriate, even with accommodations. The FAA measures student academic performance on the Next Generation Sunshine State Standards Access Points (NGSSS-AP) in language arts (reading, writing), mathematics and science.

Accountability Assessment Results by Subject

Assessment results in the following tables reflect FCAT 2.0 data combined with FAA data for reading and writing. For mathematics and science, results include FCAT 2.0, FAA and EOC assessment results as applicable. Results show proficiency attainment for students who were in attendance during both semesters of the school year.

Writing Assessment

For this measure, FCAT 2.0 Writing scores range from 1.0 (lowest) to 6.0 (highest). FAA scores have been merged with the FCAT 2.0 scores for reporting purposes. The AMO writing target for all subgroups and all students is 90 percent scoring satisfactory or above or an annual improvement of at least 1 percent.

Writing Assessment Results
(FCAT 2.0 and FAA)
Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2012-13 2011-12 2012-13 2011-12 2012-13 2011-12
ALL STUDENTS 75 94 56 80 59 82
             
WHITE 75 95 56 80 63 85
BLACK OR AFRICAN AMERICAN N N 50 75 50 75
HISPANIC / LATINO 75 95 53 79 57 81
ASIAN N 92 76 92 75 90
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N 0 N 0 N 0
AMERICAN INDIAN OR ALASKA NATIVE N N 57 80 56 80
TWO OR MORE RACES* N N 59 80 62 84
             
DISABLED 31 N 33 56 34 56
ECONOMICALLY DISADVANTAGED 50 92 47 74 51 77
ELL** N N 40 66 41 68
MIGRANT* N N 35 55 43 71
LOWEST 25%† 39 29
             
FEMALE* 80 98 64 87 66 88
MALE* 69 91 48 73 52 76
* Indicates subgroups not included as separate sub-populations in reporting annual measurable objectives (AMOs) for ESEA compliance. Note: An 'N' indicates that no test results were reported.
**Includes students currently enrolled in ESOL programs and English language learners who have exited ESOL within two years.
† Outcomes are based on writing results for students identified in the Low 25% for reading. The Low 25% target in Florida’s school grades system, which is calculated for reading and math, is based on individual student learning gains – the percentage of students making gains. Students must have current and prior-year test scores and be enrolled for a full academic year to qualify for inclusion in learning gains.

Reading, Mathematics and Science Assessments

On EOC assessments and the FCAT 2.0 reading, mathematics and science tests, students can attain one of five possible achievement levels, ranging from Level 1 (lowest) to Level 5 (highest), with scores at Level 3 or higher designated as proficient. The FAA is scored on nine performance levels, with FAA level 4 establishing the minimum level for proficiency.

FAA scores have been merged with the FCAT 2.0 scores for reporting purposes. For more information on Annual Measurable Objectives (AMOs), refer to the “Florida School Performance Grade and AMOs for ESEA Reporting” section below.

Reading Assessment Results (FCAT 2.0 and FAA)
Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2012-13 Results Annual Objective % Tested 2012-13 Results Annual Objective % Tested 2012-13 Results Annual Objective % Tested
ALL STUDENTS 79 83 100 59 64 99 58 64 98
                   
WHITE 80 82 100 61 67 99 69 74 98
BLACK OR AFRICAN AMERICAN 70 89 100 44 51 99 39 48 98
HISPANIC / LATINO 79 78 100 52 59 99 54 61 98
ASIAN 89 90 100 80 79 100 77 79 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N N N N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N N 53 59 99 56 63 98
TWO OR MORE RACES* 80 N 100 60 N 99 64 N 98
                   
DISABLED 30 60 100 29 41 100 28 41 98
ECONOMICALLY DISADVANTAGED 64 N 100 48 N 98 47 N 97
ELL** 50 58 100 28 40 99 32 43 98
MIGRANT* N N N 15 N 98 33 N 97
LOWEST 25%† 27 N 0 11 N 0 N N N
                   
FEMALE* 82 N 100 63 N 99 62 N 98
MALE* 77 N 100 55 N 99 54 N 98
* Indicates subgroups not included as separate sub-populations in reporting annual measurable objectives (AMOs) for ESEA compliance. Note: An 'N' indicates that no test results were reported.
**Includes English language learners currently enrolled in ESOL programs and English language learners who have exited ESOL within two years.
†There is no AMO target for the Low 25% subgroup based on performance targets. The Low 25% target in Florida’s school grades system is based on individual student learning gains – the percentage of students making gains. In Florida’s school grading system, students are classified in the lowest performing 25% based on prior-year test scores and inclusion in learning gains calculations. Students must have current and prior-year test scores and be enrolled for a full academic year to qualify for inclusion in learning gains.
Note: An 'N' indicates that no test results were reported.

  Mathematics Assessment Results (FCAT 2.0, EOCs and FAA)
  Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2012-13 Results Annual Objective % Tested 2012-13 Results Annual Objective % Tested 2012-13 Results Annual Objective % Tested
ALL STUDENTS 71 74 100 57 59 99 59 63 98
                   
WHITE 72 73 100 59 60 99 69 71 98
BLACK OR AFRICAN AMERICAN 70 81 100 42 47 99 41 48 97
HISPANIC / LATINO 63 68 100 51 54 99 57 60 98
ASIAN 82 87 100 82 80 100 83 83 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N N N N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N N 54 55 99 59 62 97
TWO OR MORE RACES* 70 N 100 60 N 99 63 N 97
                   
DISABLED 27 44 100 30 39 99 32 43 98
ECONOMICALLY DISADVANTAGED 54 N 100 46 N 98 49 N 96
ELL** 28 40 100 30 40 98 40 48 97
MIGRANT* N N N 21 N 100 45 N 96
LOWEST 25%† 30 N 0 20 N 0 N N N
                   
FEMALE* 72 N 100 58 N 99 60 N 98
MALE* 69 N 100 57 N 99 59 N 97
* Indicates subgroups not included as separate sub-populations in reporting annual measurable objectives (AMOs) for ESEA compliance. Note: An 'N' indicates that no test results were reported.
**Includes English language learners currently enrolled in ESOL programs and English language learners who have exited ESOL within two years.
†There is no AMO target for the Low 25% subgroup based on performance targets. The Low 25% target in Florida’s school grades system is based on individual student learning gains – the percentage of students making gains. In Florida’s school grading system, students are classified in the lowest performing 25% based on prior-year test scores and inclusion in learning gains calculations. Students must have current and prior-year test scores and be enrolled for a full academic year to qualify for inclusion in learning gains.
Note: An 'N' indicates that no test results were reported.

  Science Assessment Results (FCAT 2.0, EOCs and FAA)
  Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2012-13 Results Annual Objective % Tested 2012-13 Results Annual Objective % Tested 2012-13 Results Annual Objective % Tested
ALL STUDENTS 73 N 100 56 N 98 57 N 97
                   
WHITE 75 N 100 58 N 98 68 N 97
BLACK OR AFRICAN AMERICAN N N N 40 N 98 37 N 96
HISPANIC / LATINO 62 N 100 49 N 98 52 N 97
ASIAN 67 N 100 74 N 99 77 N 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N N N N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N N 54 N 99 57 N 97
TWO OR MORE RACES* N N N 55 N 98 62 N 97
                   
DISABLED N N N 30 N 99 31 N 97
ECONOMICALLY DISADVANTAGED 61 N N 44 N 95 45 N 95
ELL** N N 100 19 N 97 26 N 97
MIGRANT* N N N 0 N 100 34 N 96
LOWEST 25%† 5 N 0 14 N 0 N N N
                   
FEMALE* 67 N 100 53 N 98 55 N 97
MALE* 77 N 100 58 N 98 58 N 97
* Indicates subgroups not included as separate sub-populations in reporting annual measurable objectives (AMOs) for ESEA compliance. Note: An 'N' indicates that no test results were reported.
**Includes English language learners currently enrolled in ESOL programs.
†There is no AMO target for the Low 25% subgroup based on performance targets. The Low 25% target in Florida’s school grades system, which is calculated for reading and math, is based on individual student learning gains – the percentage of students making gains. In Florida’s school grading system, students are classified in the lowest performing 25% based on prior-year test scores and inclusion in learning gains calculations. Students must have current and prior-year test scores and be enrolled for a full academic year to qualify for inclusion in learning gains.

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


Assessment Results by Grade: Percent Scoring Satisfactory or Above
(FCAT 2.0 and FAA)

  Reading Math
School           2012-13 2011-12 2012-13 2011-12
Grade 3 77 76 66 71
Grade 4 81 81 73 74
Grade 5 80 80 73 70
Grade 6        
Grade 7        
Grade 8        
Grade 9        
Grade 10        

  Reading Math
District          2012-13 2011-12 2012-13 2011-12
Grade 3 59 57 52 51
Grade 4 60 63 58 56
Grade 5 63 60 57 54
Grade 6 60 61 54 52
Grade 7 59 62 57 55
Grade 8 56 56 55 54
Grade 9 56 55 72 66
Grade 10 56 51 56 28

  Reading Math
State Totals 2012-13 2011-12 2012-13 2011-12
Grade 3 58 57 59 59
Grade 4 61 63 62 61
Grade 5 61 62 56 58
Grade 6 59 58 53 54
Grade 7 58 59 57 57
Grade 8 57 56 59 59
Grade 9 54 53 73 63
Grade 10 54 51 52 34

Percentage of Students Scoring at Each FCAT Achievement Level, 2012-13

  FCAT 2.0 SCIENCE & BIOLOGY EOC'S
  School % District % State %
GRADE ALL L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 12 16 24 12 37   17 29 30 13 11   18 27 29 13 13
WHITE 24 37   15 28 32 14 12   10 22 32 16 19
BLACK OR AFRICAN AMERICAN   28 34 26 7 5   31 34 24 7 5
HISPANIC / LATINO   21 31 29 11 8   21 29 29 11 10
ASIAN   8 20 22 20 31   8 16 26 18 31
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER    
AMERICAN INDIAN OR ALASKA NATIVE   37 44   16 27 32 13 11
TWO OR MORE RACES*   16 30 28 12 14   13 26 31 14 16
DISABLED   45 31 16 4 3   44 30 17 5 4
ECO. DISADVANTAGED 22 29   24 33 27 9 6   25 31 27 9 7
ELL**   56 31 11   52 32 13 2 1
MIGRANT*     33 35 23 5 4
FEMALE* 25 27   17 30 30 12 10   18 28 30 12 12
MALE* 22 45   17 27 30 14 13   18 25 29 13 15
Note: A blank cell indicates a subgroup too small to report or that no test results were reported.
*Indicates subgroups not included as separate sub-populations in reporting annual measurable objectives (AMOs) for ESEA compliance.
**Students enrolled in ESOL in the current year

  FCAT 2.0 READING
  School % District % State %
GRADE ALL L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 5 15 21 25 34   16 26 26 21 10   17 25 26 21 11
WHITE 16 21 25 33   15 25 27 23 11   10 21 27 26 15
BLACK OR AFRICAN AMERICAN 32   26 32 24 13 6   29 33 22 12 4
HISPANIC / LATINO 30 21 28   21 29 26 18 7   20 27 26 19 8
ASIAN 55   6 15 26 29 25   8 16 24 29 23
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER    
AMERICAN INDIAN OR ALASKA NATIVE   16 33 29 17 6   17 28 27 20 8
TWO OR MORE RACES*   15 26 26 22 11   13 24 28 24 12
DISABLED 33 37   48 30 15 6 2   48 29 14 7 2
ECO. DISADVANTAGED 10 25 23 25 16   23 30 25 16 5   24 30 25 16 5
ELL**   52 34 13 1   50 32 14 4
MIGRANT*   44 42   34 34 21 9 2
FEMALE* 14 18 26 37   13 25 27 23 12   15 25 27 22 12
MALE* 17 23 23 30   19 27 25 20 9   20 26 25 19 9
Note: A blank cell indicates a subgroup too small to report or that no test results were reported.
*Indicates subgroups not included as separate sub-populations in reporting annual measurable objectives (AMOs) for ESEA compliance.
**Students enrolled in ESOL in the current year

  FCAT 2.0 MATH and ALGEBRA 1 EOC
  School % District % State %
GRADE ALL L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 12 18 26 19 25   20 25 29 16 10   19 24 30 17 10
WHITE 9 21 29 20 22   18 25 30 17 10   12 21 32 21 14
BLACK OR AFRICAN AMERICAN   32 29 25 10 5   31 30 26 9 3
HISPANIC / LATINO 18 19 21 23 19   24 27 28 14 7   21 25 30 16 8
ASIAN 52   6 14 26 24 31   6 12 25 25 31
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER    
AMERICAN INDIAN OR ALASKA NATIVE   19 29 33 13 7   17 25 32 16 9
TWO OR MORE RACES*   19 24 29 18 11   16 24 31 18 11
DISABLED 57   49 27 17 5 2   46 27 18 6 3
ECO. DISADVANTAGED 19 26 23 15 17   27 29 27 12 5   25 28 29 13 5
ELL**   49 31 14 4 1   41 30 20 7 2
MIGRANT*   38 44   28 29 28 10 4
FEMALE* 12 18 29 21 21   19 26 30 16 9   18 25 30 17 10
MALE* 11 19 23 17 30   21 25 28 16 10   20 24 29 17 10
Note: A blank cell indicates a subgroup too small to report or that no test results were reported.
*Indicates subgroups not included as separate sub-populations in reporting annual measurable objectives (AMOs) for ESEA compliance.
**Students enrolled in ESOL in the current year

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 on a state mathematics assessment, but may be exempt for up to one administration of the FCAT 2.0 in reading. These students’ test scores are not included in the current year’s proficiency calculations for math and reading as a flexibility provision approved for Florida by the U.S. Department of Education. The ESEA SPAR chart shows the number of recently arrived ELL students who are not included in the AMO mathematics and reading proficiency calculations for 2011-12.



ELL School District State
Reading   65 7,869
Math   65 7,873
* Cell sizes smaller than 10 are suppressed.

National Assessment of Educational Progress (NAEP)

Below are the 2011 NAEP state results for Grades 4 and 8 in reading and mathematics. 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.

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 based on scale scores and define the degree to which student performance meets expectations of what students should know and be able to do. The achievement levels are Basic, Proficient, and Advanced. Below Basic is also reported but not considered to be an achievement level.

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

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
Grade 04
MATH
Grade 08
READING
Grade 04
READING
Grade 08
  Florida Nation Florida Nation Florida Nation Florida Nation
SWD 91 84 88 80 89 77 87 76
ELL 96 96 95 93 92 89 83 86

  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 240 240 16 18 47 42 32 34 5 6 84 82
*
WHITE 40 52 250 249 8 9 40 39 43 43 9 9 92 91
BLACK 25 16 226 224 30 34 52 49 17 16 1 1 70 66
HISPANIC 29 24 236 229 19 28 50 48 28 22 3 2 81 72
DISABLED 15 12 223 218 36 45 46 38 16 15 2 2 64 55
ECO. DISADVANTAGED 62 52 232 229 22 27 52 49 24 22 2 2 78 73
ELL 9 11 219 219 42 42 45 44 13 13 N/A 1 58 58
* 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 278 283 32 28 40 38 22 26 6 8 68 72
*
WHITE 45 54 287 293 21 17 42 40 29 33 8 10 79 83
BLACK 22 16 258 262 54 50 35 37 10 12 1 1 46 50
HISPANIC 27 23 274 269 35 40 43 44 19 19 3 3 65 60
DISABLED 13 11 250 249 66 65 25 26 8 7 1 2 34 35
ECO. DISADVANTAGED 55 48 267 269 43 41 41 40 14 17 2 2 57 59
ELL 5 6 246 244 67 72 28 23 5 5 N/A 1 33 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 225 220 29 34 36 34 27 25 8 7 71 66
*
WHITE 40 52 235 230 17 23 35 35 36 32 12 10 83 77
BLACK 25 16 209 205 46 51 37 33 15 14 2 2 54 49
HISPANIC 29 23 220 205 33 50 37 32 24 16 6 2 67 50
DISABLED 14 11 201 186 56 68 29 21 12 9 3 2 44 32
ECO. DISADVANTAGED 62 52 216 207 38 48 38 34 20 16 4 2 62 52
ELL 8 11 195 188 65 70 28 23 7 6 N/A 1 35 30
* 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 262 264 27 25 43 43 28 29 2 3 73 75
*
WHITE 45 54 270 272 18 16 44 43 35 37 3 4 82 84
BLACK 22 16 248 248 43 42 43 44 13 13 1 1 57 58
HISPANIC 27 22 259 251 29 37 44 45 25 17 2 1 71 63
DISABLED 13 10 235 230 58 64 33 29 9 7 N/A N/A 42 36
ECO. DISADVANTAGED 55 48 254 251 35 37 45 45 19 17 1 1 65 63
ELL 4 5 225 223 72 71 24 26 4 3 N/A N/A 28 29
* Asian and Indian subgroups were too small to report.

TEACHERS AND STAFF

New Staff

The table shows the number and percentage of instructional staff and school-based administrators who were newly hired at this school in 2012-13.

Staff Type Total Number
for 2012-13
Number Newly Hired
for 2012-13
School % District % State %
Instructional Staff 40 11 27.5 19.3 22.7
School-Based Administrators 2 0 0.0 18.8 24.1
Total 42 11 26.2 19.3 22.8

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 2012-13 2011-12 2012-13 2011-12 2012-13 2011-12
Bachelor's Degree 29 74.4 60.0 68.6 69.4 65.5 65.2
Master's Degree 9 23.1 40.0 30.4 29.9 32.5 32.2
Specialist Degree       0.4 0.3 1.1 1.7
Doctorate 1 2.6   0.5 0.4 1.0 1.0
Total All Degrees 39 100.0 100.0 100.0 100.0 100.0 100.0

Percentage of Teachers Teaching with Emergency or Provisional Credentials

Florida has no uncertified 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 96.6 96.4 93.9
Percentage of Classes with Teachers Teaching Out-of-Field 3.4 3.6 6.1

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*
June 0.0 1.4 0.0 0.0 7.1 10.8 3.3
July 0.0 0.0 0.0 0.0 8.5 13.4 3.2
October 10.1 11.7 11.9 12.9 6.0 6.7 4.6
February 10.0 11.2 12.0 11.6 5.6 6.2 4.4
Combined All Year 10.0 11.1 11.6 12.1 5.8 6.5 4.5

*High-poverty schools are schools ranking in the top 25 percent of schools based on the percentage of students eligible for free/reduced-price lunch. Low-poverty schools rank in the 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 AMOs FOR ESEA REPORTING

School Performance Grade

Public schools in Florida are graded annually based on student performance on state assessments 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 Department of Juvenile Justice (DJJ) facilities. High schools and combination schools that serve high school grade levels will receive a grade based 50 percent on state assessment-based measures and 50 percent on other measures, including graduation rates, accelerated curricula and college readiness. Those grades will not be available until near the end of the calendar year. For those schools, a "P" (pending) appears in place of their grades.

2012-13 School Performance Grade*: A

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


Progress of the Lowest Performing 25% of Students

Components of the school grade calculation include learning gains of the lowest performing students in reading and mathematics. The following table provides information on the points earned based on learning gains made by students in the lowest quartile in the current year.

School Results
Mathematics Low25%, Points Earned* Reading Low25%, Points Earned*
2012-13 2012-13
60 76

*Points are based on the weighted percentage of students making learning gains. Students who move from a lower level to level 4 are weighted at a factor of 1.1 in the numerator. Students who move from a lower level to level 5 are weighted at a factor of 1.2 in the numerator. Prior-year low performers who increased their scores by at least 33% beyond the minimum increase to qualify for gains are also weighted at a factor of 1.1 in the numerator.


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

Identified Schools for ESEA Flexibility

The table below indicates how schools in this district were identified for ESEA flexibility. Focus schools are identified as schools for which the most recent grade is “D” as well as Title 1 schools graded “C” or higher for which the federal four-year graduation rate was lower than 60%. Priority schools are identified as schools for which the most recent grade is “F.” Reward schools are schools that were graded “A”; improved a letter grade; were rated “Improving” in the school improvement rating system or improved a rating; or maintained a grade after having improved by two or more letter grades in the prior year.

Focus Schools
District Number School Number School Name
51 60 CHESTER W. TAYLOR, JR. ELEMENTARY SCHOOL
51 114 FIVAY HIGH SCHOOL
51 261 GULF MIDDLE SCHOOL
51 301 HUDSON ELEMENTARY SCHOOL
51 321 LACOOCHEE ELEMENTARY SCHOOL
51 932 CALUSA ELEMENTARY SCHOOL

Priority Schools
District Number School Number School Name
51 931 RIDGEWOOD HIGH SCHOOL

Reward Schools
District Number School Number School Name
51 21 RODNEY B. COX ELEMENTARY SCHL
51 32 TRINITY ELEMENTARY SCHOOL
51 57 SEVEN SPRINGS MIDDLE SCHOOL
51 59 DENHAM OAKS ELEMENTARY SCHOOL
51 65 JAMES M. MARLOWE ELEM. SCHOOL
51 73 JAMES W. MITCHELL HIGH SCHOOL
51 82 OAKSTEAD ELEMENTARY SCHOOL
51 83 GULF HIGHLANDS ELEMENTARY SCHOOL
51 84 DOUBLE BRANCH ELEMENTARY SCHOOL
51 85 TRINITY OAKS ELEMENTARY SCHOOL
51 86 DR. JOHN LONG MIDDLE SCHOOL
51 90 WIREGRASS RANCH HIGH SCHOOL
51 92 NEW RIVER ELEMENTARY SCHOOL
51 100 CHARLES S. RUSHE MIDDLE SCHOOL
51 110 VETERANS ELEMENTARY SCHOOL
51 117 ODESSA ELEMENTARY SCHOOL
51 131 ZEPHYRHILLS HIGH SCHOOL
51 201 CONNERTON ELEMENTARY SCHOOL
51 211 MITTYE P. LOCKE ELEM. SCHOOL
51 421 DEER PARK ELEMENTARY SCHOOL
51 461 THOMAS E. WEIGHTMAN MIDDLE SCHOOL
51 521 HUDSON HIGH SCHOOL
51 701 CYPRESS ELEMENTARY SCHOOL
51 801 LAND O' LAKES HIGH SCHOOL
51 901 ANCLOTE ELEMENTARY SCHOOL
51 902 PINE VIEW ELEMENTARY SCHOOL
51 921 PINE VIEW MIDDLE SCHOOL
51 961 LAKE MYRTLE ELEMENTARY SCHOOL
51 2061 SAND PINE ELEMENTARY SCHOOL
51 2071 WESLEY CHAPEL ELEMENTARY SCHL
51 2081 LONGLEAF ELEMENTARY SCHOOL
51 2091 SEVEN OAKS ELEMENTARY SCHOOL
51 4301 DAYSPRING ACADEMY
51 4302 ACADEMY AT THE FARM
51 4307 COUNTRYSIDE MONTESSORI ACADEMY
51 4323 IMAGINE SCHOOL AT LAND O' LAKES
For a statewide list of schools identified for ESEA flexibility, visit http://www.fldoe.org/esea.

AMOs for ESEA Reporting

Under reporting requirements of Florida’s ESEA* flexibility waiver, Florida has included the following information in applicable sections of this annual report.

For the “all students” group and each subgroup described in ESEA section 1111(b)(2)(C)(v)(II)

Florida also includes information on progress of the lowest performing 25% of students in mathematics and reading as part of its annual reporting of AMOs.

Additional detailed information on Florida’s annual reporting of AMOs in compliance with the ESEA waiver is available at http://schoolgrades.fldoe.org/default.asp.

*ESEA is an acronym for the Elementary and Secondary Education Act.

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 and a directory of schools are also available at http://www.fldoe.org/schools/schoolmap/flash/schoolmap_text.asp.