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SLEEPY HILL MIDDLE SCHOOL

GRADES: 6-8

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 109 130 28.4 32.6 44.3 45.1 40.9 41.6
BLACK OR AFRICAN AMERICAN 126 96 26.4 27.4 21.1 21.2 22.9 23.0
HISPANIC/LATINO 167 173 40.4 34.4 29.4 28.3 30.0 29.3
ASIAN * * 1.8 1.3 1.6 1.6 2.6 2.6
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER * * *   0.1   0.1 0.1
AMERICAN INDIAN OR ALASKA NATIVE * * * * 0.5 0.6 0.3 0.4
TWO OR MORE RACES 11 * 2.3 3.6 3.0 3.1 3.2 3.1
                 
DISABLED 33 55 10.5 10.4 11.1 11.0 12.9 12.9
ECONOMICALLY DISADVANTAGED 334 325 78.2 82.2 59.7 66.6 58.4 58.6
ELL 79 86 19.6 16.5 13.0 12.6 12.4 12.1
MIGRANT * * * * 1.0 0.9 0.6 0.5
                 
FEMALE 426   50.6 47.8 48.7 48.6 48.7 48.7
MALE   416 49.4 52.2 51.3 51.4 51.4 51.4
                 
TOTAL 842 100.0 100.0 100.0 100.0 100.0 100.0
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
N/A
N/A
N/A
88
91
91
91
ECHOS Not Ready
N/A
N/A
N/A
12
9
9
9
Total ECHOS
N/A
           
               
FAIR Ready
N/A
N/A
N/A
63
68
73
72
FAIR Not Ready
N/A
N/A
N/A
37
32
27
28
Total FAIR
N/A
           
               
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     69.4 67.6 75.6 74.5
 
WHITE     73.4 71.6 80.5 79.4
BLACK OR AFRICAN AMERICAN     62.2 62.0 64.6 63.7
HISPANIC/LATINO     65.8 61.5 74.9 72.9
ASIAN     82.5 89.9 88.4 88.4
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER     # # 88.2 62.5
AM.INDIAN OR ALASKA NATIVE     63.6 50.0 76.8 69.7
TWO OR MORE RACES     72.9 66.2 79.7 78.6
 
DISABLED     42.8 36.4 52.3 47.7
ECONOMICALLY DISADVANTAGED     61.1 58.5 67.0 65.0
ELL     53.3 45.0 57.5 56.6
MIGRANT     61.5 70.8 65.4 64.8
AT-RISK (Low 25)*     46.4 43.3 51.6 50.1
 
FEMALE     74.4 74.6 79.7 78.9
MALE     64.9 61.0 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     69.9 68.6 76.4 72.6
 
WHITE     73.2 71.5 80.9 77.8
BLACK OR AFRICAN AMERICAN     65.3 63.0 66.5 61.5
HISPANIC/LATINO     64.8 64.0 75.0 71.4
ASIAN     91.0 87.1 90.0 87.7
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER     # N/A 62.5 60.0
AM.INDIAN OR ALASKA NATIVE     57.1 66.7 71.6 71.7
TWO OR MORE RACES     69.8 80.3 80.5 77.2
 
DISABLED     39.3 40.4 50.6 47.4
ECONOMICALLY DISADVANTAGED     61.4 56.0 67.5 62.9
ELL     49.1 44.8 60.0 56.4
MIGRANT     70.8 63.9 66.7 63.3
AT-RISK (Low 25)*     47.1 46.9 53.2 49.7
 
FEMALE     76.5 73.5 80.5 77.0
MALE     63.6 63.9 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 5.3 5.2 1.5 1.4
BLACK OR AFRICAN AMERICAN N/A N/A 7.4 6.4 3.4 3.1
HISPANIC/LATINO N/A N/A 5.8 4.8 1.9 1.9
ASIAN N/A N/A 1.8 1.8 0.6 0.6
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N/A N/A 0.0 3.3 1.7 2.2
AM.INDIAN OR ALASKA NATIVE N/A N/A 8.1 6.0 2.4 2.4
TWO OR MORE RACES N/A N/A 5.6 4.2 1.7 1.3
             
FEMALE N/A N/A 5.1 4.2 1.7 1.6
MALE N/A N/A 6.6 6.4 2.4 2.2
             
TOTAL N/A N/A 5.9 5.3 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 52 59
BLACK OR AFRICAN AMERICAN 49 55
HISPANIC/LATINO 39 59
ASIAN 68 68
AMERICAN INDIAN OR ALASKA NATIVE # 59
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER # # # # # #
OTHER 52 58
             
DISABLED 29 43
ECONOMICALLY DISADVANTAGED 43 52
ELL 36 50
MIGRANT 42 42
             
FEMALE 55 62
MALE 44 54
UNKNOWN # # # # # #
             
TOTAL 50 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 57 68
BLACK OR AFRICAN AMERICAN 47 54
HISPANIC/LATINO 51 62
ASIAN 75 81
AMERICAN INDIAN OR ALASKA NATIVE # 61
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER # # # # #
OTHER 43 64
           
DISABLED 29 47
ECONOMICALLY DISADVANTGED 47 56
ELL 47 62
MIGRANT 60 56
           
FEMALE 56 68
MALE 51 60
UNKNOWN # # # # #
           
TOTAL 54 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 60 44 50 52 58 59
             
WHITE 64 47 53 56 62 63
BLACK OR AFRICAN AMERICAN 58 43 43 44 50 50
HISPANIC / LATINO 54 43 48 48 57 57
ASIAN N N 69 70 74 75
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N 0 N 0 N 0
AMERICAN INDIAN OR ALASKA NATIVE N N 49 45 58 56
TWO OR MORE RACES* N N 52 57 61 62
             
DISABLED 21 17 25 24 35 34
ECONOMICALLY DISADVANTAGED 57 43 44 46 52 51
ELL** 33 31 37 37 43 41
MIGRANT* N N 42 38 44 43
LOWEST 25%† 3 18 6 23
             
FEMALE* 67 52 56 59 65 66
MALE* 52 36 43 45 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 44 54 99 50 62 98 58 68 98
                   
WHITE 57 60 100 60 69 98 70 77 98
BLACK OR AFRICAN AMERICAN 33 45 98 33 48 97 39 53 97
HISPANIC/LATINO 42 57 98 43 57 98 55 65 98
ASIAN 40 75 100 73 77 100 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 44 60 98 58 66 97
TWO OR MORE RACES* 67 N 100 56 N 98 64 N 98
                   
DISABLED 20 39 98 20 41 99 29 47 99
ECONOMICALLY DISADVANTAGED 40 51 100 41 55 97 48 59 96
ELL** 22 46 99 27 43 98 34 49 98
MIGRANT* N N 100 28 N 97 34 N 96
LOWEST 25%† 3 N 0 6 N 0 N
                   
FEMALE* 45 N 98 52 N 98 61 N 98
MALE* 43 N 99 47 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 30 50 99 49 60 98 61 66 98
                   
WHITE 41 54 100 58 66 98 70 74 98
BLACK OR AFRICAN AMERICAN 17 39 100 33 49 97 43 53 97
HISPANIC/LATINO 28 54 97 45 57 98 58 64 98
ASIAN 60 67 100 78 82 100 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 47 60 97 61 66 97
TWO OR MORE RACES* 50 N 100 52 N 98 63 N 98
                   
DISABLED 16 37 97 23 42 99 32 48 98
ECONOMICALLY DISADVANTAGED 27 48 100 41 55 96 51 59 96
ELL** 15 49 99 33 48 97 42 54 98
MIGRANT* N N 100 41 N 97 46 N 96
LOWEST 25%† 5 N 0 15 N 0 N
                   
FEMALE* 29 N 99 49 N 98 61 N 98
MALE* 32 N 99 49 N 97 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 42 98 49 97 58 97
                   
WHITE 59 99 60 97 69 98
BLACK OR AFRICAN AMERICAN 26 98 30 97 38 97
HISPANIC/LATINO 37 98 43 97 54 98
ASIAN N N 71 100 79 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N N N N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N 44 96 59 97
TWO OR MORE RACES* N N 55 97 63 97
                   
DISABLED 12 97 20 97 32 98
ECONOMICALLY DISADVANTAGED 35 100 40 95 47 96
ELL** 19 98 21 97 26 97
MIGRANT* N N 30 97 36 97
LOWEST 25%† 0 0 7 0
                   
FEMALE* 39 97 48 97 57 98
MALE* 44 100 50 97 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        
Grade 4        
Grade 5        
Grade 6 43 47 30 34
Grade 7 42 46 29 31
Grade 8 47 42 32 36
Grade 9        
Grade 10        

  Reading Math
District          2013-14 2012-13 2013-14 2012-13
Grade 3 50 51 52 55
Grade 4 53 54 56 57
Grade 5 55 56 48 49
Grade 6 53 53 45 44
Grade 7 50 50 46 45
Grade 8 49 50 43 48
Grade 9 43 44 62 59
Grade 10 44 43 38 39

  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 23 36 21 13 6   22 30 28 11 9   17 26 30 13 14
WHITE 17 27 22 21 14   15 26 32 14 13   10 22 32 17 19
BLACK OR AFRICAN AMERICAN 32 44 20   36 36 21 5 2   29 34 25 7 5
HISPANIC/LATINO 24 39 22 12   25 33 27 9 6   20 28 29 12 10
ASIAN   8 21 27 17 26   7 15 27 19 32
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*    
AMERICAN INDIAN OR ALASKA NATIVE   23 34 25 15   15 28 32 14 11
TWO OR MORE RACES*   18 28 28 15 11   13 25 31 15 16
DISABLED 64   58 29 10 2 1   43 31 17 5 3
ECO. DISADVANTAGED 26 40 19 11   28 34 26 8 5   23 32 28 10 7
ELL** 52   43 36 16 3 2   41 34 18 4 3
MIGRANT*   32 41 22 5   30 36 23 7 4
FEMALE* 26 37 21 13   21 32 29 10 7   17 28 30 13 12
MALE* 20 36 22 14 9   23 28 28 11 10   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 28 28 24 14 5   23 28 24 17 7   17 25 25 21 11
WHITE 17 27 29 21 7   16 25 26 22 11   10 20 27 27 16
BLACK OR AFRICAN AMERICAN 40 30 20 8   34 34 20 9 3   29 33 22 12 4
HISPANIC/LATINO 30 28 24 12 6   27 31 24 14 5   20 26 26 19 9
ASIAN   10 18 23 25 24   8 15 23 29 25
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*    
AMERICAN INDIAN OR ALASKA NATIVE   23 34 21 16 6   17 27 27 21 9
TWO OR MORE RACES*   18 26 26 19 10   13 24 27 24 13
DISABLED 66 24   64 23 9 3 1   47 29 15 7 2
ECO. DISADVANTAGED 31 30 24 11 4   28 32 23 13 4   23 30 25 16 6
ELL** 44 36 16   40 33 18 7 1   35 32 21 10 2
MIGRANT*   39 35 17 7 2   34 34 21 9 3
FEMALE* 25 31 25 14 5   20 28 25 18 8   15 25 26 22 12
MALE* 31 26 23 14 6   26 28 23 16 7   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 43 27 21 7 1   25 29 28 13 6   19 24 29 17 10
WHITE 31 29 29 10   19 26 31 17 8   12 21 31 22 14
BLACK OR AFRICAN AMERICAN 56 28 13   36 34 23 6 2   30 31 26 10 3
HISPANIC/LATINO 45 26 21 6   28 30 28 11 4   20 25 30 16 9
ASIAN   7 17 28 26 22   6 12 24 25 32
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*    
AMERICAN INDIAN OR ALASKA NATIVE   25 30 31 8 6   17 26 31 17 10
TWO OR MORE RACES*   22 29 28 14 6   16 24 30 19 12
DISABLED 85   61 23 12 3 1   46 27 18 6 2
ECO. DISADVANTAGED 46 27 20 6   30 32 26 9 3   25 28 29 13 6
ELL** 64 23 9   37 31 23 7 2   31 29 25 11 4
MIGRANT*   30 34 24 8 3   27 30 28 11 4
FEMALE* 45 27 21 6   23 30 29 13 5   17 25 30 17 11
MALE* 41 27 22 9   27 28 27 13 6   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   0 13,057
Math   0 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 53 6 11.3 18.2 20.4
School-Based Administrators 3 0 0.0 15.9 26.6
Total 56 6 10.7 18.1 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 35 70.0 74.5 71.5 71.7 66.0 65.5
Master's Degree 14 28.0 23.6 27.1 27.0 31.9 32.5
Specialist Degree 1 2.0 1.8 0.8 0.7 1.1 1.1
Doctorate       0.6 0.6 1.0 1.0
Total All Degrees 50 100.0 100.0 100.0 100.0 100.0 100.0

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 87.5 90.2 93.8
Percentage of Classes with Teachers Teaching Out-of-Field 12.5 9.8 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 16.9 9.9 9.0 7.4 8.7 11.1
July 0.0 6.0 9.9 3.8 12.5 7.3 35.5
October 11.3 7.5 9.7 7.8 5.8 6.4 5.5
February 3.8 5.0 6.8 3.7 5.8 6.3 5.1
Combined All Year 7.7 6.4 8.3 5.8 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
61 70

*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
53 61 CARLTON PALMORE ELEM. SCHOOL
53 91 COMBEE ELEMENTARY SCHOOL
53 191 R. BRUCE WAGNER ELEMENTARY SCHOOL
53 321 SHELLEY S. BOONE MIDDLE SCHOOL
53 491 DENISON MIDDLE SCHOOL
53 571 WESTWOOD MIDDLE SCHOOL
53 681 WAHNETA ELEMENTARY SCHOOL
53 802 LEWIS ANNA WOODBURY ELEMENTARY SCHOOL
53 821 JERE L. STAMBAUGH MIDDLE
53 841 LENA VISTA ELEMENTARY SCHOOL
53 881 POLK CITY ELEMENTARY SCHOOL
53 981 GIBBONS STREET ELEMENTARY SCHOOL
53 1051 TENOROC HIGH SCHOOL
53 1181 KATHLEEN SENIOR HIGH SCHOOL
53 1191 KATHLEEN MIDDLE SCHOOL
53 1241 JESSE KEEN ELEMENTARY SCHOOL
53 1501 CRYSTAL LAKE MIDDLE SCHOOL
53 1701 EAGLE LAKE ELEMENTARY SCHOOL
53 1702 PALMETTO ELEMENTARY SCHOOL
53 1751 JAMES E. STEPHENS ELEM. SCHOOL
53 1811 CLARENCE BOSWELL ELEM. SCHOOL
53 1831 LAKE MARION CREEK ELEMENTARY SCHOOL
53 1941 LOUGHMAN OAKS ELEMENTARY SCHL
53 1971 SLEEPY HILL MIDDLE SCHOOL
53 1981 DUNDEE RIDGE MIDDLE SCHOOL

Priority Schools, 2013-14
District Number School Number School Name
53 601 FRED G. GARNER ELEMENTARY SCHL
53 931 BARTOW MIDDLE SCHOOL
53 1231 GRIFFIN ELEMENTARY SCHOOL
53 1341 MCLAUGHLIN MIDDLE SCHOOL AND FINE ARTS ACAD
53 1662 LAKE ALFRED-ADDAIR MIDDLE SCHOOL
53 1781 DUNDEE ELEMENTARY SCHOOL

Reward Schools, 2012-13
District Number School Number School Name
53 31 LAKELAND SENIOR HIGH SCHOOL
53 131 DIXIELAND ELEMENTARY SCHOOL
53 251 LINCOLN AVENUE ACADEMY
53 321 SHELLEY S. BOONE MIDDLE SCHOOL
53 331 ALTA VISTA ELEMENTARY SCHOOL
53 441 RIDGEVIEW GLOBAL STUDIES ACAD.
53 531 FRANK E. BRIGHAM ACADEMY
53 611 INWOOD ELEMENTARY SCHOOL
53 711 JEWETT MIDDLE ACADEMY MAGNET
53 851 AUBURNDALE CENTRAL ELEMENTARY
53 941 BARTOW ELEMENTARY ACADEMY
53 971 UNION ACADEMY
53 1041 ALTURAS ELEMENTARY SCHOOL
53 1051 TENOROC HIGH SCHOOL
53 1151 KINGSFORD ELEMENTARY SCHOOL
53 1181 KATHLEEN SENIOR HIGH SCHOOL
53 1351 POLK AVENUE ELEMENTARY SCHOOL
53 1381 ROOSEVELT ACADEMY
53 1601 BOK ACADEMY
53 1671 MCKEEL ACADEMY OF TECHNOLOGY
53 1682 MCKEEL ELEMENTARY ACADEMY
53 1761 LAKE GIBSON MIDDLE SCHOOL
53 1931 GEORGE W. JENKINS SENIOR HIGH
53 8002 POLK PRE-COLLEGIATE ACADEMY
53 8121 HARTRIDGE ACADEMY
53 8140 LAKELAND MONTESSORI MIDDLE SCHOOL
53 8142 BERKLEY ACCELERATED MIDDLE 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.