##### *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
\[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal: [Mr. Marcus D. Chambers]{.underline}

Official School Name: [Longwood Elementary School]{.underline}

School Mailing Address: [50 Holly Avenue]{.underline}

City: [Shalimar]{.underline} State: [Florida]{.underline} Zip Code+4 (9
digits total): [32579-1173]{.underline}

County: [Okaloosa]{.underline} State School Code Number\*:
[0681]{.underline}

Telephone [(850)833-4329]{.underline} Fax [( 850 )833-4336]{.underline}

Web site/URL[: http://www.okaloosa.k12.fl.us/longwood/]{.underline}
E-mail: [chambersm@mail.okaloosa.k12.fl.us]{.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 all information is accurate.

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

(Principal's Signature)

Name of Superintendent: [Dr. Alexis Tibbetts]{.underline}

District Name: [Okaloosa]{.underline} Tel.:[(850)833-3100]{.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 Ms Cathy Thigpen

(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**

**DISTRICT**

1\. Number of schools in the district: [21]{.underline} Elementary
schools

[8]{.underline} Middle schools

[0]{.underline} Junior high schools

[4]{.underline} High schools

[11]{.underline} Other

[44]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,361]{.underline}

Average State Per Pupil Expenditure: [\$6,396]{.underline}

**SCHOOL**

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
>
> \[ X\] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

[3]{.underline} 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**    15        11                     **26**       **7**                             

  **K**       37        24                     **61**       **8**                             

  **1**       42        28                     **70**       **9**                             

  **2**       29        19                     **48**       **10**                            

  **3**       30        26                     **56**       **11**                            

  **4**       41        28                     **69**       **12**                            

  **5**       26        27                     **53**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **383**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [68]{.underline} % White

the school: [15]{.underline} % Black or African American

[10]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[41%]{.underline}

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      81
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      72
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    153
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 377
                            the school as of October 1  

  **(5)**                   Total transferred students  .405
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           41
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [6 %]{.underline}

[24\_]{.underline} Total Number Limited English Proficient

Number of languages represented: [5]{.underline}

Specify languages: [Tagalog, Spanish, Italian, Korean, and
English]{.underline}

9\. Students eligible for free/reduced-priced meals: [43%]{.underline}

Total number students who qualify: [164]{.underline}

10\. Students receiving special education services: [27%]{.underline}

[103]{.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.

[1]{.underline} Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [1]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [12]{.underline} Specific Learning Disability

\_\_\_\_Emotional Disturbance [48]{.underline} Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_ Traumatic Brain Injury

> [7]{.underline} Mental Retardation \_\_\_\_ Visual Impairment
> Including Blindness
>
> [34]{.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) [\_\_\_1\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [\_\_\_27\_\_]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [\_\_\_9\_\_\_]{.underline}
[\_\_\_1\_\_\_\_]{.underline}

Paraprofessionals [\_\_12\_\_\_]{.underline} \_\_\_\_\_\_\_\_

> Support staff [\_\_15\_]{.underline}\_\_ \_\_\_\_\_\_\_\_
>
> Total number [\_\_64\_\_\_]{.underline} [\_\_\_\_1\_\_\_]{.underline}

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

students in the school divided by the FTE of classroom teachers:
[13:1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. 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%         92%         93%         95%         97%

  Teacher turnover rate     23%         18%         31%         3%          0%
  ------------------------- ----------- ----------- ----------- ----------- -----------

At times the teacher turnover rate increases due to fluctuation in the
number of classroom sections, military transfers, and teacher
retirements.

**PART III \-- SUMMARY**

Longwood Elementary has a clear and focused vision which is to be a
place where children think, dream, believe, and achieve. We believe that
this vision is the driving force for our school's mission, which is to
provide a quality academic environment for students to become
responsible, self-directed, life-long learners. At Longwood, this
philosophy has become more than words on a sheet of paper; rather, to
the staff, students, and parents who live and breathe Longwood each day,
it has become a way of life. Longwood is a school that does everything
in its power not only to serve the students as a whole, but also to
serve the students individually. Seeing the child as both part of the
family of Longwood and as an individual with specific strengths and
needs is what Longwood prides itself on, and it's what sets us apart. We
believe that both the vision and mission for our school is lived out
each day in the lives of all who enter our doors.

Longwood, home of the Leopards, is a public, suburban elementary school
located at 50 Holly Avenue in Shalimar, FL on 15 acres resting in the
heart of Poquito Bayou next door to Bob Hope Village, a military
retirement housing area. The school was built in 1972 as an \"open
concept\" school and remains that way today, with the exception of the
pre-kindergarten and kindergarten disabilities classes. During the
2005-2006 school year, six classrooms were renovated providing all ESE
classes with enclosed rooms. The students assigned to Longwood live in
very diverse and somewhat distant areas of our community. Many students
can walk to school, while some students have as much as a thirty minute
bus ride to reach school each day. Longwood\'s zoned area includes
students from neighborhoods with waterfront homes, students who live in
trailer parks, students residing in military housing communities in
Shalimar, FL, and students who live in the unincorporated area of
Okaloosa County called Wright.

Longwood serves pre-kindergarten through fifth grade students. Within
those grade levels are Exceptional Student classes serving students
identified with Specific Learning Disabilities, Varying
Exceptionalities, Speech, Language Impaired, Gifted, and
PreK-Disabilities. Students qualified for these programs are served
through a variety of techniques. These programs provide for students to
be included full or part time in general education classrooms depending
upon individual needs.

Students from all walks of life attend Longwood and help to make
Longwood one of the best elememntary schools in the State of Florida.
Longwood is extremely proud that a large portion of our population is
military employed on local Air Force and Army bases. The relationship
that Longwood shares with the military community is near and dear to our
hearts. Special attention is paid to our students whose parent(s) is
deployed and all efforts are exhuasted to make the transition as easy as
possible for both the student and the family. In times such as these,
the family of Longwood attempts to make a difference in any way we can.

The faculty and staff at Longwood believe that:

-   Student learning is our chief priority

-   A positive vision of the future creates a powerful learner.

-   Students\' learning needs are the focus for all decisions.

-   Longwood has high expectations for all students.

-   All children can become self-directed learners.

-   All children need to connect learning to real-life applications.

All children should be provided a challenging and safe academic and
social environment. Each child should be given opportunities to succeed
in the cognitive, affective, and psychomotor domains through tasks equal
to the child's age, abilities, and talents. We believe that the respect
for self and others are essential for students to develop into
responsible citizens who lead honorable and productive lives.

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

1.  **Assessment Results:** Longwood participates in the Florida
    Comprehensive Assessment Test (FCAT). This is a series of tests
    given during February and March to every public school student in
    Florida in grades 3 through 11. Five categories describe the success
    students have with the content tested on the FCAT. In order to be
    considered on grade level, students must achieve Level 3 or higher.
    Level 5 indicates success with the content on the FCAT by answering
    most questions correctly. Level 4 indicates success with the content
    on the FCAT by answering most questions correctly except for the
    most challenging. Level 3 indicates partial success with the content
    on the FCAT. Level 2 indicates limited success with the content on
    the FCAT. Level 1 indicates little success with the content on the
    FCAT. The score ranges for these Achievement Levels are different
    for each grade level. Complete information about FCAT can be found
    at www.firn.edu/doe/sas/fcat.htm .

Longwood has been designated an \"A+\" school for academic excellence by
the State of Florida for the past five years. Having the distinction of
being an A+ school is something we take pride in and maintaining that
distinction continues to be our focus. By serving the students both
collaboratively and individually, we feel we are reaching our children.
In reading 86% of our 3^rd^ grade, 78% of 4^th^ grade, and 85% of 5^th^
grade students scored as proficient on the 2006 FCAT. The percent of
proficient students has increased each year with the exception of 4^th^
grade this last year. Longwood's percent of proficient students in
reading was 85% in 2002, dropped to 73% in 2003 and improved to 83% in
2005. In 2006, the students proficient in reading rose to 88%.

Although 84% of Longwood's White population scored in the proficient
range on the 2006 reading section of the FCAT, only 75% of the Black
population, and 75% of the Hispanic population scored on that level.
Likewise, only 75% of the Free and Reduced Lunch population scored
proficient. The greatest fluctuation in scores is seen in our ESE
population ranging from 50% in 2003 to 92% proficient in 2006.

In math, 83% of 3rd grade, 83% of 4^th^ grade, and 81% of 5^th^ grade
students scored as proficient on the 2006 FCAT. The percent of
proficient students increased last year with the exception of third
grade. The percent of proficient students in math has improved from 77%
in 2002 to 88% in 2006. Although 84% of Longwood's White population
scored in the proficient range on the 2006 math section of the FCAT,
only 75% of the Black and 66% of the Hispanic population scored on that
level. Likewise, only 72% of the Free and Reduced Lunch population
scored proficient. The greatest fluctuation in scores is seen in our ESE
population ranging from 40% in 2004 to 80% proficient in 2006.

2.  **Using Assessment Results:** Longwood uses systematic and reliable
    assessments to monitor the growth of critical skills on both a
    school-wide and student level. Based on the results of the FCAT,
    SAT10, Gates MacGinitie, and Slosson Math Assessment which are part
    of our District Pupil Progression Plan, Longwood's School
    Improvement Team sets academic goals for the up-coming school year.
    The goals and specific strategies to achieve these goals are
    included in Longwood's School Performance Plan. The Longwood School
    Performance Plan drives all that we do in terms of instruction,
    finances, professional development, and communication with parents.
    Well trained teachers who understand how to identify children
    lagging behind in development are essential to the use of the
    assessment results; therefore, a Professional Development Site plan
    is also written to support teachers in achieving our goals.

Assessment drives instruction for Longwood students. Based on individual
results on the assessments listed in the District Pupil Progression
Plan, teachers will differentiate instruction for all students. Students
identified with specific needs will be monitored using a Progress
Monitoring Plan, Limited English Proficiency Plan, Individual
Educational Plan or an Educational Plan. These plans include specific
strategies and goals for students' progress. If at any time adjustments
to the plan are needed based on the individual needs of the student,
they are made in collaboration with the parents.

Members of the Guidance committee will address individual student needs
and recommend student placement:

-   in Longwood's gifted program

-   in Longwood's accelerated program

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-   in a different instructional setting through a transition plan (see
    Instructional Methods)

-   in an inclusion model for ESE students needing additional support

3.  **Communicating Assessment Results:** Longwood takes great pride in
    having clear and concise communication with our parents and
    community. Longwood's website
    <http://www.okaloosa.k12.fl.us/longwood/> includes information for
    parents and community members regarding student performance and
    assessment data. In addition, parents can find information on
    individual student's progress including current grades and the
    status of individualized strategies on Progress Monitoring Plans
    through the following online resource

<http://www.okaloosaschools.com/OkaloosaSchools>. In addition, teachers
communicate with parents regularly through conferences and phone calls
and school-wide parent activities. During conferences, parents are
provided with a school-wide Title 1 Compact. Individualized progress
portfolios are also developed and shared with parents.

Each nine-week grading period report cards are sent to parents along
with a letter clarifing the District Pupil Progression Plan expectations
for each grade level. The results of important assessments such as Gates
MacGinitie reading and Slosson math scores are communicated to parents
through phone calls, letters, and the Progress Monitoring Plan avaliable
online. Standarized test results and explanations are sent to parents
yearly. In addition, Progress Reports are sent home at mid quarter.

Parents are involved in Longwood's School Advisory Council. This
committee reviews assessment results for the school and provides input
to the School Performance Plan, Professional Development Plan, and the
Title 1 program and Parent Involvement Plan. Parent workshops are
provided on a variety of topics including information on the FCAT
writing and reading and how to help their children to be successful
learners.

4.  **Sharing Success:** Since [2002,]{.underline} the Okaloosa County
    School District has been ranked number one out of the 67 School
    Districts in the State of Florida. What has helped our school
    district rise to the "top of the class" in larger part is due to our
    willingness to work together as a collective group; rather than as a
    group of individual schools. In Okaloosa, we pay special attention
    to what matters most\-- the academic achievement of our students. At
    Longwood, we are no different and being able to share what we do
    well is an honor and a privilege. One way we are able to share what
    we do well is through our observation classroom program. Three
    fourth grade teachers and one first grade teacher work hard each day
    to deliver research based instruction that meets both the needs of
    the classroom as a whole and the needs of the individual student. As
    teachers from other schools visit the 90 minute reading block, they
    may see small group instruction, guided reading and writing groups,
    one on one instruction, peer to peer instruction and so forth. Our
    teachers will be quick to explain to visiting teachers that by
    differentiating their instruction, they are more able to reach their
    students and their individual and collective academic needs. Our
    teachers will also share and demonstrate during the 90 minute
    reading block how to effectively incorporate science and social
    studies into the curriculum. During the 60 minute writing block,
    visiting teachers will see the writer's workshop in action. Our
    teachers demonstrate how to effectively teach the skills and
    different forms of writing while at the same time bringing writing
    pieces to the publishing phase of the writing process. Visiting
    teachers will see a guided writing group in one corner of the
    classroom, students working on conventions in another, and student
    groups working on editing a piece of writing in another. Whether a
    visiting teacher visits the reading block, the writing block, or
    even science or math instruction, visiting teachers will see our
    teachers differentiating instruction to the needs of the students.
    At the conclusion of the teacher's visit, they have an opportunity
    to discuss what they saw, ask questions, and exchange email
    addresses for further collaboration. In addition, as principals, we
    meet regulary with our Superintendent and/or Deputy Superintendent
    to discuss issues that help our schools thrive. At Longwood, we do a
    great job not only with academic achievement across the board, but
    we also do a great job marketing our school, generating parental
    participation, and developing and maintaining strong volunteers. In
    principal meetings, I am able to share specifically how we have
    marketed our school and how we have generated excitement to the
    point where parents, families, volunteers, and mentors want to be at
    our school. I share with other principals how we have created CD's
    and brochures to highlight our school. Every new student and their
    family receives a CD, a brochure, a Longwood pencil and wrist band
    for the student, and a Longwood pen for the parent. I share with
    principals how we create opportunities for our students to
    experience various events to help make them a truly well-rounded
    student. For example, during our Holiday Café, you will see students
    singing and dancing, creating crafts, and reading with parents and
    teachers. Learning can be fun and as I like to say, "as the
    accountability measures continue to soar, we must consider how it
    affects what matters most\-- our students."

    **PART V \-- CURRICULUM AND INSTRUCTION**

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1.  **Curriculum:** The curriculum at Longwood is defined by the
    Sunshine State Standards. They state what students should know and
    be able to do at each grade level and in each subject area.
    Classroom instruction is based on these standards.

Our language arts standards include reading, writing, speaking and
listening and viewing. Students are expected to use the reading process
effectively as evidenced by behaviors, such as: using features of text;
selecting from a variety of simple strategies including
self-questioning, making and confirming predictions and clarifying
information. In addition, they are expected to construct meaning from a
wide range of texts, identify author's purpose, and organize information
for a variety of purposes. Students are also expected to use the writing
process effectively while producing final documents that have been
edited for conventions, as well as, effective communication of ideas and
information. They write for a variety of occasions, audiences, and
purposes.

Mathematics instruction includes number sense concepts and operations;
measurement; geometry and spatial sense, as well as, algebraic thinking;
data analysis and probability. Students are expected to demonstrate
understanding of mathematical concepts through observable behaviors in
real world applications. Teachers are implementing a District Balanced
Mathematics Model derived from the NCTM standards. This model parallels
the Balanced Literacy Model already in place and includes opportunities
for whole group and small group instruction as well as guided practice.

Our science strands include the nature of matter; energy; force and
motion; processes that shape the earth; space, life, and environmental
sciences, as well as the application of the scientific process and
problem solving. Observable behaviors include demonstration of
understanding that all matter has observable, measurable properties. The
student recognizes that energy can be changed; understands that types of
motion and forces may be described, measured and predicted. The student
also recognizes the need for protection of the natural systems on earth.
Students describe the patterns of structure and function in living
things including the human body and interdependence of living things in
the environment. They demonstrate the consequences of using limited
natural resources. As part of Longwood's CHOICE study, second grade
students study environmental issues and participate in many recycling
projects during the year.

Longwood's social studies strands include History, Geography,
Government, Civics and Economics. Students demonstrate their
understanding of historical chronology and perspectives using a variety
of methods and sources. They understand the world in spatial terms using
maps, globes, charts, and graphs to gather and interpret data. They can
identify the structure and function of local, state and federal
governments under the framework of the Constitutions of Florida and the
United States. Students demonstrate an understanding of the role of the
citizen in American democracy and the importance of participation in
school and community activities. Students learn personal responsibility
for good citizenship through the CHAMPS plan which provides all students
with common expectations and definitions for behavior that are
school-wide. Longwood has also instituted a citizenship program that
focuses on a different character trait demonstrating good citizenship
each quarter.

Longwood's music program addresses the Art Standards. In music students
dance, sing alone and with others, and perform with instruments in both
general and band. The visual arts are addressed through a volunteer art
program correlated with the Visual Arts Standards.

Longwood's health and physical education curriculum includes health and
physical education literacy and corresponding responsible behaviors. In
Longwood's third grade CHOICE study, students focus on promoting good
health habits. They have formed a partnership with the Okaloosa County
Health Department that has involved the entire faculty. As a school, we
have recently been designated a Bronze Star Well Workplace through the
Wellness Councils of America.

2\. **(Elementary Schools)** **Reading:** In order to ensure a
systematic and consistent approach to literacy, Okaloosa has adopted a
Balanced Literacy Model (K12 Comprehensive Literacy Approach) providing
a context for literacy instruction in our schools through which students
are provided with a balanced amount of whole group, small group and
individual learning experiences. The essential areas addressed include
explicit instruction in phonemic awareness, phonics, fluency,
vocabulary, comprehension and the writing process within the framework
of: Read Alouds, Shared Reading, Guided Reading/Literature Circles,
Independent/Familiar Reading, Spelling/Word Study, Literacy Stations and
Writing Workshop. This balanced literacy approach guides all our
instruction ensuring that the students of Longwood are provided with a
variety of instructional opportunities to interact with multiple levels
and types of text gradually releasing responsibility for learning from
the teacher to the child.

Classroom materials include the reading basal text and a variety of
leveled books. Leveled books in science and social studies relating to
the grade level basal are provided in each classroom. A book room has
been designed to provide a central location for leveled materials. This
allows teachers to have access to a wide range of appropriately leveled
texts during the school year as student skills change. ...

3.  **Additional Curriculum Area:** We are a proud partner of the
    Okaloosa County C.H.O.I.C.E. program---[C]{.underline}ommunity
    [H]{.underline}igh [O]{.underline}kaloosa [I]{.underline}nstitute
    for [C]{.underline}areer [E]{.underline}ducation. Developed by
    Okaloosa Schools, C.H.O.I.C.E. is a method of career education that
    allows high school students the unique opportunity to achieve
    nationally recognized industry certifications in aerospace,
    information technology, construction technology, engineering, and
    digital design. Jeb Bush has touted C.H.O.I.C.E as a model for the
    State of Florida! Longwood is proud to be the Okaloosa County Career
    Institute's Elementary Model for the CHOICE program- the only
    elementary school in Okaloosa County to hold this distinction.
    Longwood's mission for CHOICE is to provide a quality academic
    environment for students to become responsible self-directed,
    life-long learners. Through the CHOICE model students are provided
    with authentic learning experiences providing each grade level a
    focus for students to connect the subjects studied at school to the
    working world. One example is our aviation program in fifth grade.
    This grade has formed a partnership with the CHOICE program at
    Choctawhatchee High School. Through the Sunshine State Standards for
    fifth grade, aviation competencies are taught including the history
    of flight, the general characteristics of the atmosphere, and the
    medical aspects of flight related to physiological factors. Aviation
    is integrated into all areas of the curriculum, through topics such
    as the scientific method, mathematic skills and strategies and
    literacy in the content areas. In addition, through the aviation
    program, Longwood has formed several relationships within the
    community. One example is our relationship with Eglin Air Force
    Base's 53^rd^ Test Wing. Fighter pilots from Eglin visit our school
    and discuss their experiences in flying and information pertaining
    to flight with our students. This allows our students to see the
    connection between real world situations and the information taught
    in the classroom. Through the 53rd Test Wing our students are able
    to visit Eglin and see first hand the F-15 and F-16 as well tour the
    facilities and flight simulators. In addition, we have received an
    invitation to apply as a Civil Air Patrol School (to be one of two
    in the country) and are pursuing that designation.

4**. Instructional Methods:** A variety of instructional methods are
used to improve student learning at Longwood. To meet specific needs
teachers differentiate instruction through small groups. Based on
assessment results and learning styles, students are presented with a
variety of strategies to become self-directed learners in all curriculum
areas. Content is provided through multiple text levels and types of
texts. Learning stations for students to practice appropriately leveled
strategies are used for all curriculum areas. Authentic learning
activities connecting curriculum to the working world are provided
through Longwood's CHOICE program. Instruction to meet the needs of
exceptional students is provided in small group settings outside of the
general classroom. We also provide opportunities for exceptional
students within the general education classrooms through mainstreaming
in all grades and the co-teaching model for math in both 4^th^ and 5^th^
grades. The co-teaching model is a collaborative model through which the
general education and special education teacher plan and teach together
in the same classroom. This is beneficial for both the special education
student and the regular education student. Accelerated reading, math,
and science instruction is provided for identified students and some
students are transitioned to the grade level above or below in a core
subject area as needed.

Uninterrupted curriculum blocks of sixty minutes for math and ninety
minutes for reading are provided for focused content instruction at each
grade level. Schoolwide programs such as a daily math review, DEAR,
Writers Workshop, and a vocabulary Word of the Week have been
implemented. Multiple formats such as open-ended, multiple-choice, and
short response assessments are used in all curriculum areas. To further
individualize instruction, Longwood uses a variety of technology
programs. A number of these are web based such as FCAT Explorer, Brain
POP, Harcourt Math, Scott Foresman Science, Atomic Learning, and
Starfall. In addition, Read180, Waterford, Accelerated Math, Math in a
Flash, Accelerated Reading and Microsoft Office are used.

5.  **Professional Development:** The principal is an active participant
    in all staff development at Longwood. As the educational leader of
    the school he collaborates with faculty teams to facilitate the
    development of a needs assessment, set goals and provide appropriate
    staff development which will directly impact student achievement.
    Longwood's Professional Development School Plan includes workshops
    and book studies with follow-up activities. Teachers are also
    encouraged to observe model lessons provided by the Literacy Coach
    and peer teachers. Cross grade level teams in core curriculum areas
    meet regularly to coordinate expectations and align instruction.
    Longwood's staff development plan for the past two years has
    provided workshops on the components of a balanced literacy
    classroom followed by a year long instruction on writing and the
    Florida Writing Rubric. Teachers were involved in extensive practice
    using the rubric to develop schoolwide competency in writing
    assessment in addition to participating in timed writing practice.
    Longwood's scores on the FCAT Writing Combined score improved from a
    3.5 in 2004 to a 3.8 in 2006. The expository writing score improved
    from 3.5 in 2004 to 4.1 in 2006. Measured by the FCAT reading an
    additional 3% of the students in grades 3-5 scored proficient in
    2006 compared to 2004. After a careful review of data, it was
    decided that a writing workshop approach in the classroom was needed
    to expand student writing experiences beyond the timed writing first
    draft approach of the FCAT Writing assessment. Therefore, the
    current Language Arts staff development focus is on writing workshop
    and vocabulary development. In the area of math, Longwood staff
    development has focused on providing support for teachers with the
    adoption of the of the Harcourt Math text. Special emphasis was
    placed on using the technology support materials of the program
    including a computer based individualized skills practice program
    and a web based support program. Longwood's math scores on the FCAT
    math assessment indicates that the percent of students proficient in
    math in grades 3-5 increased by 11% from 2004 to 2006. In response
    to Longwood's free and reduced lunch population, the Title I team
    has attended training with Ruby Payne to increase awareness of
    students living in poverty.

    **PART VII - ASSESSMENT RESULTS**

**Longwood Elementary, Shalimar, FL**

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

Subject: [READING]{.underline} Grade: [3]{.underline} Test: [Florida
Comprehensive Assessment Test (FCAT-SSS)]{.underline}

Edition/Publication Year[\_\_\_\_\_\_]{.underline} Publisher: [Florida
Department of Education.]{.underline}

Source: http://fcatresults.com/demog

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

  Testing month                      3/06        3/05        3/04        3/03        3/02

  **SCHOOL SCORES\***                                                                

  \% "Meeting" plus "Exceeding"      86%         83%         79%         73%         85%
  State Standards                                                                    

  \% "Exceeding" State Standards     43%         47%         46%         44%         52%

  Number of students tested          66          59          76          85          72

  Percent of total students tested   100%        100%        100%        100%        100%

  Number of students alternatively   0           3\*\*       0           0           0
  assessed                                                                           

  Percent of students alternatively  0           5%          0           0           0
  assessed                                                                           

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. ECONOMICALLY DISADVANTAGED                                                     

  \% "Meeting" plus "Exceeding"      80%         79%         71%         51%         78%
  State Standards                                                                    

  \% "Exceeding" State Standards     12%         46%         41%         17%         47%

  Number of students tested          25          28          34          29          32

  2\. BLACK                                                                          

  \% "Meeting" plus "Exceeding"      N           N           N           N           N
  State Standards                                                                    

  \% "Exceeding" State Standards     N           N           N           N           N

  Number of students tested          8           7           9           8           8

  3\. HISPANIC                                                                       

  \% "Meeting" plus "Exceeding"      N           N           N           N           N
  State Standards                                                                    

  \% "Exceeding" State Standards     N           N           N           N           N

  Number of students tested          6           7           5           6           6
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

\*% "Meeting" and "Exceeding" State Standards = % scoring level 3, 4,
and 5

\% "Exceeding" State Standards = % scoring level 4 and 5

N number of students tested less than 10

NA not available

**\*\***Identified students were assessed using the following
alternative assessments: Slosson Math,

WRAT, Slosson Oral Reading Test, and Key Math.

**Longwood Elementary, Shalimar, FL**

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

Subject: [READING]{.underline} Grade: [4]{.underline} Test: [Florida
Comprehensive Assessment Test (FCAT-SSS)]{.underline}

Edition/Publication Year[\_\_\_\_\_\_]{.underline} Publisher: [Florida
Department of Education.]{.underline}

*Source: http://fcatresults.com/demog .*

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

  Testing month                      3/06        3/05        3/04        3/03        3/02

  **SCHOOL SCORES\***                                                                

  \% "Meeting" plus "Exceeding"      83%         84%         84%         75%         63%
  State Standards                                                                    

  \% "Exceeding" State Standards     52%         49%         57%         48%         36%

  Number of students tested          41          81          74          74          86

  Percent of total students tested   100%        100%        100%        100%        100%

  Number of students alternatively   1\*\*       0           0           0           0
  assessed                                                                           

  Percent of students alternatively  2%          0           0           0           0
  assessed                                                                           

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. ECONOMICALLY DISADVANTAGED                                                     

  \% "Meeting" plus "Exceeding"      76%         71%         68%         62%         55%
  State Standards                                                                    

  \% "Exceeding" State Standards     51%         32%         40%         31%         32%

  Number of students tested          16          31          25          29          31

  2\. BLACK                                                                          

  \% "Meeting" plus "Exceeding"      N           N           N           59%         40%
  State Standards                                                                    

  \% "Exceeding" State Standards     N           N           N           42%         30%

  Number of students tested          6           8           7           12          10

  3\. HISPANIC                                                                       

  \% "Meeting" plus "Exceeding"      N           N           N           N           N
  State Standards                                                                    

  \% "Exceeding" State Standards     N           N           N           N           N

  Number of students tested          4           8           4           3           7
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

\*% "Meeting" and "Exceeding" State Standards = % scoring level 3, 4,
and 5

\% "Exceeding" State Standards = % scoring level 4 and 5

N number of students tested less than 10

NA not available

**\*\***Identified students were assessed using the following
alternative assessments: Slosson Math,

WRAT, Slosson Oral Reading Test, and Key Math.

**Longwood Elementary, Shalimar, FL**

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

Subject: READING Grade: 5 Test: [Florida Comprehensive Assessment Test
(FCAT-SSS)]{.underline}

Edition/Publication Year[\_\_\_\_\_\_]{.underline} Publisher: [Florida
Department of Education.]{.underline}

Source: http://fcatresults.com/demog

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

  Testing month                      3/06        3/05        3/04        3/03        3/02

  **SCHOOL SCORES\***                                                                

  \% "Meeting" plus "Exceeding"      85%         78%         81%         78%         63%
  State Standards                                                                    

  \% "Exceeding" State Standards     49%         49%         47%         40%         37%

  Number of students tested          67          73          73          85          96

  Percent of total students tested   100%        100%        100%        100%        100%

  Number of students alternatively   1\*\*       0           0           0           0
  assessed                                                                           

  Percent of students alternatively  1%          0           0           0           0
  assessed                                                                           

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. ECONOMICALLY DISADVANTAGED                                                     

  \% "Meeting" plus "Exceeding"      74%         56%         78%         69%         53%
  State Standards                                                                    

  \% "Exceeding" State Standards     32%         28%         34%         26%         16%

  Number of students tested          19          25          32          23          38

  2\. BLACK                                                                          

  \% "Meeting" plus "Exceeding"      N           N           90%         N           33%
  State Standards                                                                    

  \% "Exceeding" State Standards     N           N           40%         N           8%

  Number of students tested          5           7           10          9           12

  3\. HISPANIC                                                                       

  \% "Meeting" plus "Exceeding"      N           N           N           N           N
  State Standards                                                                    

  \% "Exceeding" State Standards     N           N           N           N           N

  Number of students tested          4           5           4           7           4
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

\*% "Meeting" and "Exceeding" State Standards = % scoring level 3, 4,
and 5

\% "Exceeding" State Standards = % scoring level 4 and 5

N number of students tested less than 10

NA not available

**\*\***Identified students were assessed using the following
alternative assessments: Slosson Math,

WRAT, Slosson Oral Reading Test, and Key Math.

**Longwood Elementary, Shalimar, FL**

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

Subject: [MATH]{.underline} Grade: [3]{.underline} Test: [Florida
Comprehensive Assessment Test (FCAT-SSS)]{.underline}

Edition/Publication Year[\_\_\_\_\_\_]{.underline} Publisher: [Florida
Department of Education.]{.underline}

Source: http://fcatresults.com/demog

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

  Testing month                      3/06        3/05        3/04        3/03        3/02

  **SCHOOL SCORES\***                                                                

  \% "Meeting" plus "Exceeding"      83%         90%         74%         78%         77%
  State Standards                                                                    

  \% "Exceeding" State Standards     68%         59%         48%         43%         46%

  Number of students tested          66          59          76          85          72

  Percent of total students tested   100%        100%        100%        100%        100%

  Number of students alternatively   0           3\*\*       0           0           0
  assessed                                                                           

  Percent of students alternatively  0           5%          0           0           0
  assessed                                                                           

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. ECONOMICALLY DISADVANTAGED                                                     

  \% "Meeting" plus "Exceeding"      64%         82%         71%         62%         69%
  State Standards                                                                    

  \% "Exceeding" State Standards     52%         50%         44%         21%         44%

  Number of students tested          25          28          34          29          32

  2\. BLACK                                                                          

  \% "Meeting" plus "Exceeding"      80%         N           N           N           N
  State Standards                                                                    

  \% "Exceeding" State Standards     60%         N           N           N           N

  Number of students tested          10          7           9           8           8

  3\. HISPANIC                                                                       

  \% "Meeting" plus "Exceeding"      N           N           N           N           N
  State Standards                                                                    

  \% "Exceeding" State Standards     N           N           N           N           N

  Number of students tested          4           7           5           6           6
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

\*% "Meeting" and "Exceeding" State Standards = % scoring level 3, 4,
and 5

\% "Exceeding" State Standards = % scoring level 4 and 5

N number of students tested less than 10

NA not available

**Longwood Elementary, Shalimar, FL**

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

Subject: [MATH]{.underline} Grade: [4]{.underline} Test: [Florida
Comprehensive Assessment Test (FCAT-SSS)]{.underline}

Edition/Publication Year[\_\_\_\_\_\_]{.underline} Publisher: [Florida
Department of Education.]{.underline}

Source: http://fcatresults.com/demog

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

  Testing month                      3/06        3/05        3/04        3/03        3/02

  **SCHOOL SCORES\***                                                                

  \% "Meeting" plus "Exceeding"      83%         75%         74%         74%         65%
  State Standards                                                                    

  \% "Exceeding" State Standards     52%         51%         44%         39%         23%

  Number of students tested          41          81          74          74          86

  Percent of total students tested   100%        100%        100%        100%        100%

  Number of students alternatively   1\*\*       0           0           0           0
  assessed                                                                           

  Percent of students alternatively  2%          0           0           0           0
  assessed                                                                           

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. ECONOMICALLY DISADVANTAGED                                                     

  \% "Meeting" plus "Exceeding"      81%         68%         56%         59%         60%
  State Standards                                                                    

  \% "Exceeding" State Standards     51%         45%         12%         31%         13%

  Number of students tested          16          31          25          29          30

  2\. BLACK                                                                          

  \% "Meeting" plus "Exceeding"      N           N           N           58%         50%
  State Standards                                                                    

  \% "Exceeding" State Standards     N           N           N           25%         0%

  Number of students tested          6           8           7           12          10

  3\. HISPANIC                                                                       

  \% "Meeting" plus "Exceeding"      N           N           N           N           N
  State Standards                                                                    

  \% "Exceeding" State Standards     N           N           N           N           N

  Number of students tested          4           8           4           3           7
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

\*% "Meeting" and "Exceeding" State Standards = % scoring level 3, 4,
and 5

\% "Exceeding" State Standards = % scoring level 4 and 5

N number of students tested less than 10

NA not available

**\*\***Identified students were assessed using the following
alternative assessments: Slosson Math,

WRAT, Slosson Oral Reading Test, and Key Math.

**Longwood Elementary, Shalimar, FL**

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

Subject: [MATH]{.underline} Grade: [5]{.underline} Test: [Florida
Comprehensive Assessment Test (FCAT-SSS)]{.underline}

Edition/Publication Year[\_\_\_\_\_\_]{.underline} Publisher: [Florida
Department of Education.]{.underline}

*[Source: http://fcatresults.com/demog]{.underline}*

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

  Testing month                      3/06        3/05        3/04        3/03        3/02

  **SCHOOL SCORES\***                                                                

  \% "Meeting" plus "Exceeding"      81%         67%         64%         75%         61%
  State Standards                                                                    

  \% "Exceeding" State Standards     46%         37%         37%         34%         36%

  Number of students tested          67          73          73          85          96

  Percent of total students tested   100%        100%        100%        100%        100%

  Number of students alternatively   1\*\*       0           0           0           0
  assessed                                                                           

  Percent of students alternatively  1%          0           0           0           0
  assessed                                                                           

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. ECONOMICALLY DISADVANTAGED                                                     

  \% "Meeting" plus "Exceeding"      74%         40%         50%         56%         43%
  State Standards                                                                    

  \% "Exceeding" State Standards     32%         8%          31%         26%         19%

  Number of students tested          19          25          32          23          38

  2\. BLACK                                                                          

  \% "Meeting" plus "Exceeding"      N           N           50%         N           25%
  State Standards                                                                    

  \% "Exceeding" State Standards     N           N           20%         N           8%

  Number of students tested          5           7           10          9           12

  3\. HISPANIC                                                                       

  \% "Meeting" plus "Exceeding"      N           N           N           N           N
  State Standards                                                                    

  \% "Exceeding" State Standards     N           N           N           N           N

  Number of students tested          4           5           4           7           4
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

\*% "Meeting" and "Exceeding" State Standards = % scoring level 3, 4,
and 5

\% "Exceeding" State Standards = % scoring level 4 and 5

N number of students tested less than 10

NA not available

**\*\***Identified students were assessed using the following
alternative assessments: Slosson Math,

WRAT, Slosson Oral Reading Test, and Key Math.