##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[X\] Elementary
\[X\] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal: \_\_\_\_\_ [\_]{.underline}\_[Mrs. Barbara Von
Harten]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name: [The Sanibel
School]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(As it should appear in the official records)

School Mailing Address: \_\_\_\_[3840 Sanibel-Captiva
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(If address is P.O. Box, also include street address.)

[Sanibel FL 33957-3098]{.underline}\_\_\_\_\_­­\_\_\_ City State Zip
Code+4 (9 digits total)

County:
\_\_\_\_\_\_\_\_\_\_\_[Lee]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
State School Code
Number\*\_\_\_\_\_\_\_[0361]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 239 ) 472-1617]{.underline} Fax [( 239 )
472-6544]{.underline}

Web site/URL [http://www.leeschools.net/schools/sbl]{.underline} E-mail
<BarbaraVO@LeeSchools.net>\_\_\_\_\_\_

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. James
Browder]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Lee County
Schools]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Tel. [( 239 )
334-1102]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. Jeanne
Dozier]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school's eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

5.  The nominated school or district is not refusing OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school or the school district as a whole has
    violated one or more of the civil rights statutes or the
    Constitution's equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: [40]{.underline} Elementary
schools

[16]{.underline} Middle schools

Junior high schools

­[­ 11]{.underline} High schools

[34]{.underline} Other: 13 charters, 16 special centers, 1 6-12,

and 4 K-8

[101]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\_\_\_\$6,665\_\_\_\_]{.underline}

Average State Per Pupil Expenditure: [\_\_\_\$6,154\_\_\_\_]{.underline}

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[X \] Small city or town in a rural area
>
> \[ \] Rural

4\. \_\_\_[9]{.underline} Number of years the principal has been in
her/his position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**    0         0                      **0**        **7**       20        31          **51**

  **K**       23        18                     **41**       **8**       20        19          **39**

  **1**       17        19                     **36**       **9**                             

  **2**       21        23                     **44**       **10**                            

  **3**       16        25                     **41**       **11**                            

  **4**       26        27                     **53**       **12**                            

  **5**       20        19                     **39**       **Other**                         

  **6**       22        18                     **40**                                         

                                    **TOTAL                                                   **384**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [90]{.underline} % White

the school: [2]{.underline} % Black or African American

[5]{.underline} % Hispanic or Latino

[2]{.underline} % Asian/Pacific Islander

[1]{.underline} % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
[8]{.underline} %

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      20
                            transferred ***to*** the    
                            school after October 1\*\*  
                            until the end of the year   

                            Number of students who      13
                            transferred ***from*** the  
                            school after October 1\*\*  
                            until the end of the year   

  **(3)**                   Total of all transferred    33
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 400
                            the school as of October    
                            1\*\*                       

  **(5)**                   Total transferred students  .083
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           8.3
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

\*\* Closest date data is available for is September 7, one month after
the start of school

8\. Limited English Proficient students in the school: [2]{.underline} %

[6]{.underline} Total Number Limited English Proficient

Number of languages represented: [3]{.underline} ­­­­­­

Specify languages: Kazak, Spanish, Russian

9\. Students eligible for free/reduced-priced meals: [8]{.underline} %

Total number students who qualify: [30 ­]{.underline}

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families, or the school does not
> participate in the federally supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: [9]{.underline} %

[33]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

[3]{.underline} Autism [1]{.underline} Orthopedic Impairment

\_\_\_\_Deafness \_\_[5\_]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [7]{.underline} Specific Learning Disability

[\_]{.underline} Emotional Disturbance [16]{.underline} Speech or
Language Impairment

[1]{.underline} Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> [\_\_\_\_\_]{.underline}Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [2]{.underline} [0]{.underline}

Classroom teachers [19]{.underline} [0]{.underline}

Special resource teachers/specialists [9]{.underline} [1]{.underline}

Paraprofessionals [3]{.underline} [3]{.underline}

> Support staff [9]{.underline} [0]{.underline}
>
> Total number [42]{.underline} [4]{.underline}

12. Average school student-classroom teacher ratio, that is, the number
    of

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [­20:1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates, and only high schools need to supply drop-off rates. Also
explain a high teacher turnover rate.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance   96 %        96 %        96 %        96 %        96 %

  Daily teacher attendance   95 %        94 %        93 %        95 %        95 %

  Teacher turnover rate      7 %         \*\* 29 %   4 %         17 %        12 %

  Student dropout rate       0 %         0 %         0 %         0 %         0 %
  (middle/high)                                                              

  Student drop-off rate      N/A %       N/A %       N/A %       N/A %       N/A %
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

\*\* A lack of affordable housing on a barrier island requires most
staff to commute from long distances from the mainland though heavy
seasonal traffic to get to The Sanibel K-8 School. Despite this, The
Sanibel School has experienced a significantly lower teacher turnover
rate than the District or State for four of the past five years. We did
however; experience a high teacher turnover at the conclusion of the '04
-- '05 school year when our District opened 7 new schools, including one
new school located just off the island significantly closer to the homes
of most of our teachers. To put our school in perspective, the City of
Sanibel has experienced a 31% turnover of full time staff and a 74%
turnover of part time staff since January 2004 due to commuting
distance, traffic congestion and the lack of affordable housing on this
barrier island. The School is working with the City to develop a Below
Market Rate Housing Program which would provide affordable housing for
teachers, police officers, and other essential personnel who provide
services to the island.

**PART III - SUMMARY**

The Sanibel School provides a kindergarten through eighth grade program
for students who live on, or whose parents work on, the barrier islands
of Sanibel and Captiva off the southwest coast of Florida. In existence
as an elementary school since 1962, The Sanibel School expanded through
parent initiative to include middle grade students beginning in 2000 and
became a K-8 school in 2002. The Sanibel School K-8 staff
collaboratively developed a mission for the school which is "All
students will thrive in our nurturing learning community." The Sanibel
School is dedicated to meeting the needs of all students with a relevant
and rigorous curriculum. Students are supported by teachers who continue
to be life-long learners dedicated to the implementation and integration
of effective research-based strategies to maximize student success.
Administrators and teachers continually analyze student performance data
and monitor learning gains made by all of their students.

Sanibel students are encouraged and supported not only by the school
staff, but also by involved parents and the community. The Sanibel
School has a highly active School Advisory Council made up of eighteen
members which includes staff members, parents, community, and business
partners. This group contributes to the well-being and success of the
school by making decisions related to policy, safety, curriculum, and
planning. The Parent Teacher Association is exceptionally active with
273 families representing 384 students. Many businesses and agencies on
the island support the school through fund raisers, displaying student
work, serving as judges, and providing guest speakers and field trip
opportunities. Further, the school encourages and welcomes volunteers,
logging over 3,400 hours yearly.

The Sanibel School maximizes parent, teacher, and community
communication through the use of a school-based website, an extensive
weekly school newsletter emailed to all parents, and participation in
the *ParentLink* program which provides information regarding students'
grades and attendance. In addition, students have a community connection
with a local newspaper, *The Island Reporter,* and write a monthly
two-page insert for the residents of the island, reporting school news
and teacher/student involvement in community activities. Finally, all
middle school students are required to perform at least thirty hours of
community service per year through a variety of opportunities.

This high achieving school provides a challenging academic curriculum
with an emphasis on environmental education and community connections.
Education transcends the walls of the classroom through student
participation in learning opportunities related to J.N. "Ding" Darling
National Wildlife Refuge, Bailey Matthews Shell Museum, Sanibel Captiva
Conservation Foundation, and the Pick Preserve, all located in close
proximity to the school. Students become knowledgeable about fragile
ecosystems of this area and reach an awareness of their role in the
protection and preservation of the environment. Annually students assume
roles as city council members during Sanibel Student Government Day and
participate in Community and Future Problem Solving and International
Robotics competitions.

Technology plays an important role in the school's curriculum. Faculty
and administrators are aware of the need for students to meet the
challenges of the twenty-first century and provide technology training
in the use of computers for productivity, communications, research, and
problem-solving/ decision-making. A computer lab is dedicated to
kindergarten through third grade, and wireless laptops are utilized
daily by fourth though eighth grade students. Faculty members have
demonstrated proficiency on the *National Education Technology Standards
for Teachers*; all teachers are dedicated to providing a rich and
diverse technology environment for students to meet and exceed the
national student standards.

The Sanibel School provides an enriching arts and extracurricular
program with all kindergarten through fifth grade students participating
in art, music, P.E., and Spanish classes. Elective and extracurricular
programs include guitar, keyboard, steel drum band, music composition,
clay art, T.V. production, performing arts, home economics, and ten
intramural athletic teams. All students in seventh and eighth grade have
instruction in Spanish daily. Students may also join student government,
Future Educators of America, Students against Destructive Decisions,
and/or National Junior Honor Society.

The Sanibel School is a place where each person is valued, whether that
individual is a staff or faculty member, student, parent, or volunteer,
and challenged to become the best he or she can be. In fact, it is more
than a place; it is a way of thinking, learning, interacting,
contributing, and caring unique unto itself.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

**1. Assessment Results:** Looking at test scores for The Sanibel
School, it is important to understand the state mandated testing format.
All third through eighth graders take both the reading and math
*Sunshine State Standards Florida Comprehensive Assessment Test*, *FCAT
SSS*, which are criterion-referenced tests related to the standards
developed by the state. All third through eighth graders also take the
reading and math *Norm-Referenced Florida Comprehensive Assessment
Tests, FCAT NRT,* which are actually the *Stanford [9]{.underline}* or
*[10]{.underline}*, depending on the year of administration. Students
read and answer questions on the reading test related to literary,
informational, and functional texts; questions are classified as initial
understanding, interpretation, critical analysis, or strategies.
Students taking the math tests answer questions using logical reasoning
and non-routine problem solving for questions focusing on number sense
and operations; patterns, relationships, and algebra; data, statistics,
and probability; and geometry and measurement. Although the state places
heavy emphasis on the *Sunshine State Standards Florida Comprehensive
Assessment Test*, it is the *Norm-Referenced Florida Comprehensive
Assessment Test* that provides information on how our students are
performing at the national level. There are no disparities among
subgroups, and The Sanibel School has been recognized by the state of
Florida as an [A]{.underline} school for the past nine years. Data for
all state testing is found at <http://firn.edu/doe/sas/fcat.htm>.

Analysis of tables nineteen through thirty reveals Sanibel School
students are consistently high-performing related to other students at
the national level. By averaging each grade level, three through eight,
and looking at the results for reading, five year average scores ranged
from a low of 81 for fifth grade to a high of 89 for eighth grade; by
averaging those scores, we reach a school average reading NPR of 85.
This means that The Sanibel School's average performance in reading is
equal to or higher than 85% of other students in the nation over a five
year period. Math results are slightly higher. By taking the five year
average for each grade level and computing those to find a school
average, The Sanibel School scored 87% over a five year period.
Therefore Sanibel students scored equal to or higher than 87% of the
students in the national sample. Both reading and math scores indicate
our students consistently exceed high standards of performance on
standardized testing.

In addition, the district has mandated that all kindergarten through
second grade students take the *Stanford 9*, more recently the *Stanford
10*. By analyzing tables thirteen through eighteen, it is clear that the
lower grades reflect the same high level of performance. The district
has indicated that an NPR of 80-99 exceeds standards and 45-79 meets
standards. The average score for the last five years for kindergarten
through second grade are 84% for both reading and math, both within the
"exceeds standards" category.

Further, it is important to look at the results of third through eighth
grade students on the state criterion-referenced *SSS FCAT* in reading
and math. This test is documented as having "challenging content"
testing higher order thinking skills and problem solving. The reading
test features multiple choice questions, and short and extended response
performance tasks. Math tests include multiple choice, gridded-response,
and performance tasks. Those scores are reported related to five levels
of achievement: 1-significantly below standards, 2-minimally below
standards, 3-meets standards, 4-minimally exceeds standards, and
5-significantly exceeds standards. Tables one through twelve indicate
the percentage of Sanibel students meeting and exceeding state standards
and also the percentage exceeding standards. Using the same averaging of
scores across the five year period, 87% of Sanibel students met and
exceeded state standards in reading with 54% of those exceeding
standards; 84% met or exceeded standards in math with 58% exceeding
standards. Those figures become more notable when comparing the state
figures showing 57% of all students in the state for grades three
through eight during the same period of time met and exceeded standards
in reading with only 26% of those exceeding; in math 55% met and
exceeded state math standards with only 26 % of those exceeding.

The Sanibel School demonstrated the highest reading learning gains of
the lowest 25% of the students within the district and is listed by the
Florida Department of Education as the top high performing standard
curriculum combination school in the state. During 2005-2006 the
majority of grade levels 3-8 scored in the top 1% of Florida schools on
both the NRT and SSS. In addition the scores were the highest in the
state for seventh and eighth grade reading and eighth grade writing. The
writing scores, including ESE students, were higher than the full time
gifted school located in Sarasota County.

**2. Using Assessment Results:** The Sanibel School uses testing data to
drive decision-making at every level. Each year the School Advisory
Council, SAC, sets specific goals to target student growth in reading,
math, writing, learning gains, and science, as well as non-academic
goals. It is the responsibility of the faculty, administration, the SAC
Chairperson, and the voting members of SAC to review national, state,
and district testing results to develop these goals at the beginning of
each academic year. Any areas of testing data that indicate a lack of
sufficient learning gains and/or below expectation performance are
carefully reviewed to determine what goals should be written to
facilitate the implementation of effective, research-based strategies to
address the area(s) of concern. These written goals and measurable
objectives become the School Improvement Plan, SIP, and are used to
design professional development for the staff throughout the year. The
SIP is carefully monitored by SAC; therefore, The Sanibel School has
always met or exceeded adequate progress on the goals and objectives it
has set.

The same data used to determine school/grade level goals is presented to
the faculty for teacher team decision-making related to the instruction
of students for the impending school year. Plans are made by each grade
level related to specific needs and concerns. Decisions are reached
regarding class assignments, screening, in-depth testing for gifted
students or other exceptionalities, and placement in specialized
school-based programs such as Reading Round-Up and Math Round-up for
students performing below grade level. Individual teachers review the
strengths and challenges of each student to make instructional decisions
related to groupings, pacing, material selection, and even units of
study.

Further, individual teachers are required to review and analyze the
results of the previous year's testing to personally assess their
strengths and challenges as well as instructional delivery and
decision-making. Additionally, teachers review the scores of incoming
students to determine specific class needs. Based on this analysis, they
develop an action plan which includes the strategies they intend to
implement for the upcoming school year in the areas of reading, writing,
and math. Each teacher is expected to reflect on her teaching
philosophies, strategies, and effectiveness with students in the
preparation of her annual Individual Professional Development Plan,
IPDP. This plan outlines professional goals related to student learning
gains that will improve the teacher's knowledge, skills, and/or
efficacy. Training and professional development opportunities must be a
part of the IPDP with the goal being ongoing growth.

**3. Communicating Assessment Results:** The Sanibel School collects
data and maintains data tables showing trends in standardized testing
over five years. It also compares the school's scores to other schools
across the district and state to determine ranking at each grade level.
The school feels strongly that determining its ranking in the district
and state and communicating this information to its stakeholders is an
important component of communicating success.

At the end of the year, the school distributes standardized testing
reports to parents. These reports include longitudinal scores, subtest
scores, scores over the years, and comparison to other students in
Florida and the nation. Newspaper articles are also written in the
*Island Reporter* and *Island Sun*, two local papers, to inform the
community of The Sanibel School's performance. The community values the
high achievements of the school and takes pride in its contributions to
the school's success. This year due to the school's phenomenal writing
scores, top in the state, an article was also written in the *The*
*News-Press*, a regional paper, touting the achievements of The Sanibel
School. Finally, the administrator presents test data from the previous
year to parents and students at the various open houses held for all
grade levels during the year as well as parent visitation nights and PTA
meetings.

In addition to reporting standardized testing data, The Sanibel School
informs parents and students of performance through the distribution of
quarterly interims and report cards and other various periodic progress
reports. Dates are set aside for parent conferences, and teachers
regularly initiate parent contact regarding student performance.
Teachers record daily and weekly homework assignments on
SchoolNotes.com. and report student academic progress using computer
programs via the web. In fact, The Sanibel School was the first middle
school in Lee County to implement a program, *Grades at a Glance*, where
students and parents could look up student grades on individual
assignments as well as class averages.

Further, teachers are able to access student testing data via an
internet site and use this information to help students understand and
interpret testing results. This process is used to help students set
realistic academic goals.

**4. Sharing Success:** The administrators and teachers of The Sanibel
School are committed to sharing the school's success with other schools,
administrators, and teachers within our district, state, and beyond.
Approximately 40% of our faculty members have served as presenters at
school, district, or state staff development workshops and conferences,
presenting on topics including reading, writing, math, science, and
various teaching strategies. The principal has recently provided several
curriculum workshops to several groups of administrators on the school's
writing success. Many other schools have adopted Sanibel's strategies.
The assistant principal regularly mentors new assistant principals on
various curriculum and scheduling topics and serves as a district
trainer for substitute teachers. Both administrators and teacher leaders
are invited to serve on district committees where the school's successes
are shared. The middle school language arts teacher has also provided
workshops and mentored teachers in other schools in the district. She
has provided site visits, demonstration lessons, and on-going support to
schools that have adopted Sanibel's successful strategies.

Several teachers have presented at state conferences such as the Florida
Technology Conference for Educators and the Florida State Reading
Conference. Further, the five National Board Certified teachers on staff
serve as advisers to new teachers at The Sanibel School and other
district schools, as well as mentor National Board candidates throughout
the district and state as they seek national certification.

The school has also hosted several teams of administrators and teachers
as they visited the school to view use of educational technology to
support students at all levels of academic development. One such team
recently traveled from as far away as East Grand Rapids, Michigan. The
team included an assistant superintendent, district director of
technology, English department head, and a language arts teacher. They
were developing a strategic plan for technology use and implementation
and wanted to gather information about the curriculum applications of
state of the art technology as it relates to student success. They chose
to visit The Sanibel School due to its status as a high performing
kindergarten through eight combination school, and its reputation for
integrating technology across the curriculum.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:** The Sanibel School provides a rigorous curriculum and
engages students in significant content based on high standards for all
students. It is the curriculum that is the driving force behind the
school's continual ranking as a top performing school in the state of
Florida. In addition to high performance, the school has a remarkable
record of achieving high learning gains for all students, including
those in the lowest quartile, across all curriculum areas. Collegial
conversations among teachers enable students to progress through the
curriculum with clear and consistent instruction.

The core components of reading and language arts instruction are based
on Florida's standards: reading, writing, listening/speaking/viewing,
language, and literature. Those are integrated into a cohesive, balanced
whole to benefit all students in kindergarten through eighth grade.
Beginning in kindergarten, students are read to daily and are encouraged
to communicate ideas and information effectively. At the elementary
level the focus on reading is on the areas of phonemic awareness,
phonics, vocabulary, fluency, and comprehension. Writing across the
content areas for all students recognizes the reading-writing connection
and gives students the means to express their learning and refine their
thinking.

A standards-based math curriculum focused on core components including:
number sense, measurement, geometry, algebraic thinking, and data
analysis, is provided to all students at all levels of learning
culminating in Algebra I instruction for eighth graders. Whole group and
small group instruction is provided in each classroom. In addition to
classroom instruction, weekly tutoring sessions are offered to any
student needing additional support. Students who do not attain
proficiency on district and state assessments are also enrolled in an
additional intensive remediation class which focuses on instructional
support in specific content as determined through data analysis.

Science instruction at each grade level focuses on the core components
of the nature of matter, energy, force and motion, processes that shape
the earth, Earth and space, the processes of life, how living things
interact with the environment, and the nature of science. In addition to
daily classroom instruction, each elementary class participates in
weekly hands-on science lab activities under the direction of a degreed
scientist who prepares laboratory investigations in conjunction with the
classroom teacher, offering both students and teachers the opportunity
to observe and develop scientific processes. At the middle school level,
weekly laboratory activities are demonstrated by the teacher and are
then conducted by small teams of students, further reinforcing the
scientific concepts being taught.

Within the social studies curriculum four continuing strands are
developed at all grade levels: time, continuity and change; people,
places, and environments; government and the citizen; and production,
distribution and consumption. At the elementary level, the students work
cooperatively in two or three member teams to extend their learning
beyond the textbook through projects and simulations. At the middle
school level the students conduct independent research on selected
topics and present reenactments of various historic events.

The arts curriculum is a rich experience for all Sanibel School
students. Art instruction at the elementary level focuses on the
development of skills and techniques, creation and communication,
cultural and historical connections, aesthetic and critical analysis,
and applications to life. Students attend art classes weekly and also
participate in several annual art exhibits within the community. At the
middle school level, students may further advance their artistic talents
by enrolling in various art electives. Music education gives students
opportunities to perform in choral and instrumental productions which
are invaluable to the developing of self-confidence.

Spanish instruction is an integral part of the core curriculum, and
instruction has been provided for all students since the 2001 school
year. Comprehensive foreign language curriculum helps students develop
the knowledge and skills to communicate effectively in another language,
to connect with other disciplines, and to compare their cultures to
others in order to better understand the communities of the world. All
students receive Spanish instruction from one to three times per week in
kindergarten through sixth grade and five days per week in grades seven
and eight. Upon successful completion of instruction at the eighth
grade, students receive a high school credit for their accomplishment.

**2. (Elementary Schools) Reading:** The reading curriculum for The
Sanibel School at the elementary level focuses on the integration of
elements of reading instruction with an additional emphasis on
integrating writing: phonemic awareness, phonics, vocabulary, fluency,
and comprehension. The Sanibel School strives to meet each student's
needs by using a variety of resources such as an effective basal series,
leveled readers to aid in differentiating instruction, trade books,
poetry, drama, and science and social studies texts embedded with
effective reading strategies. Formal and informal assessments are used
to determine student needs for remediation or acceleration. Our
strongest resource is our well-prepared and committed staff which
continually implements new research-based strategies to insure student
success.

Students receive direct skill instruction individually, in small groups,
and as a whole class as well as guided practice and independent reading
opportunities. All lessons and activities are based on student needs and
individual abilities and are provided during an uninterrupted 90 minute
block of time. The basal reading program is supplemented with
participation in a research-based computerized program providing leveled
books and online comprehension testing. The many students who are above
level readers are challenged to make connections and think deeply and
critically across the variety of reading genres. Students who are
struggling are also given additional support in individually and in
small groups using a variety of research-based programs. These students
are able to make notable learning gains in reading during the year.

Primary teachers use a consistent, systematic phonics program to provide
students with a common language to learn phonemic awareness and phonics
as their basis for encoding and decoding. All teachers provide a variety
of instructional strategies to develop vocabulary, fluency and
comprehension skills. A reading specialist provides additional
curriculum and instructional support for both teachers and students, and
chairs the school's active and effective Reading Leadership Team. Parent
and family workshops are provided to develop and maintain a strong
home-school curriculum connection.

The school chose this integrated approach to reading in order to provide
a comprehensive reading curriculum to insure the success of all
students, leaving no students behind. Decisions were made through
teacher consensus after a comprehensive review of materials and research
findings reflecting best practices in reading instruction.

**(Secondary Schools) Reading**

The Sanibel School's English language curriculum is designed to meet the
standards established by the state of Florida for grades six through
eight. It targets five strands, or components: reading, writing,
listening/speaking/viewing, language, and literature. The curriculum
focuses on the development and enhancement of student communication
skills. Students are given opportunities to read, write, and speak daily
during a ninety minute block schedule. In addition, vocabulary is
addressed through both a vocabulary series and the selection of specific
vocabulary from reading and/or listening activities. Journaling and oral
*Read Alouds* are an integral part of each class as are reciprocal
teaching techniques for discussion on selected literary materials.
Students explore the literary elements of fictional works, drama, and
poetry, classical as well as contemporary, and create their own examples
of each. Nonfiction writings are explored including biographies,
autobiographies and essays. Additionally, students are taught to
identify and utilize the power of language and the techniques of
persuasion. Grammar and the conventions of the language are addressed
through teacher-designed units.

Computers play an integral part in the reading-writing program through
the use of an online writing program designed to give students almost
immediate feedback on submitted pieces requiring student-written
responses to prompts. This program individualizes writing instruction
for each student based on his/her ability and yet provides a
comprehensive assessment key helpful for both the teacher and the
student. Computers also serve as portfolios for student note-taking,
writing, production, and research.

The Sanibel School extends the spotlight on reading instruction through
an additional reading course for all students in grades six through
eight, and just as in the primary and intermediate grades, students are
required to participate in a research-based computerized program
providing leveled books and online comprehension testing for independent
reading. The struggling reader also has opportunity for improvement
during a class utilizing a comprehensive remedial reading program which
provides direct instruction of reading skills. These readers are tested
quarterly using a fluency test, and their progress is maintained on a
state supported website.

**3. Additional Curriculum Area:** The Sanibel School's fortunate
geography inspires an emphasis on environmental education. As the
school's mission states, "All students will thrive in our nurturing
learning community", the school continually explores the surrounding
natural and community resources to support the teaching of essential
curriculum standards, as well as the development of interpersonal
skills. Students in kindergarten through eighth grade regularly
participate in local field trips exploring a variety of ecosystems. The
school enjoys a symbiotic relationship with several local entities
including J.N. "Ding" Darling Federal Wildlife Refuge, the Pick
Preserve, the Bailey Matthews Shell Museum, the Sanibel Captiva
Conservation Foundation (SCCF) and the Tarpon Bay Estuary. The faculty
regularly attends environmental education workshops at both the local
and regional levels. Walking, bike and boating field trips provide both
teachers and students opportunities to investigate beaches, marshes, and
other wildlife habitats. An environmental specialist provided by the
SCCF regularly serves as a classroom instructor and provides hands-on
learning opportunities, ranging from planting mangrove seedlings to
analyzing marine life through the seining of local waters, and exploring
archeological Indian sites.

Through the dedication of teachers, local environmentalists, and
students, the school has formed an environmental club appropriately
named, "The Green Team". Their projects have included a scientific study
and research on water quality in our estuaries, the orchestration of a
school-wide recycling movement, and the set up of a community collection
bin for used printer cartridges, cell phones and batteries. As residents
of a barrier island the school developed a "learn to swim program" in
conjunction with the adjoining Sanibel Recreation Center. The program
provides basic water safety skills for all students in kindergarten
through eighth grade.

Each year local experts provide an in depth education on shell studies
for all sixth grade students, culminating in the students serving as
marine biology docents at the nationally renowned annual Sanibel Shell
Fair. These students also receive boat safety training under the
direction of the Sanibel Captiva Power Squadron and at the conclusion of
the nine week course are able to earn a license to operate a boat. Their
studies conclude with a three day adventure to Big Pine Key for further
investigation of marine life within a natural Florida environment.

Research has shown that the integration of environmental concepts across
subject areas results in significant improvements in teaching and
learning especially in the areas of reading, language arts, math, social
studies, and, most notably, science. The environment serves as a living
laboratory for learning subject area concepts and skills, thinking
critically, and solving real world, relevant problems.

**4. Instructional Methods:** The teachers at The Sanibel School realize
that there is no one "magic" bullet that will insure the academic
success of all students. For that reason, teachers are life-long
learners of research-based instructional best practices. Teachers
participate in regular and meaningful staff development offerings
related to how children learn.

Teachers utilize a variety of instructional configurations related to
the educational, social, and emotional needs of the students. Direct
instruction for whole class or whole group is an important component,
but not the only component of the instructional repertoire. Teachers
also facilitate peer teaching and cooperative learning to encourage
students to connect with one another and share their perspectives,
observations, and experiences. Teachers also utilize peer tutoring using
student tutors both within the same grade level, as well as cross-grade
level tutors. Instructors also design experiential learning
opportunities; these activities may be used in conjunction with peer
teaching and cooperative learning or independently using manipulatives
as a learning tool. This method empowers the student to "discover" the
concept(s) while supported by teacher scaffolding and development of
appropriate experiential/discovery activities.

Students in kindergarten through fifth grade participate in computer
labs using an integrated learning software program designed to meet the
needs of individual learners in reading, math, and science. Students are
able to work at their own pace and on their own level whether they are
below or above grade level. This program provides instruction on basic
skills as well as higher level thinking skills. In addition, individuals
explore other computer programs at their own level for a variety of
purposes including remediation and enrichment.

Finally, students are also provided opportunities for independent study
to refine reading skills, develop and apply research and reference
skills, and hone production proficiency.

In order to keep the curriculum and instruction rigorous and relevant
for our students, teachers employ a variety of assessment methods to
determine students' strengths and progress. Depending on the grade
level, discipline, and the needs of the students, teachers also
implement authentic assessments including, but not limited to, role
playing and simulations.

**5. Professional Development:** Professional development is an ongoing
conversation introduced according to the needs of the staff and
students. The status quo has no place in The Sanibel School's
curriculum. Excitement is generated through productive staff development
activities and extends through the students' learning. The professional
development program is dictated by data-driven decision-making. It also
acknowledges the philosophy of this school's administration that each
teacher is a model of life-long learning. Since each teacher on staff is
considered "highly qualified" in his or her field and the majority have
a master's degree or higher, subject content is rarely the focus of the
school's professional development.

Every year the administration elicits feedback from the teachers related
to specific needs through surveys, discussions, and interviews. Based on
teacher responses and data analysis, a school focus is determined. Last
year the school-based professional development targeted Marzano's tools
for student success, phonics training, reading strategies, and
instructional technology. Teachers from within the school frequently
lend their expertise for school-wide trainings and district level
trainers are brought in when faculty members are not qualified to
present a particular component.

Aside from the formal trainings presented at the school during
district-wide professional development days, teachers also register for
district/state-level trainings throughout the year to accomplish
personal professional goals in addition to school focused activities. In
the past such trainings have included phonics and other reading
strategies, music composition, technology, limited English proficiency
trainings and foreign language acquisition strategies, educational goal
setting, and data analysis.

Finally, using an informal definition of "professional development,"
teachers at The Sanibel School regularly mentor each other through
professional sharing, teacher modeling, study groups, teacher
visitations to other classrooms and grade levels within the school, and
cross grade level meetings and discussions focused on providing a
structure of support for students moving from one grade to another .

In spite of the diversity of the activities, each and every professional
development opportunity is based on the learning needs of our students
and the strategies necessary to help each teacher provide the best
educational experience possible.

# PART VII - ASSESSMENT RESULTS

**Table 1**

**STATE CRITERION-REFERENCED TESTS**

**Subject:** Reading **Grade:** 3^rd^ **Test:** Florida Comprehensive
Assessment Test (FCAT)

**Edition/Publication Year:** 2005-2006 / Spring 2006 **Publisher:** CBT
McGraw Hill, Inc.

2004-2005 / Spring 2005 CBT McGraw Hill, Inc.

2003-2004 / Spring 2004 CBT McGraw Hill, Inc.

2002-2003 / Spring 2003 CBT McGraw Hill, Inc.

2001-2002 / Spring 2002 CBT McGraw Hill, Inc.

  ------------------------------------ --------- --------- --------- --------- ---------
                                       2005-06   2004-05   2003-04   2002-03   2001-02

  Testing month                        March     March     March     March     March

  **SCHOOL SCORES**                                                            

  \% "Meeting" plus "Exceeding" State  96        95        89        100       91
  Standards                                                                    

  \% "Exceeding" State Standards       80        71        70        76        66

  Number of students tested            50        41        47        49        53

  Percent of total students tested     100       100       100       100       100

  Number of students alternatively     0         0         0         0         0
  assessed                                                                     

  Percent of students alternatively    0         0         0         0         0
  assessed                                                                     

  SUBGROUP SCORES \*                                                           
  ------------------------------------ --------- --------- --------- --------- ---------

\* Other subgroups contained fewer than 10 students and are therefore
not included

**Table 2**

**STATE CRITERION-REFERENCED TESTS**

**Subject:** Math **Grade:** 3^rd^ **Test:** Florida Comprehensive
Assessment Test (FCAT)

**Edition/Publication Year:** 2005-2006 / Spring 2006 **Publisher:** CBT
McGraw Hill, Inc.

2004-2005 / Spring 2005 CBT McGraw Hill, Inc.

2003-2004 / Spring 2004 CBT McGraw Hill, Inc.

2002-2003 / Spring 2003 CBT McGraw Hill, Inc.

2001-2002 / Spring 2002 CBT McGraw Hill, Inc.

  ------------------------------------ --------- --------- --------- --------- ---------
                                       2005-06   2004-05   2003-04   2002-03   2001-02

  Testing month                        March     March     March     March     March

  **SCHOOL SCORES**                                                            

  \% "Meeting" plus "Exceeding" State  100       93        94        94        91
  Standards                                                                    

  \% "Exceeding" State Standards       74        71        85        63        66

  Number of students tested            50        41        47        49        53

  Percent of total students tested     100       100       100       100       100

  Number of students alternatively     0         0         0         0         0
  assessed                                                                     

  Percent of students alternatively    0         0         0         0         0
  assessed                                                                     

  SUBGROUP SCORES \*                                                           
  ------------------------------------ --------- --------- --------- --------- ---------

\* Other subgroups contained fewer than 10 students and are therefore
not included.

**Table 3**

**STATE CRITERION-REFERENCED TESTS**

**Subject:** Reading **Grade:** 4th **Test:** Florida Comprehensive
Assessment Test (FCAT)

**Edition/Publication Year:** 2005-2006 / Spring 2006 **Publisher:** CBT
McGraw Hill, Inc.

2004-2005 / Spring 2005 CBT McGraw Hill, Inc.

2003-2004 / Spring 2004 CBT McGraw Hill, Inc.

2002-2003 / Spring 2003 CBT McGraw Hill, Inc.

2001-2002 / Spring 2002 CBT McGraw Hill, Inc.

  ------------------------------------ --------- --------- --------- --------- ---------
                                       2005-06   2004-05   2003-04   2002-03   2001-02

  Testing month                        March     March     March     March     March

  **SCHOOL SCORES**                                                            

  \% "Meeting" plus "Exceeding" State  84        96        96        94        92
  Standards                                                                    

  \% "Exceeding" State Standards       62        84        73        64        53

  Number of students tested            45        50        52        50        61

  Percent of total students tested     100       100       100       100       100

  Number of students alternatively     0         0         0         0         0
  assessed                                                                     

  Percent of students alternatively    0         0         0         0         0
  assessed                                                                     

  SUBGROUP SCORES \*                                                           
  ------------------------------------ --------- --------- --------- --------- ---------

\* Other subgroups contained fewer than 10 students and are therefore
not included.

**Table 4**

**STATE CRITERION-REFERENCED TESTS**

**Subject:** Math **Grade:** 4th **Test:** Florida Comprehensive
Assessment Test (FCAT)

**Edition/Publication Year:** 2005-2006 / Spring 2006 **Publisher:** CBT
McGraw Hill, Inc.

2004-2005 / Spring 2005 CBT McGraw Hill, Inc.

2003-2004 / Spring 2004 CBT McGraw Hill, Inc.

2002-2003 / Spring 2003 CBT McGraw Hill, Inc.

2001-2002 / Spring 2002 CBT McGraw Hill, Inc.

  ------------------------------------ --------- --------- --------- --------- ---------
                                       2005-06   2004-05   2003-04   2002-03   2001-02

  Testing month                        March     March     March     March     March

  **SCHOOL SCORES**                                                            

  \% "Meeting" plus "Exceeding" State  93        98        92        88        82
  Standards                                                                    

  \% "Exceeding" State Standards       49        72        52        64        29

  Number of students tested            45        50        52        50        62

  Percent of total students tested     100       100       100       100       100

  Number of students alternatively     0         0         0         0         0
  assessed                                                                     

  Percent of students alternatively    0         0         0         0         0
  assessed                                                                     

  SUBGROUP SCORES \*                                                           
  ------------------------------------ --------- --------- --------- --------- ---------

\* Other subgroups contained fewer than 10 students and are therefore
not included.

**Table 5**

**STATE CRITERION-REFERENCED TESTS**

**Subject:** Reading **Grade:** 5th **Test:** Florida Comprehensive
Assessment Test (FCAT)

**Edition/Publication Year:** 2005-2006 / Spring 2006 **Publisher:** CBT
McGraw Hill, Inc.

2004-2005 / Spring 2005 CBT McGraw Hill, Inc.

2003-2004 / Spring 2004 CBT McGraw Hill, Inc.

2002-2003 / Spring 2003 CBT McGraw Hill, Inc.

2001-2002 / Spring 2002 CBT McGraw Hill, Inc.

  ------------------------------------ --------- --------- --------- --------- ---------
                                       2005-06   2004-05   2003-04   2002-03   2001-02

  Testing month                        March     March     March     March     March

  **SCHOOL SCORES**                                                            

  \% "Meeting" plus "Exceeding" State  89        90        88        86        80
  Standards                                                                    

  \% "Exceeding" State Standards       63        55        52        56        44

  Number of students tested            47        51        56        50        50

  Percent of total students tested     100       100       100       100       98

  Number of students alternatively     0         0         0         0         0
  assessed                                                                     

  Percent of students alternatively    0         0         0         0         0
  assessed                                                                     

  SUBGROUP SCORES \*                                                           
  ------------------------------------ --------- --------- --------- --------- ---------

\* Other subgroups contained fewer than 10 students and are therefore
not included.

**Table 6**

**STATE CRITERION-REFERENCED TESTS**

**Subject:** Math **Grade:** 5th **Test:** Florida Comprehensive
Assessment Test (FCAT)

**Edition/Publication Year:** 2005-2006 / Spring 2006 **Publisher:** CBT
McGraw Hill, Inc.

2004-2005 / Spring 2005 CBT McGraw Hill, Inc.

2003-2004 / Spring 2004 CBT McGraw Hill, Inc.

2002-2003 / Spring 2003 CBT McGraw Hill, Inc.

2001-2002 / Spring 2002 CBT McGraw Hill, Inc.

  ------------------------------------ --------- --------- --------- --------- ---------
                                       2005-06   2004-05   2003-04   2002-03   2001-02

  Testing month                        March     March     March     March     March

  **SCHOOL SCORES**                                                            

  \% "Meeting" plus "Exceeding" State  87        76        87        92        78
  Standards                                                                    

  \% "Exceeding" State Standards       64        47        74        70        34

  Number of students tested            47        51        56        51        50

  Percent of total students tested     100       100       100       100       98

  Number of students alternatively     0         0         0         0         0
  assessed                                                                     

  Percent of students alternatively    0         0         0         0         0
  assessed                                                                     

  SUBGROUP SCORES \*                                                           
  ------------------------------------ --------- --------- --------- --------- ---------

\* Other subgroups contained fewer than 10 students and are therefore
not included.

**Table 7**

**STATE CRITERION-REFERENCED TESTS**

**Subject:** Reading **Grade:** 6th **Test:** Florida Comprehensive
Assessment Test (FCAT)

**Edition/Publication Year:** 2005-2006 / Spring 2006 **Publisher:** CBT
McGraw Hill, Inc.

2004-2005 / Spring 2005 CBT McGraw Hill, Inc.

2003-2004 / Spring 2004 CBT McGraw Hill, Inc.

2002-2003 / Spring 2003 CBT McGraw Hill, Inc.

2001-2002 / Spring 2002 CBT McGraw Hill, Inc.

  ------------------------------------ --------- --------- --------- --------- ---------
                                       2005-06   2004-05   2003-04   2002-03   2001-02

  Testing month                        March     March     March     March     March

  **SCHOOL SCORES**                                                            

  \% "Meeting" plus "Exceeding" State  94        87        95        76        90
  Standards                                                                    

  \% "Exceeding" State Standards       70        23        70        50        59

  Number of students tested            49        52        52        50        52

  Percent of total students tested     100       100       100       100       100

  Number of students alternatively     0         0         0         0         0
  assessed                                                                     

  Percent of students alternatively    0         0         0         0         0
  assessed                                                                     

  SUBGROUP SCORES \*                                                           
  ------------------------------------ --------- --------- --------- --------- ---------

\* Other subgroups contained fewer than 10 students and are therefore
not included.

**Table 8**

**STATE CRITERION-REFERENCED TESTS**

**Subject:** Math **Grade:** 6th **Test:** Florida Comprehensive
Assessment Test (FCAT)

**Edition/Publication Year:** 2005-2006 / Spring 2006 **Publisher:** CBT
McGraw Hill, Inc.

2004-2005 / Spring 2005 CBT McGraw Hill, Inc.

2003-2004 / Spring 2004 CBT McGraw Hill, Inc.

2002-2003 / Spring 2003 CBT McGraw Hill, Inc.

2001-2002 / Spring 2002 CBT McGraw Hill, Inc.

  ------------------------------------ --------- --------- --------- --------- ---------
                                       2005-06   2004-05   2003-04   2002-03   2001-02

  Testing month                        March     March     March     March     March

  **SCHOOL SCORES**                                                            

  \% "Meeting" plus "Exceeding" State  84        75        87        76        87
  Standards                                                                    

  \% "Exceeding" State Standards       47        40        49        34        43

  Number of students tested            49        52        52        50        52

  Percent of total students tested     100       100       100       100       100

  Number of students alternatively     0         0         0         0         0
  assessed                                                                     

  Percent of students alternatively    0         0         0         0         0
  assessed                                                                     

  SUBGROUP SCORES \*                                                           
  ------------------------------------ --------- --------- --------- --------- ---------

\* Other subgroups contained fewer than 10 students and are therefore
not included.

**Table 9**

**STATE CRITERION-REFERENCED TESTS**

**Subject:** Reading **Grade:** 7th **Test:** Florida Comprehensive
Assessment Test (FCAT)

**Edition/Publication Year:** 2005-2006 / Spring 2006 **Publisher:** CBT
McGraw Hill, Inc.

2004-2005 / Spring 2005 CBT McGraw Hill, Inc.

2003-2004 / Spring 2004 CBT McGraw Hill, Inc.

2002-2003 / Spring 2003 CBT McGraw Hill, Inc.

2001-2002 / Spring 2002 CBT McGraw Hill, Inc.

  ------------------------------------ --------- --------- --------- --------- ---------
                                       2005-06   2004-05   2003-04   2002-03   2001-02

  Testing month                        March     March     March     March     March

  **SCHOOL SCORES**                                                            

  \% "Meeting" plus "Exceeding" State  95        95        93        90        90
  Standards                                                                    

  \% "Exceeding" State Standards       72        71        51        56        56

  Number of students tested            43        55        45        41        58

  Percent of total students tested     100       100       100       100       100

  Number of students alternatively     0         0         0         0         0
  assessed                                                                     

  Percent of students alternatively    0         0         0         0         0
  assessed                                                                     

  SUBGROUP SCORES \*                                                           
  ------------------------------------ --------- --------- --------- --------- ---------

\* Other subgroups contained fewer than 10 students and are therefore
not included.

**Table 10**

**STATE CRITERION-REFERENCED TESTS**

**Subject:** Math **Grade:** 7th **Test:** Florida Comprehensive
Assessment Test (FCAT)

**Edition/Publication Year:** 2005-2006 / Spring 2006 **Publisher:** CBT
McGraw Hill, Inc.

2004-2005 / Spring 2005 CBT McGraw Hill, Inc.

2003-2004 / Spring 2004 CBT McGraw Hill, Inc.

2002-2003 / Spring 2003 CBT McGraw Hill, Inc.

2001-2002 / Spring 2002 CBT McGraw Hill, Inc.

  ------------------------------------ --------- --------- --------- --------- ---------
                                       2005-06   2004-05   2003-04   2002-03   2001-02

  Testing month                        March     March     March     March     March

  **SCHOOL SCORES**                                                            

  \% "Meeting" plus "Exceeding" State  91        93        85        81        79
  Standards                                                                    

  \% "Exceeding" State Standards       51        51        45        54        45

  Number of students tested            43        55        45        41        58

  Percent of total students tested     100       100       100       100       100

  Number of students alternatively     0         0         0         0         0
  assessed                                                                     

  Percent of students alternatively    0         0         0         0         0
  assessed                                                                     

  SUBGROUP SCORES \*                                                           
  ------------------------------------ --------- --------- --------- --------- ---------

\* Other subgroups contained fewer than 10 students and are therefore
not included.

**Table 11**

**STATE CRITERION-REFERENCED TESTS**

**Subject:** Reading **Grade:** 8th **Test:** Florida Comprehensive
Assessment Test (FCAT)

**Edition/Publication Year:** 2005-2006 / Spring 2006 **Publisher:** CBT
McGraw Hill, Inc.

2004-2005 / Spring 2005 CBT McGraw Hill, Inc.

2003-2004 / Spring 2004 CBT McGraw Hill, Inc.

2002-2003 / Spring 2003 CBT McGraw Hill, Inc.

2001-2002 / Spring 2002 CBT McGraw Hill, Inc.

  ------------------------------------ --------- --------- --------- --------- ---------
                                       2005-06   2004-05   2003-04   2002-03   2001-02

  Testing month                        March     March     March     March     March

  **SCHOOL SCORES**                                                            

  \% "Meeting" plus "Exceeding" State  93        84        78        95        86
  Standards                                                                    

  \% "Exceeding" State Standards       59        36        58        72        46

  Number of students tested            41        42        41        56        42

  Percent of total students tested     100       100       100       100       100

  Number of students alternatively     0         0         0         0         0
  assessed                                                                     

  Percent of students alternatively    0         0         0         0         0
  assessed                                                                     

  SUBGROUP SCORES \*                                                           
  ------------------------------------ --------- --------- --------- --------- ---------

\* Other subgroups contained fewer than 10 students and are therefore
not included.

**Table 12**

**STATE CRITERION-REFERENCED TESTS**

**Subject:** Math **Grade:** 8th **Test:** Florida Comprehensive
Assessment Test (FCAT)

**Edition/Publication Year:** 2005-2006 / Spring 2006 **Publisher:** CBT
McGraw Hill, Inc.

2004-2005 / Spring 2005 CBT McGraw Hill, Inc.

2003-2004 / Spring 2004 CBT McGraw Hill, Inc.

2002-2003 / Spring 2003 CBT McGraw Hill, Inc.

2001-2002 / Spring 2002 CBT McGraw Hill, Inc.

  ------------------------------------ --------- --------- --------- --------- ---------
                                       2005-06   2004-05   2003-04   2002-03   2001-02

  Testing month                        March     March     March     March     March

  **SCHOOL SCORES**                                                            

  \% "Meeting" plus "Exceeding" State  95        98        91        97        93
  Standards                                                                    

  \% "Exceeding" State Standards       68        50        59        70        50

  Number of students tested            41        42        41        56        42

  Percent of total students tested     100       100       100       100       100

  Number of students alternatively     0         0         0         0         0
  assessed                                                                     

  Percent of students alternatively    0         0         0         0         0
  assessed                                                                     

  SUBGROUP SCORES \*                                                           
  ------------------------------------ --------- --------- --------- --------- ---------

\* Other subgroups contained fewer than 10 students and are therefore
not included.

**Table 13**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject:** Reading **Grade:** Kindergarten **Test:** Stanford
Achievement Test

**Edition/Publication Year:** 2005-2006 SAT-10 / 2003 **Publisher:**
Harcourt Assessment, Inc.

2004-2005 SAT-10 / 2003 Harcourt Assessment, Inc.

2003-2004 SAT- 9 / 1996 Pearson Educational Measurement

2002-2003 SAT- 9 / 1996 Pearson Educational Measurement 2001-2002 SAT- 9
/ 1996 Pearson Educational Measurement

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+--------------------------------+------+------+------+------+------+
|                                | 200  | 200  | 200  | 200  | 200  |
|                                | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+--------------------------------+------+------+------+------+------+
| > Testing month                | A    | A    | A    | A    | A    |
|                                | pril | pril | pril | pril | pril |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 92   | 89   | 88   | 97   | 90   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 41   | 46\* | 38   | 58   | 40## |
|                                | \*\* | \*\* | \#   |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 100  | 98   | 100  | 98   | 98   |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*           |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

\* There are no subgroups with 10 or more students.

> \*\* 37 with Total Battery
>
> \*\*\* 44 with Total Battery
>
> \# 37 with Total Battery
>
> \## 38 with Total Battery

**Table 14**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject:** Math **Grade:** Kindergarten **Test:** Stanford Achievement
Test

**Edition/Publication Year:** 2005-2006 SAT-10 / 2003 **Publisher:**
Harcourt Assessment, Inc.

2004-2005 SAT-10 / 2003 Harcourt Assessment, Inc.

2003-2004 SAT- 9 / 1996 Pearson Educational Measurement

2002-2003 SAT- 9 / 1996 Pearson Educational Measurement 2001-2002 SAT- 9
/ 1996 Pearson Educational Measurement

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 200  | 200  | 200  | 200  | 200  |
|                                 | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 76   | 81   | 91   | 91   | 83   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 40   | 46   | 38   | 58   | 40   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 98   | 98   | 100  | 98   | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> \* There are no subgroups with 10 or more students.

**Table 15**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject:** Reading **Grade:** 1^st^ **Test:** Stanford Achievement
Test

**Edition/Publication Year:** 2005-2006 SAT-10 / 2003 **Publisher:**
Harcourt Assessment, Inc.

2004-2005 SAT-10 / 2003 Harcourt Assessment, Inc.

2003-2004 SAT- 9 / 1996 Pearson Educational Measurement

2002-2003 SAT- 9 / 1996 Pearson Educational Measurement 2001-2002 SAT- 9
/ 1996 Pearson Educational Measurement

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 200  | 200  | 200  | 200  | 200  |
|                                 | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 93   | 85   | 96   | 96   | 98   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 47   | 40   | 54   | 36   | 46   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 98   | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> \* There are no subgroups with 10 or more students.

**Table 16**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject:** Math **Grade:** 1^st^ **Test:** Stanford Achievement Test

**Edition/Publication Year:** 2005-2006 SAT-10 / 2003 **Publisher:**
Harcourt Assessment, Inc.

2004-2005 SAT-10 / 2003 Harcourt Assessment, Inc.

2003-2004 SAT- 9 / 1996 Pearson Educational Measurement

2002-2003 SAT- 9 / 1996 Pearson Educational Measurement 2001-2002 SAT- 9
/ 1996 Pearson Educational Measurement

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 200  | 200  | 200  | 200  | 200  |
|                                 | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 90   | 94   | 92   | 92   | 96   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 47   | 40   | 54   | 36   | 46   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 98   | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> \* There are no subgroups with 10 or more students.

**Table 17**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject:** Reading **Grade:** 2^nd^ **Test:** Stanford Achievement
Test

**Edition/Publication Year:** 2005-2006 SAT-10 / 2003 **Publisher:**
Harcourt Assessment, Inc.

2004-2005 SAT-10 / 2003 Harcourt Assessment, Inc.

2003-2004 SAT- 9 / 1996 Pearson Educational Measurement

2002-2003 SAT- 9 / 1996 Pearson Educational Measurement 2001-2002 SAT- 9
/ 1996 Pearson Educational Measurement

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 200  | 200  | 200  | 200  | 200  |
|                                 | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 80   | 86   | 82   | 86   | 82   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 42   | 49   | 39   | 47   | 57   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 98   | 96   |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> \* There are no subgroups with 10 or more students.

**Table 18**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject:** Math **Grade:** 2^nd^ **Test:** Stanford Achievement Test

**Edition/Publication Year:** 2005-2006 SAT-10 / 2003 **Publisher:**
Harcourt Assessment, Inc.

2004-2005 SAT-10 / 2003 Harcourt Assessment, Inc.

2003-2004 SAT- 9 / 1996 Pearson Educational Measurement

2002-2003 SAT- 9 / 1996 Pearson Educational Measurement 2001-2002 SAT- 9
/ 1996 Pearson Educational Measurement

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 200  | 200  | 200  | 200  | 200  |
|                                 | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 87   | 90   | 83   | 92   | 90   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 42   | 49   | 39   | 47   | 57   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 98   | 96   |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> \* There are no subgroups with 10 or more students.

**Table 19**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject:** Reading **Grade:** 3rd **Test:** Stanford Achievement Test

**Edition/Publication Year:** 2005-2006 SAT-10 / 2003 **Publisher:**
Harcourt Assessment, Inc.

2004-2005 SAT-10 / 2003 Harcourt Assessment, Inc.

2003-2004 SAT- 9 / 1996 Pearson Educational Measurement

2002-2003 SAT- 9 / 1996 Pearson Educational Measurement 2001-2002 SAT- 9
/ 1996 Pearson Educational Measurement

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 200  | 200  | 200  | 200  | 200  |
|                                 | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 86   | 75   | 90   | 89   | 90   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 50   | 41   | 47   | 49   | 53   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> \* There are no subgroups with 10 or more students.

**Table 20**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject:** Math **Grade:** 3rd **Test:** Stanford Achievement Test

**Edition/Publication Year:** 2005-2006 SAT-10 / 2003 **Publisher:**
Harcourt Assessment, Inc.

2004-2005 SAT-10 / 2003 Harcourt Assessment, Inc.

2003-2004 SAT- 9 / 1996 Pearson Educational Measurement

2002-2003 SAT- 9 / 1996 Pearson Educational Measurement 2001-2002 SAT- 9
/ 1996 Pearson Educational Measurement

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 200  | 200  | 200  | 200  | 200  |
|                                 | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 92   | 87   | 90   | 89   | 90   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 50   | 41   | 47   | 49   | 53   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> \* There are no subgroups with 10 or more students.

**Table 21**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject:** Reading **Grade:** 4th **Test:** Stanford Achievement Test

**Edition/Publication Year:** 2005-2006 SAT-10 / 2003 **Publisher:**
Harcourt Assessment, Inc.

2004-2005 SAT-10 / 2003 Harcourt Assessment, Inc.

2003-2004 SAT- 9 / 1996 Pearson Educational Measurement

2002-2003 SAT- 9 / 1996 Pearson Educational Measurement 2001-2002 SAT- 9
/ 1996 Pearson Educational Measurement

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 200  | 200  | 200  | 200  | 200  |
|                                 | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 91   | 83   | 86   | 85   | 82   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 44   | 50   | 52   | 50   | 61   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 98   | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> \* There are no subgroups with 10 or more students.

**Table 22**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject:** Math **Grade:** 4th **Test:** Stanford Achievement Test

**Edition/Publication Year:** 2005-2006 SAT-10 / 2003 **Publisher:**
Harcourt Assessment, Inc.

2004-2005 SAT-10 / 2003 Harcourt Assessment, Inc.

2003-2004 SAT- 9 / 1996 Pearson Educational Measurement

2002-2003 SAT- 9 / 1996 Pearson Educational Measurement 2001-2002 SAT- 9
/ 1996 Pearson Educational Measurement

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 200  | 200  | 200  | 200  | 200  |
|                                 | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 87   | 92   | 85   | 85   | 86   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 44   | 49   | 52   | 50   | 61   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 98   | 98   | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> \* There are no subgroups with 10 or more students.

**Table 23**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject:** Reading **Grade:** 5^th^ **Test:** Stanford Achievement
Test

**Edition/Publication Year:** 2005-2006 SAT-10 / 2003 **Publisher:**
Harcourt Assessment, Inc.

2004-2005 SAT-10 / 2003 Harcourt Assessment, Inc.

2003-2004 SAT- 9 / 1996 Pearson Educational Measurement

2002-2003 SAT- 9 / 1996 Pearson Educational Measurement 2001-2002 SAT- 9
/ 1996 Pearson Educational Measurement

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 200  | 200  | 200  | 200  | 200  |
|                                 | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 86   | 79   | 79   | 79   | 76   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 44   | 51   | 56   | 50   | 50   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 94   | 100  | 100  | 100  | 98   |
| > tested                        | \*\* |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> \* There are no subgroups with 10 or more students.
>
> \*\* Three students in the same class were absent during the testing
> due to illness.

**Table 24**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject:** Math **Grade:** 5th **Test:** Stanford Achievement Test

**Edition/Publication Year:** 2005-2006 SAT-10 / 2003 **Publisher:**
Harcourt Assessment, Inc.

2004-2005 SAT-10 / 2003 Harcourt Assessment, Inc.

2003-2004 SAT- 9 / 1996 Pearson Educational Measurement

2002-2003 SAT- 9 / 1996 Pearson Educational Measurement 2001-2002 SAT- 9
/ 1996 Pearson Educational Measurement

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 200  | 200  | 200  | 200  | 200  |
|                                 | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 90   | 80   | 81   | 83   | 81   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 44   | 51   | 56   | 50   | 50   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 94   | 100  | 100  | 100  | 98   |
| > tested                        | \*\* |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> \* There are no subgroups with 10 or more students.
>
> \*\* Three students in the same class were absent during the testing
> due to illness.

**Table 25**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject:** Reading **Grade:** 6th **Test:** Stanford Achievement Test

**Edition/Publication Year:** 2005-2006 SAT-10 / 2003 **Publisher:**
Harcourt Assessment, Inc.

2004-2005 SAT-10 / 2003 Harcourt Assessment, Inc.

2003-2004 SAT- 9 / 1996 Pearson Educational Measurement

2002-2003 SAT- 9 / 1996 Pearson Educational Measurement 2001-2002 SAT- 9
/ 1996 Pearson Educational Measurement

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 200  | 200  | 200  | 200  | 200  |
|                                 | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 87   | 83   | 84   | 79   | 83   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 49   | 44   | 52   | 50   | 52   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 90   | 100  | 100  | 100  |
| > tested                        |      | \*\* |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> \* There are no subgroups with 10 or more students.
>
> \*\* Hurricane Charlie devastated Sanibel Island during this school
> year closing school for an extended period of time. Administration of
> FCAT testing was therefore delayed, which resulted in
>
> unintended student absences during testing weeks.

**Table 26**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject:** Math **Grade:** 6th **Test:** Stanford Achievement Test

**Edition/Publication Year:** 2005-2006 SAT-10 / 2003 **Publisher:**
Harcourt Assessment, Inc.

2004-2005 SAT-10 / 2003 Harcourt Assessment, Inc.

2003-2004 SAT- 9 / 1996 Pearson Educational Measurement

2002-2003 SAT- 9 / 1996 Pearson Educational Measurement 2001-2002 SAT- 9
/ 1996 Pearson Educational Measurement

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+---------------------------------+-----+------+------+------+------+
|                                 | 2   | 200  | 200  | 200  | 200  |
|                                 | 005 | 4-05 | 3-04 | 2-03 | 1-02 |
|                                 | -06 |      |      |      |      |
+---------------------------------+-----+------+------+------+------+
| > Testing month                 | Ma  | M    | M    | M    | M    |
|                                 | rch | arch | arch | arch | arch |
+---------------------------------+-----+------+------+------+------+
| > **SCHOOL SCORES**             |     |      |      |      |      |
+---------------------------------+-----+------+------+------+------+
| > Total Score                   | 84  | 84   | 88   | 83   | 84   |
+---------------------------------+-----+------+------+------+------+
| > Number of students tested     | 49  | 44   | 52   | 50   | 52   |
+---------------------------------+-----+------+------+------+------+
| > Percent of total students     | 100 | 90   | 100  | 100  | 100  |
| > tested                        |     | \*\* |      |      |      |
+---------------------------------+-----+------+------+------+------+
| > Number of students            | 0   | 0    | 0    | 0    | 0    |
| > alternatively assessed        |     |      |      |      |      |
+---------------------------------+-----+------+------+------+------+
| > Percent of students           | 0   | 0    | 0    | 0    | 0    |
| > alternatively assessed        |     |      |      |      |      |
+---------------------------------+-----+------+------+------+------+
| > SUBGROUP SCORES \*            |     |      |      |      |      |
+---------------------------------+-----+------+------+------+------+

> \* There are no subgroups with 10 or more students.
>
> \*\* Hurricane Charlie devastated Sanibel Island during this school
> year closing school for an extended period of time. Administration of
> FCAT testing was therefore delayed, which resulted in
>
> unintended student absences during testing weeks.

**Table 27**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject:** Reading **Grade:** 7th **Test:** Stanford Achievement Test

**Edition/Publication Year:** 2005-2006 SAT-10 / 2003 **Publisher:**
Harcourt Assessment, Inc.

2004-2005 SAT-10 / 2003 Harcourt Assessment, Inc.

2003-2004 SAT- 9 / 1996 Pearson Educational Measurement

2002-2003 SAT- 9 / 1996 Pearson Educational Measurement 2001-2002 SAT- 9
/ 1996 Pearson Educational Measurement

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 200  | 200  | 200  | 200  | 200  |
|                                 | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 91   | 82   | 83   | 87   | 83   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 43   | 55   | 45   | 41   | 58   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> \* There are no subgroups with 10 or more students.

**Table 28**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject:** Math **Grade:** 7th **Test:** Stanford Achievement Test

**Edition/Publication Year:** 2005-2006 SAT-10 / 2003 **Publisher:**
Harcourt Assessment, Inc.

2004-2005 SAT-10 / 2003 Harcourt Assessment, Inc.

2003-2004 SAT- 9 / 1996 Pearson Educational Measurement

2002-2003 SAT- 9 / 1996 Pearson Educational Measurement 2001-2002 SAT- 9
/ 1996 Pearson Educational Measurement

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+--------------------------------+------+------+------+------+------+
|                                | 200  | 200  | 200  | 200  | 200  |
|                                | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+--------------------------------+------+------+------+------+------+
| > Testing month                | M    | M    | M    | M    | M    |
|                                | arch | arch | arch | arch | arch |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 90   | 84   | 87   | 91   | 90   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 43   | 55   | 45   | 41   | 57   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 100  | 100  | 100  | 100  | 100  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*           |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

> \* There are no subgroups with 10 or more students.

**Table 29**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject:** Reading **Grade:** 8th **Test:** Stanford Achievement Test

**Edition/Publication Year:** 2005-2006 SAT-10 / 2003 **Publisher:**
Harcourt Assessment, Inc.

2004-2005 SAT-10 / 2003 Harcourt Assessment, Inc.

2003-2004 SAT- 9 / 1996 Pearson Educational Measurement

2002-2003 SAT- 9 / 1996 Pearson Educational Measurement 2001-2002 SAT- 9
/ 1996 Pearson Educational Measurement

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 200  | 200  | 200  | 200  | 200  |
|                                 | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 91   | 92   | 85   | 92   | 87   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 41   | 42   | 41   | 56   | 42   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> \* There are no subgroups with 10 or more students.

**Table 30**

**[ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Subject:** Math **Grade:** 8th **Test:** Stanford Achievement Test

**Edition/Publication Year:** 2005-2006 SAT-10 / 2003 **Publisher:**
Harcourt Assessment, Inc.

2004-2005 SAT-10 / 2003 Harcourt Assessment, Inc.

2003-2004 SAT- 9 / 1996 Pearson Educational Measurement

2002-2003 SAT- 9 / 1996 Pearson Educational Measurement 2001-2002 SAT- 9
/ 1996 Pearson Educational Measurement

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_X\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 200  | 200  | 200  | 200  | 200  |
|                                 | 5-06 | 4-05 | 3-04 | 2-03 | 1-02 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | M    | M    | M    |
|                                 | arch | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 93   | 87   | 86   | 93   | 90   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 41   | 42   | 41   | 56   | 42   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> \* There are no subgroups with 10 or more students.