##### *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 [Ms. Marelise LeClerc]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Eagle Point Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [100 Indian Trace]{.underline}

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

[Weston]{.underline} [Florida]{.underline} [33326]{.underline}

City State Zip Code+4 (9 digits total)

County [Broward]{.underline} State School Code Number\*
[3461]{.underline}

Telephone [( 754 ) 323-5500]{.underline} Fax [( 754 )
323-5540]{.underline}

Web site/URL
[www.eaglepointschool.com](http://www.eaglepointschool.com/) E-mail
[marelise.leclerc@browardschools.com]{.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\* [Mr. James Notter (Interim
Superintendent)]{.underline}

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

District Name [Broward County Public Schools]{.underline} Tel. [( 754 )
321-0000]{.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. Beverly A. Gallagher]{.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)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**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: [138]{.underline} Elementary
schools

[42]{.underline} Middle schools

[0]{.underline} Junior high schools

[32]{.underline} High schools

[61]{.underline} Other

[273]{.underline} TOTAL

2\. District Per Pupil Expenditure: \$ 5225

Average State Per Pupil Expenditure: \$5152

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

4\. [7]{.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**                                                  **7**                             

  **K**       75        87                     **162**      **8**                             

  **1**       112       105                    **217**      **9**                             

  **2**       81        110                    **191**      **10**                            

  **3**       121       102                    **223**      **11**                            

  **4**       117       105                    **222**      **12**                            

  **5**       126       124                    **250**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   1265
                                    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 44 % White

the school: 3 % Black or African American

48 % Hispanic or Latino

5 % Asian/Pacific Islander

0 % 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:
[14%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      88
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      96
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    184
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 1326
                            the school as of October 1  

  **(5)**                   Total transferred students  0.138
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           14
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [21%]{.underline}

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

Number of languages represented: [17]{.underline}

Specify languages: English, Spanish, Korean, Portuguese, Chinese,
French, Urdu, Hebrew, Tagalog, Mandarin, Albanian, Malayam, Farsi,
Telugu, Russian, Serbian, Kwakiul

9\. Students eligible for free/reduced-priced meals: [18%]{.underline}

Total number students who qualify: [223]{.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: \_\_\_\_\_11\_%

\_\_\_\_\_144_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_Autism \_\_0_Orthopedic Impairment

\_\_0_Deafness \_14_Other Health Impaired

\_\_0_Deaf-Blindness \_21_Specific Learning Disability

\_\_1_Emotional Disturbance \_77_Speech or Language Impairment

\_\_0_Hearing Impairment \_\_0_Traumatic Brain Injury

> \_\_0_Mental Retardation \_\_0_Visual Impairment Including Blindness
>
> \_30 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\_\_\_ \_\_\_\_0\_\_\_\_

Classroom teachers \_\_\_63\_\_\_\_ \_\_\_\_1\_\_\_

Special resource teachers/specialists \_\_\_10\_\_\_\_ \_\_\_\_2\_\_\_\_

Paraprofessionals \_\_\_ 8\_\_\_ \_\_\_\_5\_\_\_\_

> Support staff \_\_\_ 4\_\_\_ \_\_\_\_0\_\_\_
>
> Total number \_\_\_87\_\_ \_\_\_\_8\_\_\_\_

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. \* *Due to additional teachers --
class-size reduction*

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

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

  Daily teacher attendance  93%         91%         91%         91%         92%

  Teacher turnover rate     \*15%       \*20%       \*22%       10%         Not
                                                                            available

  Student dropout rate      N/A         N/A         N/A         N/A         N/A
  (middle/high)                                                             

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

#  PART III -- SUMMARY

Eagle Point Elementary opened its permanent 12 acre nest in 1995 with
eyes focused on its motto, "Soaring on the Wings of Confidence and
Vision." The school continues to carry the torch for learning in order
to accomplish its mission: *To encourage our students to become
life-long learners, we will foster partnerships with parents, students,
staff, and community*. *Together we will provide challenging educational
opportunities to develop responsible, confident, and productive
citizens.* Through an academic foundation, every child is enveloped in a
safe, caring, nurturing environment. The school's diverse, multicultural
population is taught through a curriculum that emphasizes high
expectations for all students while addressing individual needs. A
dedicated faculty implementing strategies that promote critical thinking
and problem solving is committed to this goal. All teachers are
designated as highly qualified, with eight teachers earning National
Board Certification.

Eagle Point is truly a school that excels! The school was named the #1
elementary school in the state of Florida for 2006, based on the high
achieving test scores on the Florida Comprehensive Assessment Test
(FCAT). For the sixth consecutive year, the school earned the grade of
"A." Other recent achievements include the Florida Five Star School
Award (10 consecutive years) for business, community, and parent
involvement; Florida's Little Red Schoolhouse Award (2006) for "Planet
Eagle, Exploring Earth's Biomes"(one of three winners in the state);
Florida's Golden State Award for volunteer hours (11 consecutive years);
and the District's Quality Sterling Award (2005) for ""Doing it Write."

Although academic excellence is a priority, the staff realizes the
importance of developing character education. The Soaring Eagles of the
Month - Kids of Character Program features 62 students monthly on the
WNEST closed circuit Morning News Show for noteworthy character actions.

Giving back to the community is of critical importance to Eagle Point.
The school created *Rays of Hope*, a recognized project whereby students
contributed money along with encouraging messages to children affected
by Hurricane Katrina. Every September 11, the students honor the
community's first responders with written thoughts as well as baskets of
gratitude. The annual Food and Toy drives provide hundreds of baskets
for foster children and others in need. Participation in the American
Cancer Society's Relay for Life, Juvenile Diabetes Walk for a Cure, and
Footprints for Autism are annual events that show support for causes
that have touched lives within the Eagle Point Family.

The school is a leader in technology. All classrooms are networked to a
server and to the internet. Technology is integrated into all areas of
the school from communication to data management to student research.
This is accomplished through Distance Learning, Promethean Interactive
Boards, Riverdeep Internet Learning, Successmaker Independent Learning
and a multitude of software programs. Each classroom has 4-6 computers,
as well as usage of 11 wireless carts and two dual platform labs. All
teachers have laptops that enhance their ability to delve into data
analysis and curriculum enrichment.

Extra-curricula activities and distinctive classes abound at the school.
Students are given the opportunity to be a Safety Patrol and a Student
Council member. The Math, Art, Science, and Book Clubs as well as the
Soaring Singers and Teachers of Tomorrow all promote self-esteem while
enriching the whole child. The arts and other specialties are emphasized
with classes in music, art, science, technology, guidance, vocabulary,
media, and physical education. Every day all students receive
instruction in one of these "specials" by a teacher with certification
in the specified field.

Eagle Point's success is the result of a collaborative partnership with
school, parents, and the community. The PTA, Foundation, School Advisory
Forum, and School Advisory Council are all organizations that promote
parent, school, business, and community involvement. To maintain this
partnership, communication is extensive and ongoing through vehicles of
a weekly newsletter, an award-winning website, individual teacher
websites, marquee, school radio station, and an automated parent contact
telephone system. From the Family Fun Festival and the Ice Cream Social
to Strategies for Success and Technology Night - all the annual events
promote community and family involvement crucial for learning and a
spirit of pride and belonging. Eagle Point is truly soaring into the
21^st^ century!

# PART IV -- INDICATORS OF ACADEMIC SUCCESS

**1. Assessment Results:** The Florida Comprehensive Assessment Test
(FCAT) measures student achievement. The test is comprised of two parts:
a criterion referenced test that measures mastery of the Sunshine State
Standards (FCAT-SSS) and the Norm Referenced Test (FCAT-NRT). At the
elementary level, the FCAT-SSS measures student achievement in reading
(grades 3-5), math (grades 3-5), writing (grade 4) and science (grade
5). Scores are reported as scale scores and then assigned an achievement
level. There are 5 levels assigned to each student for the reading and
math portion -- 1 being the lowest and 5 the highest. Level 3 is
considered to be proficient (meeting the standard). All schools receive
a grade from "A" to "F" based on the number of points accumulated for
achievement on the FCAT-SSS. Schools accumulate points based on the
percentage of students scoring (1) level 3 and above in reading, (2)
level 3 and above in mathematics, (3) learning gains in reading, (4)
learning gains in mathematics, (5) lowest 25% making learning gains in
reading, and (6) 3.5 and above on the FCAT Writes (out of a possible
score of 6). On the 2005-2006 FCAT-SSS, Eagle Point scored a total of
545 points out of a possible 600 points, placing the school as the top
performing elementary school in the state of Florida. The FCAT-NRT is
given to compare student performance in reading and mathematics with
performance of students nationwide. This test reports each student's
score as a national percentile.

All Florida public schools administer the FCAT-SSS and FCAT-NRT to
students in grades 3-10 in the spring of each year. The scores of both
tests are used for the school's data analysis to identify strengths and
needs, goals for school improvement, as well as students' readiness for
promotion. State law requires students in third grade who perform at
Level 1 in reading on the FCAT-SSS be retained. However, these students
are given an opportunity to take additional alternative assessments
before a final decision for retention is made.

Analyzing the FCAT-SSS data over the past five years, Eagle Point
Elementary School shows continuous improvement. The percentage of
students meeting and exceeding standards has improved from 84% in 2002
up to 96% in 2006 in reading. A similarly impressive improvement was
seen in mathematics scores. The percentage of students meeting or
exceeding standards in mathematics improved from 89% in 2002 to 97% in
2006. Adequate Yearly Progress (AYP) as part of the National *No Child
Left Behind* Plan has been obtained every year.

Further understanding of the improvement in various demographics was
gained by analyzing proficiency for Reading and Mathematics subtests for
different subgroups of students. The trend of continuous improvement
goes across all subgroups, with the exception of an anomalous disparity
for black students in 2004. It is important to recognize the steady
improvement in both reading and mathematics for limited English
proficient (from 61% in 2002 improved to 84% in 2006), economically
disadvantaged (from 66% in 2002 improved to 82% in 2006), and students
with disabilities (from 58% in 2002 improved to 70% in 2006) subgroups
during this time period.

The analysis of learning gains in reading and mathematics is also
impressive. It is important to note that even with the school's notable
achievement levels, a high percentage of students at Eagle Point have
made significant learning gains. In 2006, 81% of the students made
learning gains in reading, 87% in mathematics and 86% of the lowest
quartile made learning gains in reading. This significant increase is
due to a large part on the individualized instruction focus for all
students. This focus will be elaborated in the next section.

**2. Using Assessment Results:** School assessment data is critical to
the planning and development of school goals and the instructional focus
throughout each year. FCAT-SSS, NRT, district administered Benchmark
Assessment Tests, and teacher administered mini-benchmark assessment
results are carefully analyzed and used to determine school improvement
goals and create school-wide instructional focus calendars. The goals
and strategies for implementation are compiled into a School Improvement
Plan, which is collaboratively developed and monitored by teachers,
administration, parents and community members.

Test scores are also instrumental in planning for the individual needs
of students in the classroom. This data is disaggregated to determine
which students are in need of remedial instruction and those who would
benefit from enrichment above the grade level expectation. Any child who
is not predicted to be proficient (a score of level 3 or higher on the
FCAT-SSS) is identified and a Progress Monitoring Plan is created to
assist with deficiencies. The plans include before and after school
tutoring sessions, Saturday instruction and additional "doses" of
reading and mathematics instruction during the school day. All students
are placed in leveled groups for reading and mathematics instruction.
The highest mathematics students (level 5) in each grade works at a
rapid pace one grade level above in a district-wide mathematics
acceleration program (MaTS).

Through monthly School Advisory Council meetings, stakeholders evaluate
the progress made toward meeting the School Improvement Plan goals.
Teachers, administration and support staff join in grade level
curriculum planning meetings to coordinate the instructional focus on
school wide achievement. Administration and support staff meet
periodically with individual teachers to analyze student data and make
curriculum recommendations based on the findings. These curriculum
conversations help to ensure that each child's individual needs are met
and have contributed tremendously to the academic success at Eagle Point
Elementary.

**3. Communicating Assessment Results:** Assessment data at Eagle Point
is shared with all stakeholders via a variety of channels. School
performance results are shared with the community via the school,
district, and state assessment websites. In Florida, school test scores
are reported as part of the state accountability program. The resulting
letter grades are reported in the press and on the Department of
Education website. Each parent is sent a copy of their child's
individual results and an interpretation guide. Individual parent
conferences are held as needed at the school to give further analysis.

Individual students are provided with assessment results throughout the
school year with ongoing classroom work products sent home at regular
intervals. Interim progress reports, quarterly report cards, and a
minimum of two yearly parent conferences aid in the communication
process. Parents of students who have Progress Monitoring Plans have
additional conferences whereby strategies to address deficiencies are
re-evaluated.

At the annual fall Open House, parents are given a brochure of what
their child is expected to know for the respective grade level. These
expectancies are based on a standards-based curriculum, which requires
all students to master the grade level concepts and skills. As the year
progresses, parents can monitor their children's progress online via the
district's Virtual Counselor system. Understanding the state test is
essential to understanding assessment results. Several times during the
year, parents are invited to partake in workshops designed by the school
to educate and assist them in understanding the State Standards.

Assessment results are shared by the City of Weston as they recognize
all "A" schools in the city annually at a City Commission Meeting. Each
school's results are communicated via cable TV.

After reviewing the assessment results, new annual goals are developed
in the spring. This is done through the School Advisory Council and
concludes with the public hearing phase and adoption of a new annual
School Improvement Plan. Eagle Point's stakeholders consistently review
past performance and plan for future success.

**4. Sharing Success:** Eagle Point Elementary belongs to the Cypress
Bay Innovation Zone comprised of six neighboring elementary schools, two
feeder middle schools, and Cypress Bay High School. The principal at
Eagle Point has been the Zone Facilitator for several years. Monthly
Innovation Zone Principal Meetings are held, as well as quarterly parent
meetings. At both principal and parent meetings, Eagle Point has made
several presentations of successful practices, including conducting
Curriculum Conversations with teachers in order to analyze data, and the
organization of Saturday and After School Camps.

Professional staff at Eagle Point travel within the state and throughout
the country to attend seminars and professional networking
opportunities. Eagle Point has had representatives on major
instructional materials selection committees, the district school
improvement task force, and teachers have served as trainers for
district wide staff development workshops on how to maximize student
potential. The Curriculum Specialist conducted a series of staff
development workshops at a neighboring school that was struggling to
implement literacy strategies.

Faculty members are comfortable with visitors in their classrooms.
Student teachers and field experience students from local universities
observe in classrooms on a regular basis. The Principal is a mentor to
several aspiring Assistant Principals. National Board certified teachers
at Eagle Point have assisted as mentors to aspiring candidates
throughout the district.

The Before School Technology Camp has been very successful at Eagle
Point. Several schools have heard about its potential for achievement
and have contacted the school for organizational suggestions. This
sharing has spread from school to school and as a result, many Broward
elementary schools now have Before School Technology Camps.

The local newspapers and television stations broadcast stories about
Eagle Point Elementary. The true success of the school is apparent as it
reaches out to the Broward County community. Eagle Point Elementary
School soars with successes forged by communication of shared goals.

# PART V -- CURRICULUM AND INSTRUCTION

# 

**1. Curriculum:** High expectations drive the curriculum at Eagle
Point. The curriculum provides well-rounded instruction in all core
areas along with character education and enrichment in the arts. The
school strives to meet the individual needs of every student. All
students are challenged daily. Curriculum in all subject areas is guided
by the Florida Sunshine State Standards (SSS) benchmarks. This follows
the curriculum maps developed by Broward Schools to ensure that teaching
and learning progress at a steady pace throughout the year.

Yearly, a school-wide theme provides a spirit of involvement as it
weaves through all areas of the curriculum. Themes such as "Eaglympics:
Carrying the Torch for Learning," "Planet Eagle: Exploring Earth's
Biomes," "Snapshots In History: One Decade at a Time," and this year's
theme "Mapping the Curriculum: Eagle Point Charts the Way" promote a
positive school climate and stimulate critical and creative thinking.
These themes excite the students and staff and help to improve academic
achievement.

Language arts instruction is focused on literacy and creating
independent readers and writers. More than one third of the school day
is devoted to reading and writing instruction. Students are engaged in
whole group shared reading and small group guided lessons. All
classrooms are print rich and filled with extensive literature
collections. All teachers follow a school-wide reading focus calendar to
ensure mastery of the eight reading benchmarks in the Sunshine State
Standards. The school has adopted a holistic writing program that
progresses from kindergarten through fifth grade. The program is based
on the state of Florida's rubric and involves modeled writing and peer
critiquing based on the standards. Additional enrichment in language
arts is provided daily through special classes in writing and
vocabulary, media and technology by specialists in their respective
fields.

The main goal of Eagle Point's mathematics curriculum is to enhance the
students' ability to understand and apply mathematical concepts and
processes in five critical areas: number sense, measurement, data
analysis, geometry, and algebraic thinking. Eagle Point uses an
activity-based mathematics series that encourages students to think
creatively and develop problem-solving strategies. The program is
aligned to the Sunshine State Standards. Teachers enrich the mathematics
program with *Hands-on-Equations*, *Sunshine Math Superstars*, *Calendar
Math, and Mountain Math*. Mathematically talented students (MaTS) are
grouped to work above grade level. The Math Club has been very
successful in district competitions.

Eagle Point implements an integrated and comprehensive science program.
The scientific process skills are addressed through experimentation in
biological, physical, and earth sciences. All students attend the
science lab on a regular basis as a supplement to science instruction in
the classroom. They become the scientists at the "Sleuth
Academy,"([www.sleuthacademy.org](http://www.sleuthacademy.org/)), a
program created by the Science Resource Specialist for students,
parents, and inquiring scientific minds. Enrichment opportunities exist
for participation in weather forecasting based on the school's weather
station, as well as the Ecology and Engineering Club.

The social studies curriculum encourages students to become active
participants as they re-enact history and interpret current events.
Colonial times come alive as students create costumes and re-live daily
activities from that era. By studying current events, students realize
the need to demonstrate talents and share resources by giving back to
the community.

A walk through the hallways of Eagle Point reflects appreciation of the
arts. Eagle Point is fortunate to have Music and Art Specialists. The
Student Art Gallery is a focal point for young artists. Every student
creates a ceramic project yearly. Instrumental instruction begins in
kindergarten and continues thorough fifth grade with keyboards. The
Soaring Singers have performed and received recognition at the district
and state levels. An annual Multicultural Arts Festival celebrates Eagle
Point's diverse population.

**2. Reading:** The reading curriculum at Eagle Point is based on the
five essential reading components: phonemic awareness, phonics, fluency,
vocabulary, and comprehension. Teachers use a combination of
instructional materials including the core basal, novels, leveled
readers, reading software, and periodicals. Instruction is given in
large groups, small skill groups, and on an individualized basis.

The Reading Committee develops annual Reading Objectives and
accompanying activities as a guide and programmatic framework for all
reading instruction in the school. This is a collaborative effort by
teachers representing all grade levels with the primary goal of ensuring
that all students are proficient readers and that students continuously
improve in reading.

Instruction is assessment-driven, beginning in the fall with an
inventory test and an analysis of prior year's standardized test
results. Based on those results, students are grouped into intervention,
remedial, on-level, and advanced instructional groups. This
differentiated instruction provides leveled reading instruction while
challenging higher ability reading students. Least proficient students,
including some exceptional education learners, are identified for
additional reading instruction and receive before, during and after
school tutoring using the pullout and push-in practices. The gifted and
high-ability students are challenged with appropriate material to
motivate and develop higher cognitive level comprehension and analytical
skills. To monitor instruction and learning progress, periodic
assessments including Broward Schools Benchmark Assessment Tests,
Instructional Focus Mini-Tests, and the Rigby PM Benchmark Assessments
are given.

Research-based Harcourt *Trophies* Reading Program is used as the basis
for all students and supplemented with Wilson and Direct Instruction as
remedial programs and Junior Great Books and the Daybooks of Critical
Reading and Writing for the advanced groups. All levels of students are
exposed to computer-based individualized reading instruction through
Riverdeep, Successmaker, and Reading Counts. Literature Circles and
Reciprocal Teaching are strategies used with all levels of students as
they explore literature and expository text.

At Eagle Point, teachers strive to meet each child's reading needs and
continually ascend the ladder of learning. Teaching students to be
confident lifelong readers is the goal as the emphasis shifts from
learning to read to *reading to learn*. A love of reading is the
ultimate goal.

**3. School Choice Curriculum Area --Writing:** The results of the
2002-2003 *FCAT Writes* flagged a concern because of a 10% decline on a
scale score. This decline represented a lack of continuous progress and
was an area of necessary improvement. In addition, a need for structure
and organization in the delivery of writing instruction was clearly
voiced by teachers. Compared to schools of like socioeconomic
population, Eagle Point was not at the same achievement level.

The Writing Committee, a subgroup of the School Advisory Council,
analyzed data and set out to effect change. It was deemed essential to
reconstruct the writing philosophy and build a new framework. The "Teach
Me Writing" Program was purchased as a basis for organization and
structure. A highly respected consultant with proven results implemented
staff development. Writing instruction time was increased. Students were
given monthly 'cold' prompts to assess mastery of writing skills. These
results were entered into an Electronic District Database and class
summaries helped pinpoint individual student and class needs. A Writing
Specialist was employed to promote the use of various literature crafts
and the joy of writing. An After-School Writing Camp was established to
provide students extra opportunities to refine and master writing
skills.

The qualitative result over the past five years is an enhanced writing
program. The knowledge pool of writing has expanded to all faculty
members and a systematic writing process is engrained into the culture
of the school. Students exceeding proficiency on Florida Writes has
consistently improved: from 54% (2003) to 94% (2006). Eagle Point won
the Sterling Quality Award for this program entitled *Doing It Write*.
Student achievement in writing continues to be an emphasis and a source
of pride.

**4. Instructional Methods**: Methods used to instruct students at Eagle
Point are varied and numerous. They do however have a foundation in
subscribing to the mission that all children can learn. The journey to
continuous improvement at Eagle Point begins with this belief, and the
roadways to success are met with the development and implementation of
many diverse methods. Just as children learn in different ways, so too,
teachers are more comfortable and effective using a variety of
strategies. The administration at Eagle Point supports diversity in
teaching techniques with the belief that whatever process is used, it is
always critical to use reflective practice. Using individual and
collective reflection promotes continuous and improved learning.

Eagle Point bases instruction on the proven research-based nine
high-yield strategies outlined in Marzano's [Classroom Instruction that
Works]{.underline}. These strategies are: (1) identifying similarities
and differences, (2) summarizing and note taking, (3) reinforcing effort
and providing recognition, (4) homework and practice, (5) nonlinguistic
representations, (6) cooperative learning, (7) setting objectives and
providing feedback, (8) generating and testing hypotheses, and (9) cues,
questions, and advance organizers. The other core to instruction is
based on Project CRISS ([CR]{.underline}eating
[I]{.underline}ndependence through [S]{.underline}tudent-owned
[S]{.underline}trategies). Using the techniques from these two
approaches serves as the foundation of the teaching process.

Through authentic instruction, methods are connected to the real world,
which makes it easier for students to visualize and understand why they
are learning. Students use disciplined inquiry to construct and share
meaning and produce knowledge. Also students' work has value beyond the
school setting. Because of Eagle Point's concentration of LEP (limited
English proficient) students (21%) and children from other cultures
(about 50%), authentic learning using the high-yield, CRISS strategies,
and the extensive technology tools are most effective.

**5. Professional Development:** Teachers at Eagle Point are provided
many opportunities during the school year for professional development
at the school and district level. Six to eight teachers have the
opportunity to attend the state Reading and Math Conferences annually.
At least one or more teachers attend a national conference every year.
Professional growth is supported by the district as evidenced by the
substantial amount of money in the school's budget to spend on
substitutes, registration and travel or to pay in-school consultants.
The district also offers courses, which can be taken during the day,
after school, or on weekends.

The philosophy of Eagle Point is to engage in staff development with the
least amount of time taken from student instruction. A Professional
Development Team was established with six teachers and the principal to
plan for 27 hours of school staff development on Early Release and
Planning Days during the year. This year the school's emphasis is on
Technology, Reading and Writing Enhancement, Correlates of Effective
Schools, the Eight-Step Instructional Process, Working on the Work, and
the Nine High Yield Strategies. Both horizontal and vertical teaming is
done during school staff development training. In addition to Eagle
Point's staff development goals, all teachers write an individual
Professional Growth Plan, in which they plan their own staff development
objective based on their yearly personal goal to improve their students'
performance. District inservice (including on-line courses) and local
universities provide options for these goals.

Sharing Successes in a collaborative manner among the expertly talented
teachers, including the eight National Board Certified teachers is
carried out both formally and informally. All teachers are on Curriculum
Committees and train colleague-to-colleague. A voluntary on-going
Learning Community analyzes at least one professional book each year.
Administrative meetings with team leaders include discussion of a
professional article, which in turn is shared as team leaders build
capacity with peers.

The love of learning drives the staff development at Eagle Point.

# PART VII -- ASSESSMENT RESULTS

This data outlines the percent of students in grades 3-5 at Eagle Point
Elementary at proficient or advanced standing in reading and mathematics
for the past five years. Proficiency on the Florida Comprehensive
Assessment Test is based on Florida's curriculum frameworks, the
Sunshine State Standards (SSS).

**Eagle Point Elementary, Weston, FL**

**STATE CRITERION-REFERENCED TESTS**

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

Edition/Publication Year\_\_\_\_\_\_\_\_ 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" State **89**      **88**      **87**      **79**      **75**
  Standards**                                                                          

  **% "Exceeding" State Standards**    **62**      **61**      **52**      **46**      **43**

  **Number of students tested**        **215**     **234**     **209**     **239**     **246**

  **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**                                                                  

  **1. HISPANIC**                                                                      

  **% "Meeting" plus "Exceeding" State **87**      **89**      **84**      **74**      **62**
  Standards**                                                                          

  **% "Exceeding" State Standards**    **57**      **53**      **49**      **36**      **27**

  **Number of students tested**        **102**     **105**     **108**     **111**     **92**

  **2. ECONOMICALLY DISADVANTAGED**                                                    

  **% "Meeting" plus "Exceeding" State **73**      **87**      **71**      **72**      **58**
  Standards**                                                                          

  **% "Exceeding" State Standards**    **39**      **43**      **36**      **22**      **30**

  **Number of students tested**        **41**      **39**      **41**      **44**      **43**

  Additional Subgroups                                                                 

  3\. WHITE                                                                            

  \% "Meeting" plus "Exceeding" State  91          88          90          87          83
  Standards                                                                            

  \% "Exceeding" State Standards       66          68          57          59          54

  Number of students tested            89          108         87          108         124

  4\. DISABLED                                                                         

  \% "Meeting" plus "Exceeding" State  69          75          75          61          53
  Standards                                                                            

  \% "Exceeding" State Standards       30          22          35          13          30

  Number of students tested            38          28          20          23          30

  5\. LEP                                                                              

  \% "Meeting" plus "Exceeding" State  75          88          78          63          NA
  Standards                                                                            

  \% "Exceeding" State Standards       45          46          33          23          NA

  Number of students tested            39          56          64          68          NA

                                                                                       

  STATE SCORES                                                                         

  \% "Meeting" plus "Exceeding" State  75          67          66          63          60
  Standards                                                                            

  \% "Exceeding" State Standards       38          34          32          30          28

  Number of students tested            204238      202975      206435      188107      188387
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

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

**NA not available**

**Eagle Point Elementary, Weston, FL**

**STATE CRITERION-REFERENCED TESTS**

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

Edition/Publication Year\_\_\_\_\_\_\_\_ 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" State **89**      **91**      **82**      **77**      **78**
  Standards**                                                                          

  **% "Exceeding" State Standards**    **62**      **63**      **47**      **47**      **50**

  **Number of students tested**        **231**     **220**     **260**     **241**     **265**

  **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**                                                                  

  **1. HISPANIC**                                                                      

  **% "Meeting" plus "Exceeding" State **86**      **86**      **69**      **63**      **66**
  Standards**                                                                          

  **% "Exceeding" State Standards**    **54**      **55**      **35**      **32**      **36**

  **Number of students tested**        **105**     **109**     **124**     **107**     **91**

  **2. ECONOMICALLY DISADVANTAGED**                                                    

  **% "Meeting" plus "Exceeding" State **88**      **81**      **71**      **63**      **57**
  Standards**                                                                          

  **% "Exceeding" State Standards**    **45**      **40**      **24**      **31**      **26**

  **Number of students tested**        **33**      **37**      **42**      **53**      **35**

  Additional Subgroups                                                                 

  3\. WHITE                                                                            

  \% "Meeting" plus "Exceeding" State  91          95          92          88          83
  Standards                                                                            

  \% "Exceeding" State Standards       67          72          62          57          57

  Number of students tested            104         92          115         107         152

  4\. DISABLED                                                                         

  \% "Meeting" plus "Exceeding" State  74          79          65          46          70
  Standards                                                                            

  \% "Exceeding" State Standards       36          58          19          27          35

  Number of students tested            36          19          26          26          26

  5\. LEP                                                                              

  \% "Meeting" plus "Exceeding" State  76          81          57          57          NA
  Standards                                                                            

  \% "Exceeding" State Standards       29          47          23          27          NA

  Number of students tested            45          57          76          66          NA

                                                                                       

  STATE SCORES                                                                         

  \% "Meeting" plus "Exceeding" State  66          71          70          60          55
  Standards                                                                            

  \% "Exceeding" State Standards       33          37          34          29          27

  Number of students tested            192480      195678      176148      193391      191866
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

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

**NA not available**

**Eagle Point Elementary, Weston, FL**

**STATE CRITERION-REFERENCED TESTS**

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

Edition/Publication Year\_\_\_\_\_\_\_\_ 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" State **92**      **79**      **76**      **80**      **78**
  Standards**                                                                          

  **% "Exceeding" State Standards**    **65**      **48**      **46**      **45**      **41**

  **Number of students tested**        **231**     **273**     **244**     **267**     **259**

  **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**                                                                  

  **1. HISPANIC**                                                                      

  **% "Meeting" plus "Exceeding" State **87**      **71**      **64**      **65**      **70**
  Standards**                                                                          

  **% "Exceeding" State Standards**    **64**      **38**      **31**      **28**      **29**

  **Number of students tested**        **117**     **131**     **117**     **108**     **99**

  **2. ECONOMICALLY DISADVANTAGED**                                                    

  **% "Meeting" plus "Exceeding" State **78**      **68**      **60**      **62**      **70**
  Standards**                                                                          

  **% "Exceeding" State Standards**    **43**      **38**      **33**      **26**      **18**

  **Number of students tested**        **40**      **40**      **60**      **50**      **33**

  Additional Subgroups                                                                 

  3\. WHITE                                                                            

  \% "Meeting" plus "Exceeding" State  98          88          86          90          84
  Standards                                                                            

  \% "Exceeding" State Standards       71          57          57          59          51

  Number of students tested            94          121         99          136         144

  4\. DISABLED                                                                         

  \% "Meeting" plus "Exceeding" State  78          52          55          65          44
  Standards                                                                            

  \% "Exceeding" State Standards       50          21          20          30          20

  Number of students tested            24          23          20          20          25

  5\. LEP                                                                              

  \% "Meeting" plus "Exceeding" State  64          57          51          57          NA
  Standards                                                                            

  \% "Exceeding" State Standards       27          25          19          23          NA

  Number of students tested            34          61          59          61          NA

                                                                                       

  STATE SCORES                                                                         

  \% "Meeting" plus "Exceeding" State  67          66          59          58          53
  Standards                                                                            

  \% "Exceeding" State Standards       33          32          28          25          23

  Number of students tested            197054      181651      196343      192881      192604
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

> **\* % "Meeting" and "Exceeding" State Standards = % scoring level 3,
> 4, and 5**
>
> **% "Exceeding" State Standards = % scoring level 4 and 5**
>
> **NA not available**
>
> **Eagle Point Elementary, Weston, FL**

**STATE CRITERION-REFERENCED TESTS**

Subject\_[MATHEMATICS]{.underline}\_ Grade\_\_\_[3]{.underline}\_\_\_
Test\_[Florida Comprehensive Assessment Test (FCAT-SSS)]{.underline}

Edition/Publication Year\_\_\_\_\_\_\_\_ 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" State **92**      **94**      **93**      **84**      **87**
  Standards**                                                                          

  **% "Exceeding" State Standards**    **73**      **74**      **63**      **53**      **56**

  **Number of students tested**        **216**     **234**     **209**     **238**     **245**

  **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**                                                                  

  **1. HISPANIC**                                                                      

  **% "Meeting" plus "Exceeding" State **90**      **93**      **91**      **73**      **83**
  Standards**                                                                          

  **% "Exceeding" State Standards**    **67**      **71**      **57**      **41**      **47**

  **Number of students tested**        **102**     **105**     **108**     **110**     **92**

  **2. ECONOMICALLY DISADVANTAGED**                                                    

  **% "Meeting" plus "Exceeding" State **85**      **87**      **78**      **70**      **75**
  Standards**                                                                          

  **% "Exceeding" State Standards**    **57**      **47**      **44**      **33**      **35**

  **Number of students tested**        **41**      **39**      **41**      **43**      **43**

  Additional Subgroups                                                                 

  3\. WHITE                                                                            

  \% "Meeting" plus "Exceeding" State  96          93          94          94          89
  Standards                                                                            

  \% "Exceeding" State Standards       80          77          71          65          64

  Number of students tested            89          108         87          108         123

  4\. DISABLED                                                                         

  \% "Meeting" plus "Exceeding" State  78          82          90          66          66
  Standards                                                                            

  \% "Exceeding" State Standards       48          50          55          44          35

  Number of students tested            38          28          20          23          29

  5\. LEP                                                                              

  \% "Meeting" plus "Exceeding" State  85          95          86          67          NA
  Standards                                                                            

  \% "Exceeding" State Standards       56          59          45          29          NA

  Number of students tested            39          56          64          68          NA

                                                                                       

  STATE SCORES                                                                         

  \% "Meeting" plus "Exceeding" State  72          68          64          63          59
  Standards                                                                            

  \% "Exceeding" State Standards       37          34          30          29          25

  Number of students tested            204402      203037      206534      188487      188606
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

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

**NA not available**

**Eagle Point Elementary, Weston, FL**

**STATE CRITERION-REFERENCED TESTS**

Subject\_[MATHEMATICS]{.underline}\_ Grade\_\_\_[4]{.underline}\_\_\_
Test\_[Florida Comprehensive Assessment Test (FCAT-SSS)]{.underline}

Edition/Publication Year\_\_\_\_\_\_\_\_ 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" State **96**      **95**      **83**      **81**      **86**
  Standards**                                                                          

  **% "Exceeding" State Standards**    **70**      **63**      **51**      **42**      **46**

  **Number of students tested**        **231**     **220**     **260**     **242**     **265**

  **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**                                                                  

  **1. HISPANIC**                                                                      

  **% "Meeting" plus "Exceeding" State **95**      **94**      **74**      **70**      **78**
  Standards**                                                                          

  **% "Exceeding" State Standards**    **67**      **59**      **42**      **25**      **38**

  **Number of students tested**        **105**     **109**     **124**     **108**     **91**

  **2. ECONOMICALLY DISADVANTAGED**                                                    

  **% "Meeting" plus "Exceeding" State **91**      **89**      **67**      **71**      **74**
  Standards**                                                                          

  **% "Exceeding" State Standards**    **42**      **43**      **31**      **29**      **23**

  **Number of students tested**        **33**      **37**      **43**      **53**      **35**

  Additional Subgroups                                                                 

  3\. WHITE                                                                            

  \% "Meeting" plus "Exceeding" State  95          97          92          91          89
  Standards                                                                            

  \% "Exceeding" State Standards       71          70          59          57          51

  Number of students tested            104         92          115         107         152

  4\. DISABLED                                                                         

  \% "Meeting" plus "Exceeding" State  89          89          65          62          70
  Standards                                                                            

  \% "Exceeding" State Standards       43          31          43          16          35

  Number of students tested            36          19          26          26          26

  5\. LEP                                                                              

  \% "Meeting" plus "Exceeding" State  93          89          66          65          NA
  Standards                                                                            

  \% "Exceeding" State Standards       56          53          34          23          NA

  Number of students tested            45          57          76          65          NA

                                                                                       

  STATE SCORES                                                                         

  \% "Meeting" plus "Exceeding" State  67          64          64          54          51
  Standards                                                                            

  \% "Exceeding" State Standards       31          27          26          20          19

  Number of students tested            192610      195866      176316      193503      192366
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

> **\* % "Meeting" and "Exceeding" State Standards = % scoring level 3,
> 4, and 5**
>
> **% "Exceeding" State Standards = % scoring level 4 and 5**
>
> **NA not available**

**Eagle Point Elementary, Weston, FL**

**STATE CRITERION-REFERENCED TESTS**

Subject\_[MATHEMATICS]{.underline}\_ Grade\_\_\_[5]{.underline}\_\_\_
Test\_[Florida Comprehensive Assessment Test (FCAT-SSS)]{.underline}

Edition/Publication Year\_\_\_\_\_\_\_\_ 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" State **93**      **85**      **83**      **85**      **82**
  Standards**                                                                          

  **% "Exceeding" State Standards**    **77**      **63**      **65**      **68**      **59**

  **Number of students tested**        **231**     **273**     **244**     **267**     **259**

  **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**                                                                  

  **1. HISPANIC**                                                                      

  **% "Meeting" plus "Exceeding" State **92**      **79**      **78**      **74**      **75**
  Standards**                                                                          

  **% "Exceeding" State Standards**    **74**      **52**      **55**      **57**      **45**

  **Number of students tested**        **117**     **131**     **117**     **108**     **99**

  **2. ECONOMICALLY DISADVANTAGED**                                                    

  **% "Meeting" plus "Exceeding" State **83**      **75**      **67**      **74**      **66**
  Standards**                                                                          

  **% "Exceeding" State Standards**    **51**      **41**      **40**      **49**      **33**

  **Number of students tested**        **39**      **40**      **60**      **51**      **33**

  Additional Subgroups                                                                 

  3\. WHITE                                                                            

  \% "Meeting" plus "Exceeding" State  98          93          88          94          88
  Standards                                                                            

  \% "Exceeding" State Standards       85          74          72          76          69

  Number of students tested            94          121         99          136         144

  4\. DISABLED                                                                         

  \% "Meeting" plus "Exceeding" State  83          61          55          70          48
  Standards                                                                            

  \% "Exceeding" State Standards       44          47          30          55          24

  Number of students tested            24          23          20          20          25

  5\. LEP                                                                              

  \% "Meeting" plus "Exceeding" State  82          69          68          74          NA
  Standards                                                                            

  \% "Exceeding" State Standards       41          46          51          53          NA

  Number of students tested            34          61          59          62          NA

                                                                                       

  STATE SCORES                                                                         

  \% "Meeting" plus "Exceeding" State  57          57          52          52          48
  Standards                                                                            

  \% "Exceeding" State Standards       31          30          28          28          25

  Number of students tested            197076      181434      196233      192692      192472
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

> **\* % "Meeting" and "Exceeding" State Standards = % scoring level 3,
> 4, and 5**
>
> **% "Exceeding" State Standards = % scoring level 4 and 5**
>
> **NA not available**