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VENTURA ELEMENTARY SCHOOL

GRADES: PREK-5

SCHOOL, DISTRICT, AND STATE PUBLIC ACCOUNTABILITY REPORT

OCTOBER MEMBERSHIP

READINESS TO START SCHOOL

GRADUATION RATE AND DROPOUT RATE

POSTSECONDARY FOLLOW-UP DATA

STUDENT PERFORMANCE

NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP)

INTERNATIONAL SURVEYS

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 2013-14 2012-13 2013-14 2012-13 2013-14 2012-13
WHITE 27 35 6.5 7.7 26.3 27.0 40.9 41.6
BLACK OR AFRICAN AMERICAN 35 43 8.2 9.8 11.4 11.6 22.9 23.0
HISPANIC/LATINO 404 376 81.5 78.9 56.9 55.9 30.0 29.3
ASIAN * * 1.1 1.0 2.4 2.4 2.6 2.6
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER       * 0.1   0.1 0.1
AMERICAN INDIAN OR ALASKA NATIVE * * * * 0.4 0.5 0.3 0.4
TWO OR MORE RACES 10 14 2.5 2.2 2.6 2.5 3.2 3.1
                 
DISABLED 11 58 7.2 10.8 10.7 10.9 12.9 12.9
ECONOMICALLY DISADVANTAGED 375 381 78.9 82.2 65.4 71.7 58.4 58.6
ELL 235 254 51.1 49.6 23.9 23.8 12.4 12.1
MIGRANT   * * * 0.2 0.1 0.6 0.5
                 
FEMALE 481   50.3 49.7 48.7 48.7 48.7 48.7
MALE   476 49.7 50.3 51.3 51.3 51.4 51.4
                 
TOTAL 957 100.0 100.0 100.0 100.0 100.0 100.0
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 2013-14 2013-14 2012-13 2013-14 2012-13 2013-14 2012-13
               
ECHOS Ready
108
91
94
90
90
91
91
ECHOS Not Ready
11
9
6
10
10
9
9
Total ECHOS
119
           
               
FAIR Ready
77
65
61
68
66
73
72
FAIR Not Ready
42
35
39
32
34
27
28
Total FAIR
119
           
               
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 %
  2012-13 2011-12 2012-13 2011-12 2012-13 2011-12
ALL STUDENTS     78.1 77.5 75.6 74.5
 
WHITE     83.3 83.8 80.5 79.4
BLACK OR AFRICAN AMERICAN     74.0 73.4 64.6 63.7
HISPANIC/LATINO     75.2 73.8 74.9 72.9
ASIAN     87.3 90.4 88.4 88.4
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER     N/A # 88.2 62.5
AM.INDIAN OR ALASKA NATIVE     90.5 70.0 76.8 69.7
TWO OR MORE RACES     78.5 83.5 79.7 78.6
 
DISABLED     54.5 49.6 52.3 47.7
ECONOMICALLY DISADVANTAGED     75.9 72.8 67.0 65.0
ELL     63.1 61.9 57.5 56.6
MIGRANT     # # 65.4 64.8
AT-RISK (Low 25)*     60.2 58.1 51.6 50.1
 
FEMALE     81.5 81.8 79.7 78.9
MALE     74.8 73.4 71.6 70.2
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 %
  2012-13 2011-12 2012-13 2011-12 2012-13 2011-12
ALL STUDENTS     80.2 79.4 76.4 72.6
 
WHITE     85.5 85.0 80.9 77.8
BLACK OR AFRICAN AMERICAN     76.8 82.5 66.5 61.5
HISPANIC/LATINO     76.9 74.4 75.0 71.4
ASIAN     91.3 87.0 90.0 87.7
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER     # N/A 62.5 60.0
AM.INDIAN OR ALASKA NATIVE     80.0 90.9 71.6 71.7
TWO OR MORE RACES     84.8 81.8 80.5 77.2
 
DISABLED     54.9 53.8 50.6 47.4
ECONOMICALLY DISADVANTAGED     75.7 76.4 67.5 62.9
ELL     66.5 67.1 60.0 56.4
MIGRANT     # # 66.7 63.3
AT-RISK (Low 25)*     61.7 63.7 53.2 49.7
 
FEMALE     84.0 83.2 80.5 77.0
MALE     76.4 75.9 72.4 68.4
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 2012-13 2011-12 2012-13 2011-12 2012-13 2011-12
WHITE N/A N/A 0.9 1.1 1.5 1.4
BLACK OR AFRICAN AMERICAN N/A N/A 0.5 0.7 3.4 3.1
HISPANIC/LATINO N/A N/A 0.8 1.2 1.9 1.9
ASIAN N/A N/A 0.2 0.6 0.6 0.6
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N/A N/A 0.0 0.0 1.7 2.2
AM.INDIAN OR ALASKA NATIVE N/A N/A 0.0 0.0 2.4 2.4
TWO OR MORE RACES N/A N/A 1.0 1.1 1.7 1.3
             
FEMALE N/A N/A 0.6 0.9 1.7 1.6
MALE N/A N/A 0.9 1.2 2.4 2.2
             
TOTAL N/A N/A 0.8 1.1 1.9 1.9
Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10.

POSTSECONDARY FOLLOW-UP DATA

Shown in the tables are the reported numbers of 2009-10 (calendar year) graduates who enrolled in institutions of higher education (IHE) which include public community colleges or universities within 16 months of high school graduation.

College Going

Racial/Ethic Group Number of Standard Diplomas Earned in 2009-2010 Number of Graduates Enrolled in IHE* within 16 Months of Earning a Regular High School Diploma Number of Graduates Enrolled in IHE* in Florida within 16 Months of Earning a Regular High School Diploma School % District % State %
             
WHITE 47 59
BLACK OR AFRICAN AMERICAN 46 55
HISPANIC/LATINO 50 59
ASIAN 60 68
AMERICAN INDIAN OR ALASKA NATIVE 46 59
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER # # # # # #
OTHER 45 58
             
DISABLED 34 43
ECONOMICALLY DISADVANTAGED 47 52
ELL 43 50
MIGRANT N/A 42
             
FEMALE 53 62
MALE 43 54
UNKNOWN # # # # # #
             
TOTAL 49 58
             

College Credit-Accumulation

Racial/Ethnic Group Number of Graduates Enrolled in IHE* in Florida within 16 Months of Earning a Regular High School Diploma Number of Those Who Completed at Least One Year's Worth of College Credit within Two Years of Enrollment in an IHE* School % District % State %
           
WHITE 66 68
BLACK OR AFRICAN AMERICAN 64 54
HISPANIC/LATINO 57 62
ASIAN 81 81
AMERICAN INDIAN OR ALASKA NATIVE # 61
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER # # # # #
OTHER 66 64
           
DISABLED 38 47
ECONOMICALLY DISADVANTGED 57 56
ELL 56 62
MIGRANT N/A 56
           
FEMALE 67 68
MALE 54 60
UNKNOWN # # # # #
           
TOTAL 62 64
           

*IHE in any state.

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 2012-13 and 2013-14 accountability results in mathematics include Algebra 1 and Geometry EOC Assessment scores. Florida’s 2012-13 and 2013-14 accountability results in science include Biology 1 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 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%.

Writing Assessment Results
(FCAT 2.0 and FAA)
Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2013-14 2012-13 2013-14 2012-13 2013-14 2012-13
ALL STUDENTS 54 58 58 64 58 59
             
WHITE N N 68 72 62 63
BLACK OR AFRICAN AMERICAN 45 62 54 60 50 50
HISPANIC / LATINO 52 58 54 60 57 57
ASIAN N N 73 77 74 75
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N 0 N 0 N 0
AMERICAN INDIAN OR ALASKA NATIVE N N 67 65 58 56
TWO OR MORE RACES* N N 67 71 61 62
             
DISABLED N 12 34 36 35 34
ECONOMICALLY DISADVANTAGED 50 60 54 60 52 51
ELL** 39 52 41 43 43 41
MIGRANT* N N N 81 44 43
LOWEST 25%† 12 23 10 35
             
FEMALE* 65 65 66 71 65 66
MALE* 44 51 52 57 52 52
*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 %
  2013-14 Results Annual Objective % Tested 2013-14 Results Annual Objective % Tested 2013-14 Results Annual Objective % Tested
ALL STUDENTS 53 58 100 55 65 99 58 68 98
                   
WHITE 72 54 100 68 75 99 70 77 98
BLACK OR AFRICAN AMERICAN 52 47 100 48 58 99 39 53 97
HISPANIC/LATINO 51 58 100 49 60 99 55 65 98
ASIAN N N N 75 78 99 78 81 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N N N N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N N 56 63 99 58 66 97
TWO OR MORE RACES* 55 N 100 64 N 99 64 N 98
                   
DISABLED 11 38 100 24 44 99 29 47 99
ECONOMICALLY DISADVANTAGED 50 54 100 49 60 97 48 59 96
ELL** 40 47 100 34 46 99 34 49 98
MIGRANT* N N N 54 N 100 34 N 96
LOWEST 25%† 12 N 0 10 N 0 N
                   
FEMALE* 61 N 100 58 N 99 61 N 98
MALE* 45 N 100 52 N 98 56 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 %
  2013-14 Results Annual Objective % Tested 2013-14 Results Annual Objective % Tested 2013-14 Results Annual Objective % Tested
ALL STUDENTS 51 58 100 52 60 98 61 66 98
                   
WHITE 66 54 100 66 70 98 70 74 98
BLACK OR AFRICAN AMERICAN 45 50 100 43 52 98 43 53 97
HISPANIC/LATINO 51 59 100 47 56 98 58 64 98
ASIAN N N N 76 78 99 85 85 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 61 99 61 66 97
TWO OR MORE RACES* 45 N 100 61 N 99 63 N 98
                   
DISABLED 17 33 100 26 44 98 32 48 98
ECONOMICALLY DISADVANTAGED 48 54 100 46 56 96 51 59 96
ELL** 43 53 100 35 47 98 42 54 98
MIGRANT* N N N 57 N 100 46 N 96
LOWEST 25%† 25 N 0 18 N 0 N
                   
FEMALE* 52 N 100 53 N 98 61 N 98
MALE* 51 N 100 52 N 98 60 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.

  Science Assessment Results (FCAT 2.0, EOCs and FAA)
  Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2013-14 Results Annual Objective % Tested 2013-14 Results Annual Objective % Tested 2013-14 Results Annual Objective % Tested
ALL STUDENTS 43 100 54 98 58 97
                   
WHITE N N 69 99 69 98
BLACK OR AFRICAN AMERICAN N 100 46 98 38 97
HISPANIC/LATINO 38 100 48 98 54 98
ASIAN N N 78 99 79 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N N N N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N 53 98 59 97
TWO OR MORE RACES* N N 66 99 63 97
                   
DISABLED 13 100 29 98 32 98
ECONOMICALLY DISADVANTAGED 40 100 48 95 47 96
ELL** 24 100 25 98 26 97
MIGRANT* N N 77 100 36 97
LOWEST 25%† 7 0 10 0
                   
FEMALE* 43 100 53 98 57 98
MALE* 43 100 56 98 59 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           2013-14 2012-13 2013-14 2012-13
Grade 3 52 47 51 56
Grade 4 56 41 62 58
Grade 5 49 44 39 38
Grade 6        
Grade 7        
Grade 8        
Grade 9        
Grade 10        

  Reading Math
District          2013-14 2012-13 2013-14 2012-13
Grade 3 55 55 51 51
Grade 4 59 58 56 54
Grade 5 60 58 48 47
Grade 6 59 57 47 45
Grade 7 56 55 51 50
Grade 8 54 53 50 51
Grade 9 49 48 68 65
Grade 10 49 49 41 37

  Reading Math
State Totals 2013-14 2012-13 2013-14 2012-13
Grade 3 58 58 59 59
Grade 4 62 61 65 62
Grade 5 62 61 58 56
Grade 6 61 59 55 53
Grade 7 58 58 59 57
Grade 8 58 57 58 59
Grade 9 54 54 75 73
Grade 10 55 54 53 52

FCAT 2.0 is only administered to Grades 3-8 for Math.

Percentage of Students Scoring at Each FCAT 2.0 and EOC Achievement Level, 2013-14

  FCAT 2.0 SCIENCE & BIOLOGY 1 EOC
  School % District % State %
ALL GRADES L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 24 36 21 11 8   19 28 29 12 12   17 26 30 13 14
WHITE   10 22 31 17 20   10 22 32 17 19
BLACK OR AFRICAN AMERICAN   23 34 27 10 7   29 34 25 7 5
HISPANIC/LATINO 23 40 18 11   23 31 28 10 8   20 28 29 12 10
ASIAN   8 14 28 21 28   7 15 27 19 32
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*    
AMERICAN INDIAN OR ALASKA NATIVE   39 20 16 17   15 28 32 14 11
TWO OR MORE RACES*   12 23 34 14 16   13 25 31 15 16
DISABLED 63   52 29 14 3 2   43 31 17 5 3
ECO. DISADVANTAGED 25 38 19 12   23 31 28 10 8   23 32 28 10 7
ELL** 31 46   42 35 17 5 2   41 34 18 4 3
MIGRANT*     30 36 23 7 4
FEMALE* 25 35 20   19 30 29 12 10   17 28 30 13 12
MALE* 23 36 23   19 27 28 12 13   18 25 29 14 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 %
ALL GRADES L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 21 28 24 18 9   20 27 26 19 9   17 25 25 21 11
WHITE   11 21 27 25 15   10 20 27 27 16
BLACK OR AFRICAN AMERICAN 38   23 31 26 16 5   29 33 22 12 4
HISPANIC/LATINO 20 30 24 18 8   24 29 25 16 6   20 26 26 19 9
ASIAN   7 18 28 29 17   8 15 23 29 25
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*    
AMERICAN INDIAN OR ALASKA NATIVE   13 32 28 20 7   17 27 27 21 9
TWO OR MORE RACES*   13 24 27 23 13   13 24 27 24 13
DISABLED 52 36   58 26 11 4 1   47 29 15 7 2
ECO. DISADVANTAGED 24 29 24 16 7   23 29 26 16 6   23 30 25 16 6
ELL** 26 36 21 14   35 32 20 10 2   35 32 21 10 2
MIGRANT*   38 41   34 34 21 9 3
FEMALE* 19 22 28 22 8   17 26 27 21 9   15 25 26 22 12
MALE* 23 34 21 13 9   22 27 25 18 8   20 25 25 20 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.

  FCAT 2.0 MATH and ALGEBRA 1 EOC
  School % District % State %
ALL GRADES L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 25 25 26 15 8   24 27 29 13 7   19 24 29 17 10
WHITE   14 23 32 19 12   12 21 31 22 14
BLACK OR AFRICAN AMERICAN 30 32   29 30 27 10 4   30 31 26 10 3
HISPANIC/LATINO 24 26 28 15 8   28 29 28 11 5   20 25 30 16 9
ASIAN   9 17 31 22 21   6 12 24 25 32
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*    
AMERICAN INDIAN OR ALASKA NATIVE   19 31 32 9 9   17 26 31 17 10
TWO OR MORE RACES*   18 24 29 19 10   16 24 30 19 12
DISABLED 64   56 25 14 4 1   46 27 18 6 2
ECO. DISADVANTAGED 27 27 24 16 6   28 29 28 11 4   25 28 29 13 6
ELL** 29 30 24 12 5   37 29 23 8 3   31 29 25 11 4
MIGRANT*   33 47   27 30 28 11 4
FEMALE* 24 26 27 17 5   22 27 30 14 7   17 25 30 17 11
MALE* 27 24 25 13 11   25 27 28 13 7   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 2013-14.



ELL School District State
Reading   * 13,057
Math   * 13,478
*Cell sizes smaller than 10 are suppressed.

National Assessment of Educational Progress (NAEP)

Below are the 2013 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, every four years in science, and periodically in writing. 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 2.0:

FCAT 2.0 Achievement
Levels
NAEP Achievement
Standards
5 Advanced
4 Proficient
2-3 Basic
1 Below Basic

NAEP Participation Rates for Required Subgroups

The chart below shows, for the sample of Florida schools selected to take the grade 04 and grade 08 math and reading assessments, the percentage of Students with Disabilities (SWDs) and English language learners (ELLs) in the tested grades who were tested on each assessment. The goal established by the National Assessment Governing Board (NAGB) is 85% inclusion.

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

  NAEP 2013 - Inclusion Rates

MATH
Grade 04
MATH
Grade 08
READING
Grade 04
READING
Grade 08
  Florida Nation Florida Nation Florida Nation Florida Nation
SWD 90 90 90 89 85 83 89 84
ELL 93 96 87 93 89 92 86 90

  NAEP Math   2013 - 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 242 241 16 18 44 41 34 34 6 8 84 82
*
WHITE 40 51 251 250 8 9 39 37 44 43 10 10 92 91
BLACK 22 16 228 224 28 34 52 48 19 17 1 1 72 66
HISPANIC 31 25 238 230 18 27 46 47 32 24 5 2 82 73
DISABLED 15 13 226 218 33 45 45 38 20 16 2 2 67 55
ECO. DISADVANTAGED 61 54 233 230 22 27 50 47 25 23 2 2 78 73
ELL 10 11 218 219 40 41 49 45 11 13   1 60 59
*Asian and Indian subgroups were too small to report.

  NAEP Math   2013 - 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 281 284 30 27 40 39 24 26 7 8 70 73
*
WHITE 44 53 291 293 19 17 41 39 31 33 10 11 81 83
BLACK 21 15 264 263 49 49 37 38 12 12 2 2 51 51
HISPANIC 29 23 274 271 35 38 41 41 20 18 4 3 65 62
DISABLED 12 12 255 248 59 66 31 26 9 7 1 1 41 34
ECO. DISADVANTAGED 56 50 271 270 39 39 41 41 17 17 3 3 61 61
ELL 5 5 243 245 72 69 23 25 4 4 1 1 28 31
*Asian and Indian subgroups were too small to report.

  NAEP Reading   2013 - 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 227 221 25 33 36 33 30 26 9 8 75 67
*
WHITE 40 51 236 231 15 21 36 34 37 33 12 11 85 79
BLACK 22 15 212 205 43 50 37 32 17 15 3 2 57 50
HISPANIC 31 25 225 207 27 48 37 33 29 17 7 3 73 52
DISABLED 14 12 204 184 53 69 27 20 16 9 4 2 47 31
ECO. DISADVANTAGED 60 54 218 207 34 47 39 34 23 17 4 3 66 53
ELL 10 10 199 187 59 69 31 24 9 6 1 1 41 31
*Asian and Indian subgroups were too small to report.

  NAEP Reading   2013 - 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 266 266 23 23 43 42 30 31 3 4 77 77
*
WHITE 44 53 274 275 16 15 42 41 38 39 5 5 84 85
BLACK 21 15 254 250 34 40 47 44 18 15 1 1 66 60
HISPANIC 28 23 260 255 27 33 46 46 25 20 2 1 73 67
DISABLED 12 11 243 231 50 62 37 30 13 8     50 38
ECO. DISADVANTAGED 56 49 257 254 30 34 47 46 22 19 1 1 70 66
ELL 4 5 226 225 70 70 27 26 3 3     30 30
*Asian and Indian subgroups were too small to report.

INTERNATIONAL SURVEYS

TIMSS is an international comparative study of student performance in mathematics and science at the fourth and eighth grade levels. It collects data on achievement, experiences, and attitudes of fourth- and eighth-grade students in the United States and students in the equivalent grades in other participating countries, as well as information on classroom and school contexts. Florida's objective is to meet the performance of the 10th ranked country.

TIMSS 2011

  High International Benchmark and Higher
  Florida Annual Objective
Grade 4 Mathematics 47% 47%
Grade 8 Mathematics 31% 30%
Grade 4 Science 48% 44%
Grade 8 Science 42% 40%

PIRLS is an international comparative study of the reading literacy of young students. It collects data on the reading achievement, experiences, and attitudes of fourth-grade students in the United States and students in the equivalent of fourth grade in other participating countries, as well as information on students' classroom and school contexts. Florida's objective is to meet the performance of the 10th ranked country.

PIRLS 2011

  High International Benchmark and Higher
  Florida Annual Objective
Grade 4 Reading 61% 54%

PISA is an international assessment that measures 15-year-old students' reading, mathematics, and science literacy. It assesses students' applied knowledge and skills to problems within a real-life context as they near the end of compulsory schooling. PISA makes the assumption that as students transition to adult life, they need not only to comprehend what they read or to retain particular mathematical formulas or scientific concepts, but also to know how to apply their knowledge and skills in the many different situations they will encounter in their everyday lives. Florida's objective is to meet the performance of the 10th ranked country.

PISA 2012 Results - 15 year olds

  Level 4+
  Florida Target - 10th Ranked Country
Mathematics 18.7% 43.1%
Science Literacy 22.1% 36.8%
Reading Literacy 25.9% 36.7%

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 2013-14.

Staff Type Total Number
for 2013-14
Number Newly Hired
for 2013-14
School % District % State %
Instructional Staff 63 13 20.6 22.1 20.4
School-Based Administrators 2 1 50.0 24.3 26.6
Total 65 14 21.5 22.2 20.6

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 2013-14 2012-13 2013-14 2012-13 2013-14 2012-13
Bachelor's Degree 43 70.5 64.5 65.4 65.4 66.0 65.5
Master's Degree 18 29.5 35.5 32.2 32.1 31.9 32.5
Specialist Degree       1.3 1.5 1.1 1.1
Doctorate       1.1 1.0 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 uncertified teachers, although some teachers may be temporarily assigned to areas outside of 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 96.8 93.8
Percentage of Classes with Teachers Teaching Out-of-Field 3.4 3.2 6.2

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 0.6 0.5 0.5 7.4 8.7 11.1
July 0.0 1.9 1.9 0.0 12.5 7.3 35.5
October 2.2 3.7 5.0 1.9 5.8 6.4 5.5
February 0.0 2.6 2.8 1.3 5.8 6.3 5.1
Combined All Year 1.1 3.1 3.8 1.5 5.9 6.3 5.7

*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 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 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.

2013-14 School Performance Grade*: C

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


Progress of the Lowest Performing 25% of Students, 2013-14

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 Low 25%, Points Earned* Reading Low 25%, Points Earned*
2013-14 2013-14
54 77

*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, 2013-14
District Number School Number School Name
49 251 KISSIMMEE MIDDLE SCHOOL

Priority Schools, 2013-14
District Number School Number School Name

Reward Schools, 2012-13
District Number School Number School Name
49 11 HARMONY COMMUNITY SCHOOL
49 40 NARCOOSSEE MIDDLE SCHOOL
49 41 DISCOVERY INTERMEDIATE SCHOOL
49 43 NARCOOSSEE ELEMENTARY SCHOOL
49 111 ST. CLOUD ELEMENTARY SCHOOL
49 201 ST. CLOUD HIGH SCHOOL
49 271 MICHIGAN AVENUE ELEMENTARY SCHOOL
49 321 VENTURA ELEMENTARY SCHOOL
49 601 GATEWAY HIGH SCHOOL
49 711 CELEBRATION SCHOOL
49 853 NEW DIMENSIONS HIGH SCHOOL
49 862 PROFESSIONAL & TECHNICAL HIGH SCHOOL
49 863 FOUR CORNERS CHARTER SCHOOL
49 902 CELEBRATION HIGH SCHOOL
49 904 PARTIN SETTLEMENT ELEM. SCHOOL
49 921 OSCEOLA CO SCHOOL FOR THE ARTS
49 922 HARMONY HIGH SCHOOL
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), this report includes:

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.