##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Margaret B. Fulton]{.underline}

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

Official School Name [Killearn Lakes Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [8037 Deerlake Drive, East]{.underline}

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

[Tallahassee Florida 32312-5076]{.underline}

City State Zip Code+4 (9 digits total)

[Tel. ( 850 )893-1265 Fax ( 850 )922-2566]{.underline}

Website/URL <http://www.killearnlakes.leon.k12.fl.us/> E-mail
[fultonm@mail.killearnlakes.leon.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\* [Mr. William J. "Bill" Montford]{.underline}

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

District Name [Leon County]{.underline} Tel. [(850) 487 -
7147]{.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 [February 6, 2004]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson Mrs. Georgia M. "Joy" Bowen

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

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

Date [February 6, 2004]{.underline}

(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**

**\[Include this page in the school's application as page 2.\]**

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 of Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has not been in school improvement status or 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 2003-2004 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 1998.

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

6.  The 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
    the 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: [25]{.underline} Elementary
schools

[9]{.underline} Middle schools

N/A Junior high schools

[6]{.underline} High schools

[15]{.underline} Other (Briefly explain) Alternative Learning Centers,

Charter schools, Exceptional Education Centers, Adult

and Vocational schools.

[55 TOTAL]{.underline}

2\. District Per Pupil Expenditure: [\$ 5, 488.00]{.underline}

Average State Per Pupil Expenditure: [\$ 5, 569.00]{.underline}

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

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

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

4\. [8 years]{.underline} Number of years the principal has been in
her/his position at this school.

[N/A]{.underline} If fewer than three years, how long was the previous
principal at this school?

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

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

  **K**       71        54                     **125**      **7**                             

  **1**       73        60                     **133**      **8**                             

  **2**       71        78                     **149**      **9**                             

  **3**       70        59                     **129**      **10**                            

  **4**       79        75                     **154**      **11**                            

  **5**       100       74                     **174**      **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   864
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [87.50]{.underline} % White

the students in the school: [6.48]{.underline} % Black or African
American

[2.27]{.underline} % Multi

[2.27]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 36
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 42
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        78
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    888
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .09
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    9.0
              100                                
  ----------- ---------------------------------- ------------------------

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

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

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

Specify languages:

[Spanish, Chinese, and Japanese]{.underline}

9\. Students eligible for free/reduced-priced meals: [5]{.underline} %

[40]{.underline} Total Number Students Who Qualify

> If this method does not produce a reasonably 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: [26 %]{.underline}

[225]{.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.

\_\_\_\_Autism [2]{.underline} Orthopedic Impairment \_\_\_\_Deafness
[1]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [47]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [148]{.underline} Speech

[1]{.underline} Mental Retardation [25]{.underline} Language Impaired

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

[1]{.underline} Emotionally Handicapped

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]{.underline}

Classroom teachers [37 0]{.underline}

Special resource teachers/specialists [11 5]{.underline}

Paraprofessionals [10 1]{.underline}

> Support staff [10]{.underline} [0]{.underline}
>
> Total number [70]{.underline} [6]{.underline}

12\. Average school student-"classroom teacher" ratio:
[23.4]{.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.)

  ------------------------ ------------------- ------------------- ------------------- ------------------- -------------------
                           2002-2003           2001-2002           2000-2001           1999-2000           1998-1999

  Daily student attendance [96.2               [96.8               [94.0               [94.0               [98.0
                           %]{.underline}      %]{.underline}      %]{.underline}      %]{.underline}      %]{.underline}

  Daily teacher attendance [96.7               [96.4               [96.7               [96.0               [96.1
                           %]{.underline}      %]{.underline}      %]{.underline}      %]{.underline}      %]{.underline}

  Teacher turnover rate    [4.01               [3.9 %]{.underline} [14.3               [14.3               [13.9
                           %]{.underline}                          %]{.underline}      %]{.underline}      %]{.underline}

  Student dropout rate     [N/A]{.underline}   [N/A]{.underline}   [N/A]{.underline}   [N/A]{.underline}   [N/A]{.underline}

  Student drop-off rate    N/A                 [N/A]{.underline}   [N/A]{.underline}   [N/A]{.underline}   [N/A]{.underline}
  ------------------------ ------------------- ------------------- ------------------- ------------------- -------------------

**PART III ‑ SUMMARY**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement.**

Killearn Lakes Elementary School is located in Tallahassee, the capital
city of Florida. The school opened in 1985 as a public elementary school
serving students in kindergarten through fifth grades. Our school
community is made up of high performing students, committed staff,
supportive parents and business partners who strive to make Killearn
Lakes a special place for children. Following our motto, *Children
First*, the dedicated staff works diligently to establish a quality
learning environment that challenges and enriches the lives of all
students and sets high academic standards. The school's Mission clearly
identifies the guiding principles by which the school operates.
Developed collaboratively with all stakeholders, the school's mission is
visible in the school, not just in written form, but is evident in the
actions of all who touch the lives of students. It is our goal that
every student acquire skills necessary to become independent,
cooperative, caring life-long learners. Our mission statement is:

*Killearn Lakes Elementary School provides students with an optimal
learning environment to create lifelong learners*. In addition, we
believe:

*- a safe and nurturing learning environment is essential to learning.*

*- all children can learn when provided individual instruction, based on
individual needs.*

*- in developing cooperative, respectful citizens.*

*- in research-based education and remediation.*

*- that students will be most successful when their education is a
combined effort between the school, home, and community.*

*- that high expectations promote successful academic performance.*

Killearn Lakes Elementary's 864 students come from a wide range of
cultures, socioeconomic levels, and educational backgrounds. Much of the
success of the students at Killearn Lakes Elementary can be attributed
to setting high academic standards, a joint partnership between the
school and home, and a focus on using the best practices in teaching.
Precise goals and specific procedures are in place for every aspect of
the school, from behavior to academics. Curriculum standards are set for
all grade levels in reading, mathematics, science, social studies,
health, physical education, music and art. A behavior management program
called "*Stop, Think and Make a Good Choice'*" is used throughout the
school. Designed to be pro-active and teach social skills, we have found
this eliminates confusion, saves time, and prevents many behavior
problems, thus freeing teachers to teach and students to learn. The use
of this behavior management program has resulted in a decrease in
discipline referrals. Individual achievement goals are set for each
student and progress is closely monitored.

As a school, Killearn Lakes Elementary recognizes school is not just
made up of academics; the needs of the whole child must be addressed.
Music, technology, art and physical education classes are incorporated
into the student schedules. Special events such as Field Days, Science
Fair, Spelling Bee, Tropicana Speech Contest, Big Buddy/Little Buddy
programs, musical presentations, guest speakers, Fairytale Knowdown,
Medieval Fairs, are examples of academic extensions for students.
Children are taught to "give of themselves" through Jump Rope for Heart,
Holiday Giving, March of Dimes and local food drives. Celebrations occur
often and rewards are numerous. A supportive PTA, active group of
volunteers and generous business partners provide an array of support to
make this a special place for children.

Killearn Lakes Elementary is a supportive, caring place; focused on
fostering the intellectual, social, emotional, and physical growth of
all students. It is a school filled with children excited about learning
and nurturing caring adults. It is an outstanding school, recognized by
the Florida Department of Education as a school of excellence and
dedicated to helping students reach their full potential.

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

**1. Describe in one page the meaning of the school's assessment results
in reading (language arts or**

**English) and mathematics in such a way that someone not intimately
familiar with the tests can**

**easily understand them**.

The Florida Comprehensive Assessment Test (FCAT) was developed to
measure achievement of Florida's students. It is comprised of two parts,
the FCAT-NRT (Norm-Referenced Test) and FCAT-SSS (Sunshine State
Standards). The FCAT--SSS is designed to measure students' knowledge of
writing, reading, mathematics, and science as outlined in the Florida
Sunshine State Standards. The FCAT-NRT is a norm-referenced test used to
compare student performance in reading, and mathematics with performance
of students nationwide. All Florida public school students in grades
3-10 are required to take both the FCAT-NRT and the FCAT-SSS. Both tests
are administered in early March of each year. Only a few students fall
into the exemption category and those students are given an approved
Alternative Assessment.

Preparation for the assessments is the teaching and learning of the
Florida Sunshine State Standards. These tests are one measure of how
students learned grade level material and how prepared they are to move
on to the next grade. Reports of the results are given to parents with
information about achievement and learning gains. The
criterion-referenced portion of FCAT-SSS reports each student's Scale
Score, which is then assigned an achievement level from 1 to 5 (Level
1-Below Basic, Level 2-Basic, Level 3 & 4- Proficient, Level
5-Advanced). The FCAT-NRT portion reports each student's national
percentile. Both types of reporting are used for the school's data
analysis to identify school strengths and needs, goals for school
improvement, as well as, students' readiness for promotion.

An analysis of reading and math scores for Killearn Lakes Elementary
over the past four years shows continuous improvement. For the purpose
of evaluating the effectiveness of the school program, data for students
who were enrolled in the school during both the months of October and
February are analyzed. These students are called "Standard Matched
Curriculum". As seen in the chart below, reading scores indicate that in
the school year 1999-2000, 89% of the students in grades 3-5 scored 3 or
above on the Florida Comprehensive Assessment Test, while the 2002-2003
results showed 93% scored 3 or above. More dramatic improvement in
mathematics has been seen, with 71% of students scoring 3 and above in
1999-2000 compared to 92% of students scoring 3 or above in 2002-2003.
Florida public schools are graded using a scale of "A" to "F". Killearn
Lakes Elementary has received an "A" grade for the past three years.

Killearn Lakes Elementary results for Standard Matched Curriculum
Students (students at the school site during October and February) in
Grades 3-5 FCAT-NRT

Year Scoring [\>]{.underline} 3 in Reading Scoring [\>]{.underline} 3
Mathematics School Grade

1999 -- 00 89 % 71 % B

2000 -- 01 90 % 84 % A

2001 -- 02 93 % 92 % A

2002 -- 03 93% 92 % A

Informal and formal classroom assessments, questions, and observations
are used regularly by teachers to gather data which assists them in
making instructional adjustments and assignments.

The school wide assessment results in reading and mathematics show a
pattern of continuous academic improvement, in both areas. This upward
trend in both reading and mathematics can be directly attributed to the
process of data driven decision making, a dedicated, caring faculty and
staff, and a supportive parent community.

**2. Show in one-half page (approximately 200 words) how the school uses
assessment data to**

**understand and improve student and school performance**.

Assessment is critical for improving teaching and student performance.
To fulfill our educational mission of providing a learning environment
that fosters lifelong learning, we must know our strengths and needs by
linking curriculum and instruction with assessment. Curriculum revisions
are based on analysis of test data. Likewise, our School Improvement
Plan (SIP) contains long and short range goals developed according to
the data analysis. Since the focus of the plan is on student
performance, every aspect of the curriculum must align with these goals.

Data from national and state assessments such as SAT/9-NRT, FCAT-NRT and
FCAT-SSS, school climate survey, and other parent and staff input are
used to develop the school improvement plan and evaluate the overall
program success. Professional development opportunities for our
teachers, as well as program changes, are aligned to areas of need;
always with the goal of improving student performance.

Test data are used to make decisions regarding individual students, to
improve instruction and ultimately improve student performance.
Annually, teachers are provided summary scores for their previous class,
as well as, summary scores on their current class. Teachers, working
with administrators, analyze the data, identify strengths and needs and
develop student performance objectives as part of their annual
individual professional performance appraisal.

**3. Describe in one-half page how the school communicates student
performance, including**

> **assessment data, to parents, students, and the community**.

Student performance data are shared with students, parents and
administrators on a regular basis. Individual standardized test results
are sent home with students at the end of the school year or mailed via
U.S. Mail. School results are published on the district website, as well
as, provided to all parents and the greater community through a document
called the School Public Accountability Report. This report is available
electronically on the school website and as a paper document. The School
Improvement Plan process requires sharing assessment results through a
public hearing with the school community.

In Florida all public schools are graded as part of the state's
accountability system. School grades and test results are published by
the local newspaper and available through the Department of Education
website.

Individual student classroom performance is regularly communicated to
parents through weekly "Friday Folders," student planners in grades 3-5
are used to communicate daily homework assignments, and Mid-Nine Weeks
Progress Alerts are sent to parents of students experiencing difficulty
in academics, work/study skills, and/or behavior. Parent/teacher
conferences are required and teachers also communicate with parents
regularly via email, by phone, through bi-monthly newsletters, notes and
report cards each nine weeks.

**4. Describe in one-half page how the school will share its successes
with other schools.**

We strive at Killearn Lakes Elementary (KLES) to make our school, not
only one that consistently achieves academic excellence, but one that
promotes a friendly, caring, nurturing environment. The KLES faculty
welcomes and works with student participants and interns from the three
local universities - Florida State University, Florida A & M University,
and Flagler College. The administration routinely welcomes and shares
the school's successes with visiting school teams, as well as, conducts
school tours for new families and visitors. Teachers serve as County
mentors, curriculum trainers, and engage in collegial conversations
which results in professional sharing of successful teaching practices
and programs. In addition, teachers from other schools are invited to
participate in staff development training sessions held at the school.
School successes and promising practices are shared at county meetings
and curriculum fairs. Teachers and administrators have presented at
conferences, other schools, and County level meetings. The local
newspaper, television and radio stations broadcast stories about
Killearn Lakes.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards.
    Include art and foreign languages in the description.**

Educational excellence requires equity. High expectations and strong
support must be provided for all students. In order to ensure that
students achieve at high levels in all subjects, our teachers first seek
to understand what their students know and need to learn. Then, they
challenge and support them to learn it well, building new knowledge from
experience and prior knowledge. All curriculum areas are based on the
Florida Sunshine State Standards which provides a framework for grade
level expectancies. Assessment that is precise, ongoing, and targeted to
individual student needs provides useful information as teachers reflect
on and plan for students' continued progress.

**Language Arts**

Our language arts curriculum includes reading, writing, listening and
speaking. Beginning in kindergarten, students are surrounded by rich
print environments and given many experiences with books, songs and
games which supports the developmental reading process. Daily, formal
reading instruction highlights phonemic awareness, phonics, fluency,
vocabulary development, and comprehension. Formal and informal writing
is taught at all grade levels, and includes instruction in prewriting,
drafting, revising, and editing. Listening and speaking skills are
integrated throughout the curriculum.

**Mathematics**

Instruction is based on five critical areas of mathematics which
includes number sense, measurement, probability, algebraic thinking, and
geometry. Textbooks, technology, and supplemental materials support a
highly challenging program where students are encouraged to think
critically and solve problems. Opportunities are provided for students
to make subject matter connections, see the relevance of mathematics in
their world, and appreciate mathematics. Our program has a spiraling
curriculum designed to provide mastery of skills and concepts over time.

**Science**

The science education program at Killearn Lakes Elementary enables
students to become citizens who make well reasoned and thoughtful
decisions, understand and engage in scientific issues, and appreciate
and respect the Earth and its inhabitants. We believe all children can
learn and that all are entitled to a meaningful education in science.
Students are engaged on a regular basis in the scientific process of
forming a hypothesis, performing experiments, recording data in charts,
making graphs to display results, and drawing conclusions.

**Social Studies**

Our social studies curriculum is designed to develop awareness of and
appreciation for other cultures, develop responsible citizens, and
acquire knowledge of significant world events. Through social studies
students learn to appreciate their cultural heritage, the heritage of
others and to become active participants in the democratic process.

**The Arts**

Instruction in the arts is a valued component for a well rounded student
centered program. Students receive musical instruction which includes
singing, playing instruments, performing rhythms, reading music
notation, movement and dance, as well as, appreciation for a wide
variety of music genres. The **Visual Arts** curriculum strives to
contribute to the development of the whole brain using a discipline
based arts education approach. The content of the program uses media
such as: painting, printing, drawing, constructing, ceramics and fibers
to develop personal skills in the creation, expression and appreciation
of ideas. Instruction in the arts is correlated to units of study and
contributes to achieving the school's mission of creating lifelong
learners.

2.  **(Elementary Schools) Describe in one-half page the school's
    reading curriculum, including a**

**description of why the school chose this particular approach to
reading.**

The Killearn Lakes (KLES) reading curriculum is based on the belief that
reading is not a natural process; it must be taught and all students can
learn to read given enough time and effective meaningful experiences.
Teachers use the teaching-learning cycle of assessment, evaluation,
planning, and teaching to provide students with a challenging reading
curriculum that includes the five essential reading components of
Phonemic Awareness, Phonics, Fluency, Vocabulary Development, and
Comprehension.

Using a directed, guided teaching approach, a variety of instructional
materials are used, including the Open Court Reading series, classroom
libraries of leveled books, novels, authentic literature, and other
skill based materials. The reading series is a researched-based program
that provides a consistent framework for guided reading instruction,
while providing students with the necessary skill development to achieve
their grade-level Sunshine State Standards in reading. The Accelerated
Reader Program (AR) is used to supplement the reading curriculum and
provides independent reading practice. All students are required to read
at least fifteen minutes per day as a homework assignment.

In order to ensure that the instruction meets the needs of our learners,
teachers diagnose and assess students' reading needs continuously.
Students that are identified as reading below grade level receive
remediation and students performing above grade level are provided
instruction at their instructional level. KLES strives to provide a
reading curriculum that includes a balance of direct instruction,
independent practice and continuous assessment/monitoring of each
student. This approach emphasizes instilling a "love of reading" as
students become independent readers.

3.  **Describe in one-half page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.**

Killearn Lakes Elementary has given prominence to strengthening math
skills school-wide. Teachers align curriculum using Sunshine State
Standards, county grade level expectancies, and research findings from
the National Council Of Teachers Of Mathematics (NCTM). This has
resulted in a change from the "drill and practice" approach, where
students memorized mathematical formulas and facts but were often unable
to link information in life situations, to a "problem solving" model,
where students solve problems by thinking critically and using
mathematical knowledge. School-wide mathematical activities, such as,
vocabulary development through the "Math Is A Snap" program, "Math
Round-Up" featuring grade level math centers, Hands-On Equations,
Algebraic Reasoning games, and the "Chess Challenge" enrichment program
help motivate, encourage, and involve students in the process of
thinking mathematically about their world.

Sunshine State Math, a challenging, supplemental program, developed by
the Florida Department of Education, promotes critical thinking skills,
as students are asked to explain their thinking and steps in the
problem-solving process.

Research supports, KLES' use of a wide variety of teaching strategies to
stress concept development, of the five Sunshine State Standards Strands
of number sense, measurement, geometry, algebraic thinking and
probability, allowing students the opportunity to move from the
concrete, to the symbolic level of understanding. Our program has a
spiraling curriculum designed to provide mastery of skills and concepts
over time. Students are encouraged to make connections between
mathematics and other subject areas in order to see the relevance of
math in their world. Classrooms are filled with manipulatives, concrete
active learning experiences, and hands-on explorations which encourages
investigative, mathematical thinking. This teaching model, incorporates
mathematics' best practices and a synthesis of research, which guides
teachers in program development and supports our mission of creating an
environment that fosters life long learning; allowing students to
develop a positive attitude toward mathematics.

**4. Describe in one-half page the different instructional methods the
school uses to improve student learning.**

Killearn Lakes Elementary uses a variety of instructional methods to
improve and enhance student learning of grade level benchmarks.
Curriculum is integrated across all levels through the use of community
speakers, field trips, and school wide culminating programs. Technology
resources in the classroom, mobile laptop computer lab, Alpha Smarts lap
boards, two (30 station) computer labs support the academic program with
a variety of software; such as FCAT Explorer, Math Facts in a Flash,
word processing programs and other grade level curriculum software. In
addition, class resources include libraries of fiction and non-fiction
books, math manipulatives, science kits, and other learning aids.

School wide activities, such as science fair, field days, Chess
Challenge, Math Round-up, daily news program, author visits,
Grandparents Day and Accelerated Reader celebration support the rigorous
academic program. In addition, each grade level plans cooperative units
of instruction with culminating activities to improve student learning
such as Fairytale Knowdown, Pioneer Days, Medieval Festival, Patriotic
Programs, holiday celebrations, and special guest speakers and
presentations.

Teachers use flexible, whole and individualized grouping, to better meet
student's instructional needs. Subject area specialists provide
instruction in music, art, physical education and technology to all
students. The school endorses an open media concept where the media
specialist is available to assist students and teachers with media
resources and skills throughout the day. Reading instruction is provided
to eligible students through the Great Leaps remedial reading program,
accommodations and modifications are made for Exceptional Student
Education students, and a Gifted and Talented program is available to
eligible students.

Teachers collaboratively plan instructional units, delivery methods, and
identify needed resources to promote student achievement. By using
methods and strategies, based on research and teachings "best
practices," students at Killearn Lakes Elementary are motivated to learn
and their performance has been enhanced.

**5.** **Describe in one-half page the school's professional development
program and its impact on**

**improving student achievement.**

At Killearn Lakes Elementary professional development opportunities are
numerous and diverse. Our administration makes it a priority to
encourage the faculty and staff to participate in professional
development that is consistent with goals in the School Improvement
Plan, as well as, provide necessary training resources. An annual needs
assessment is conducted to determine academic areas of focus for
planning school wide training. Standardized test results are analyzed,
and areas of focus are addressed through the school's Year Long Staff
Development Plan.

Decisions concerning which professional training opportunities to
provide are influenced by different sources. All staff development is
directly tied to the goals in the School Improvement Plan.

As part of the evaluation process, teachers meet with an administrator
to set individual staff development goals which are tied to student
performance, both school wide and for the individual teacher. Staff
development opportunities are advertised through a staff bulletin board,
email updates, professional journals, conference flyers and personal
sharing.

Clearly staff development has made an impact on the school's test
results in mathematics, writing, and reading. Assessment results reflect
a direct correlation between staff development emphasis and student
performance results. An example, of this correlation, is seen when
comparing math student performance increases from 71 % of students in
grades 3-5, scoring at a level 3 or above, in March 2000; to 93 % of
students in grades 3-5 scoring at a level 3 or above, on the 2003 state
assessment, FCAT SSS.

**[Killearn Lakes Elementary (KLES)]{.underline}**

**[Florida Comprehensive Assessment Test (FCAT) Results]{.underline}**

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

Grade\_\_[3]{.underline}\_\_\_\_\_ Test\_\_\_\_[Reading FCAT
NRT]{.underline}

Florida Comprehensive Assessment Test (FCAT), norm-referenced test
(NRT)-The reading comprehension and mathematics problem solving portions
of the Stanford Achievement Test Series, Ninth Edition, is a

Customized Secure Form; revised and modified annually for Florida,
selected to be administered to

Florida students, in grades 3-10.

Edition/publication year: [Stanford Achievement Test Series Ninth
Edition, Customized Secure Form;]{.underline}

[Revised and Modified Annually for Florida]{.underline}

Publisher: [Harcourt Educational Measurement]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_[X]{.underline}\_

No groups were excluded.

2 students absent 2002-03

1 student on Special Pupil Progression received an Alternative
Assessment 2002-03;

1 student on Special Pupil Progression received an Alternative
Assessment 2001-02

  ----------------------------------------------------- ----- ------------------ ----- ----------- ----- ----------- -- ----------- -- -----------
                                                              2002-2003                2001-2002         2000-2001      1999-2000      1998-1999

  Testing month                                               3/03                     3/02              3/01                          

  **SCHOOL SCORES**                                                                                                                    

  Total Score                                                 [86]{.underline}         85                85                            

  Number of students tested                                   142                      157               166                           

  Percent of total students tested                            99                       100               100                           

  Number of students excluded                                 0                        0                 0                             

  Percent of students excluded                                0                        0                 0                             

  SUBGROUP SCORES                                                                                                                      

  1.\_\_\_[Black]{.underline}\_\_\_\_ (specify          76                       71                70                                  
  subgroup)                                                                                                                            

  Number of students tested                             7                        10                19                                  

  2.\_\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_   86                       86                86                                  
  (specify subgroup)                                                                                                                   

  Number of students tested                             124                      138               138                                 

  3.\_[Free/Reduced Lunch]{.underline}\_\_ (specify     30                       76                49                                  
  subgroup)                                                                                                                            

  Number of students tested                             3                        9                 7                                   

  4[. Not Free/Reduce Lunch]{.underline}(specify        86                       85                86                                  
  subgroup)                                                                                                                            

  Number of students tested                             139                      148               159                                 
  ----------------------------------------------------- ----- ------------------ ----- ----------- ----- ----------- -- ----------- -- -----------

**[Killearn Lakes Elementary (KLES)]{.underline}**

**[Florida Comprehensive Assessment Test (FCAT) Results]{.underline}**

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

Grade\_\_[4]{.underline}\_\_\_\_\_ Test\_\_\_\_[Reading FCAT
NRT]{.underline}

Florida Comprehensive Assessment Test (FCAT), norm-referenced test
(NRT)-The reading comprehension and mathematics problem solving portions
of the Stanford Achievement Test Series, Ninth Edition, is a

Customized Secure Form; revised and modified annually for Florida,
selected to be administered to

Florida students in, grades 3-10.

Edition/publication year: [Stanford Achievement Test Series Ninth
Edition, Customized Secure Form;]{.underline}

[Revised and Modified Annually for Florida]{.underline}

Publisher: [Harcourt Educational Measurement]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_ [X]{.underline} \_\_

No groups were excluded.

1 student on Special Pupil Progression received an Alternative
Assessment 2002-03;

2 students on Special Pupil Progression received an Alternative
Assessment 2001-02;

1 student on Special Pupil Progression received an Alternative
Assessment 2000-01

  ----------------------------------------------------- ----- ------------------ ----- ----------- ----- ----------- -- ----------- -- -----------
                                                              2002-2003                2001-2002         2000-2001      1999-2000      1998-1999

  Testing month                                               3/03                     3/02              3/01                          

  **SCHOOL SCORES**                                                                                                                    

  Total Score                                                 [84]{.underline}         82                84                            

  Number of students tested                                   168                      165               179                           

  Percent of total students tested                            100                      100               100                           

  Number of students excluded                                 0                        0                 0                             

  Percent of students excluded                                0                        0                 0                             

  SUBGROUP SCORES                                                                                                                      

  1.\_\_\_[Black]{.underline}\_\_\_\_ (specify          70                       73                69                                  
  subgroup)                                                                                                                            

  Number of students tested                             10                       18                15                                  

  2.\_\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_   84                       83                85                                  
  (specify subgroup)                                                                                                                   

  Number of students tested                             146                      137               155                                 

  3.\_[Free/Reduced Lunch]{.underline}\_\_ (specify     76                       72                69                                  
  subgroup)                                                                                                                            

  Number of students tested                             17                       6                 13                                  

  4[. Not Free/Reduce Lunch]{.underline}(specify        84                       82                85                                  
  subgroup)                                                                                                                            

  Number of students tested                             151                      159               166                                 

                                                                                                                                       
  ----------------------------------------------------- ----- ------------------ ----- ----------- ----- ----------- -- ----------- -- -----------

**[Killearn Lakes Elementary (KLES)]{.underline}**

**[Florida Comprehensive Assessment Test (FCAT) Results]{.underline}**

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

Grade\_\_[5]{.underline}\_\_\_\_\_ Test\_\_\_\_[Reading FCAT
NRT]{.underline}

Florida Comprehensive Assessment Test (FCAT), norm-referenced test
(NRT)-The reading comprehension and mathematics problem solving portions
of the Stanford Achievement Test Series, Ninth Edition, is a

Customized Secure Form; revised and modified annually for Florida,
selected to be administered to

Florida students, in grades 3-10.

Edition/publication year: [Stanford Achievement Test Series Ninth
Edition, Customized Secure Form;]{.underline}

[Revised and Modified Annually for Florida]{.underline}

Publisher: [Harcourt Educational Measurement]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_ [X]{.underline} \_\_

No groups were excluded.

2 students on Special Pupil Progression received an Alternative
Assessment 2002-03;

1 student absent 2001-02

  ----------------------------------------------------- ----- ------------------ ----- ----------- ----- ----------- -- ----------- -- -----------
                                                              2002-2003                2001-2002         2000-2001      1999-2000      1998-1999

  Testing month                                               3/03                     3/02              3/01                          

  **SCHOOL SCORES**                                                                                                                    

  Total Score                                                 [80]{.underline}         82                81                            

  Number of students tested                                   178                      157               162                           

  Percent of total students tested                            100                      99                100                           

  Number of students excluded                                 0                        0                 0                             

  Percent of students excluded                                0                        0                 0                             

  SUBGROUP SCORES                                                                                                                      

  1.\_\_\_[Black]{.underline}\_\_\_\_ (specify          74                       68                62                                  
  subgroup)                                                                                                                            

  Number of students tested                             20                       10                25                                  

  2.\_\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_   80                       82                83                                  
  (specify subgroup)                                                                                                                   

  Number of students tested                             144                      139               127                                 

  3.\_[Free/Reduced Lunch]{.underline}\_\_ (specify     69                       70                39                                  
  subgroup)                                                                                                                            

  Number of students tested                             10                       5                 11                                  

  4[. Not Free/Reduce Lunch]{.underline}(specify        80                       82                82                                  
  subgroup)                                                                                                                            

  Number of students tested                             168                      152               151                                 
  ----------------------------------------------------- ----- ------------------ ----- ----------- ----- ----------- -- ----------- -- -----------

**[Killearn Lakes Elementary (KLES)]{.underline}**

**[Florida Comprehensive Assessment Test (FCAT) Results]{.underline}**

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

Grade\_\_[3]{.underline}\_\_\_\_\_ Test\_\_\_\_[Math FCAT
NRT]{.underline}

Florida Comprehensive Assessment Test (FCAT), norm-referenced test
(NRT)-The reading

Comprehension and mathematics problem solving portions of the Stanford
Achievement Test Series, Ninth Edition, is a Customized Secure Form;
revised and modified annually for Florida, selected to be

administered to students in grades, 3-10.

Edition/publication year: [Stanford Achievement Test Series Ninth
Edition, Customized Secure Form;]{.underline}

[Revised and Modified Annually for Florida]{.underline}

Publisher: [Harcourt Educational Measurement]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_ [X]{.underline} \_\_

No groups were excluded.

2 students absent 2002-03

1 student on Special Pupil Progression received an Alternative
Assessment 2002-03;

1 student on Special Pupil Progression received an Alternative
Assessment 2001-02.

  ----------------------------------------------------- ----- ------------------ ----- ----------- ----- ----------- -- ----------- -- -----------
                                                              2002-2003                2001-2002         2000-2001      1999-2000      1998-1999

  Testing month                                               3/03                     3/02              3/01                          

  **SCHOOL SCORES**                                                                                                                    

  Total Score                                                 [87]{.underline}         87                85                            

  Number of students tested                                   142                      157               166                           

  Percent of total students tested                            99                       100               100                           

  Number of students excluded                                 0                        0                 0                             

  Percent of students excluded                                0                        0                 0                             

  SUBGROUP SCORES                                                                                                                      

  1.\_\_\_[Black]{.underline}\_\_\_\_ (specify          79                       76                69                                  
  subgroup)                                                                                                                            

  Number of students tested                             7                        10                19                                  

  2.\_\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_   88                       87                86                                  
  (specify subgroup)                                                                                                                   

  Number of students tested                             124                      138               138                                 

  3.\_[Free/Reduced Lunch]{.underline}\_\_ (specify     56                       76                56                                  
  subgroup)                                                                                                                            

  Number of students tested                             3                        9                 7                                   

  4[. Not Free/Reduce Lunch]{.underline}(specify        88                       87                86                                  
  subgroup)                                                                                                                            

  Number of students tested                             139                      148               159                                 
  ----------------------------------------------------- ----- ------------------ ----- ----------- ----- ----------- -- ----------- -- -----------

**[Killearn Lakes Elementary (KLES)]{.underline}**

**[Florida Comprehensive Assessment Test (FCAT) Results]{.underline}**

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

Grade\_\_[4]{.underline}\_\_\_\_\_ Test\_\_\_\_[Math FCAT]{.underline}
NRT

Florida Comprehensive Assessment Test (FCAT), norm-referenced test
(NRT)-The reading comprehension and mathematics problem solving portions
of the Stanford Achievement Test Series, Ninth Edition, is a

Customized Secure Form; revised and modified annually for Florida,
selected to be administered to

Florida students, in grades 3-10.

Edition/publication year: [Stanford Achievement Test Series Ninth
Edition, Customized Secure Form;]{.underline}

[Revised and Modified Annually for Florida]{.underline}

Publisher: [Harcourt Educational Measurement]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_ [X]{.underline} \_\_

No groups were excluded.

1 student on Special Pupil Progression received an Alternative
Assessment 2002-03;

2 students on Special Pupil Progression received an Alternative
Assessment 2001-02;

1 student on Special Pupil Progression received an Alternative
Assessment 2000-01

  ----------------------------------------------------- ----- ------------------ ----- ----------- ----- ----------- -- ----------- -- -----------
                                                              2002-2003                2001-2002         2000-2001      1999-2000      1998-1999

  Testing month                                               3/03                     3/02              3/01                          

  **SCHOOL SCORES**                                                                                                                    

  Total Score                                                 [87]{.underline}         86                85                            

  Number of students tested                                   168                      165               179                           

  Percent of total students tested                            100                      100               100                           

  Number of students excluded                                 0                        0                 0                             

  Percent of students excluded                                0                        0                 0                             

  SUBGROUP SCORES                                                                                                                      

  1.\_\_\_[Black]{.underline}\_\_\_\_ (specify          65                       73                72                                  
  subgroup)                                                                                                                            

  Number of students tested                             10                       18                15                                  

  2.\_\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_   87                       87                86                                  
  (specify subgroup)                                                                                                                   

  Number of students tested                             146                      137               155                                 

  3.\_[Free/Reduced Lunch]{.underline}\_\_ (specify     70                       70                72                                  
  subgroup)                                                                                                                            

  Number of students tested                             17                       6                 13                                  

  4[. Not Free/Reduce Lunch]{.underline}(specify        88                       86                86                                  
  subgroup)                                                                                                                            

  Number of students tested                             151                      159               166                                 
  ----------------------------------------------------- ----- ------------------ ----- ----------- ----- ----------- -- ----------- -- -----------

**[Killearn Lakes Elementary (KLES)]{.underline}**

**[Florida Comprehensive Assessment Test (FCAT) Results]{.underline}**

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

Grade\_\_[5]{.underline}\_\_\_\_\_ Test\_\_\_\_[Math FCAT
NRT]{.underline}

Florida Comprehensive Assessment Test (FCAT), norm-referenced test
(NRT)-The reading comprehension and mathematics problem solving portions
of the Stanford Achievement Test Series, Ninth Edition, is a

Customized Secure Form; revised and modified annually for Florida,
selected to be administered to

Florida students, in grades 3-10.

Edition/publication year: [Stanford Achievement Test Series Ninth
Edition, Customized Secure Form;]{.underline}

[Revised and Modified Annually for Florida]{.underline}

Publisher: [Harcourt Educational Measurement]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_ [X]{.underline} \_\_

No groups were excluded.

2 students on Special Pupil Progression received an Alternative
Assessment 2002-03;

1 student absent 2001-02

  ----------------------------------------------------- ----- ------------------ ----- ----------- ----- ----------- -- ----------- -- -----------
                                                              2002-2003                2001-2002         2000-2001      1999-2000      1998-1999

  Testing month                                               3/03                     3/02              3/01                          

  **SCHOOL SCORES**                                                                                                                    

  Total Score                                                 [86]{.underline}         87                87                            

  Number of students tested                                   178                      157               162                           

  Percent of total students tested                            100                      99                100                           

  Number of students excluded                                 0                        0                 0                             

  Percent of students excluded                                0                        0                 0                             

  SUBGROUP SCORES                                                                                                                      

  1.\_\_\_[Black]{.underline}\_\_\_\_ (specify          76                       66                75                                  
  subgroup)                                                                                                                            

  Number of students tested                             20                       10                25                                  

  2.\_\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_   87                       89                88                                  
  (specify subgroup)                                                                                                                   

  Number of students tested                             144                      139               127                                 

  3.\_[Free/Reduced Lunch]{.underline}\_\_ (specify     84                       79                58                                  
  subgroup)                                                                                                                            

  Number of students tested                             10                       5                 11                                  

  4[. Not Free/Reduce Lunch]{.underline}(specify        87                       88                88                                  
  subgroup)                                                                                                                            

  Number of students tested                             168                      152               151                                 
  ----------------------------------------------------- ----- ------------------ ----- ----------- ----- ----------- -- ----------- -- -----------

**[Killearn Lakes Elementary (KLES)]{.underline}**

**[Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)]{.underline}**

**[State Criterion-Referenced Test]{.underline}**

Edition/Publication Year [2001-2003,]{.underline} \* New Edition each
year

Publisher [Florida Department Of Education]{.underline}

Third Grade Reading FCAT SSS

No groups were excluded from the testing.

1 student on Special Pupil Progression received an Alternative
Assessment in 2002/03;

1 student on Special Pupil Progression received an Alternative
Assessment in 2001/02

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                                                                      

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               95          94          92                      

  \% At or Above Proficient          89          90          83                      

  \% At Advanced                     13          18          11                      

  Number of students tested          144         157         166                     

  Percent of total students tested   100         100         100                     

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

                                                                                     

  SUBGROUP SCORES                                                                    

  1.Black                                                                            

  \% At or Above Basic               86          90          79                      

  \% At or Above Proficient          86          80          53                      

  \% At Advanced                     14          00          11                      

  Number of students tested          07          10          19                      

  2\. White                                                                          

  \% At or Above Basic               95          95          93                      

  \% At or Above Proficient          89          91          86                      

  \% At Advanced                     13          19          11                      

  Number of students tested          126         138         138                     

  3.Free/Reduced Lunch                                                               

  \% At or Above Basic               67          89          57                      

  \% At or Above Proficient          33          67          29                      

  \% At Advanced                     00          11          14                      

  Number of students tested          03          09          07                      

  4\. Not Free/reduced Lunch                                                         

  \% At or Above Basic               96          95          94                      

  \% At or Above Proficient          90          91          85                      

  \% At Advanced                     13          18          11                      

  **STATE SCORES**                                                                   

  \% At or Above Basic               77          73                                  

  \% At or Above Proficient          63          60                                  

  \% At Advanced                     05          05                                  
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

The Florida Comprehensive Assessment Test (FCAT) reports each student's
Scale Score, which is then assigned an achievement level from 1 to 5

Level 5=Advanced Level 3-4= Proficient Level 2=Basic Level 1=Below Basic

**[Killearn Lakes Elementary (KLES)]{.underline}**

**[Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)]{.underline}**

**[State Criterion-Referenced Test]{.underline}**

Edition/Publication Year [1999-2003, \* New Edition each
year]{.underline}

Publisher [Florida Department Of Education]{.underline}

Fourth Grade Reading FCAT SSS

No groups were excluded from the testing.

1 student on Special Pupil Progression was given an Alternative
Assessment in 2002/03;

2 students on Special Pupil Progression were given an Alternative
Assessment in 2001/02;

1 student on Special Pupil Progression was given an Alternative
Assessment in 2000/01

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                      3/03        3/02        3/01        3/00        3/1999

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               96          94          96          94          92

  \% At or Above Proficient          90          87          86          88          83

  \% At Advanced                     18          15          28          16          10

  Number of students tested          168         165         179         163         153

  Percent of total students tested   100         100         100         100         100

  Number of students excluded        0           0           0           0           0

                                                                                     

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. Black                                                                          

  \% At or Above Basic               90          78          87          68          71

  \% At or Above Proficient          70          78          60          60          62

  \% At Advanced                     00          11          00          04          00

  Number of students tested          10          18          15          25          21

  2\. White                                                                          

  \% At or Above Basic               97          96          96          99          96

  \% At or Above Proficient          91          87          89          94          87

  \% At Advanced                     19          17          32          18          12

  Number of students tested          146         137         155         125         130

  3\. Free/Reduced Lunch                                                             

  \% At or Above Basic               94          83          85          54          58

  \% At or Above Proficient          71          67          46          54          42

  \% At Advanced                     06          17          08          00          00

  Number of students tested          17          06          13          13          12

  4\. Not Free/Reduced Lunch                                                         

  \% At or Above Basic               97          94          96          98          95

  \% At or Above Proficient          93          87          89          91          87

  \% At Advanced                     19          15          30          17          11

  Number of students tested          151         159         166         150         141

  **STATE SCORES**                                                                   

  \% At or Above Basic               75          70          69                      

  \% At or Above Proficient          65          55          53                      

  \% At Advanced                     06          06          07                      
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

The Florida Comprehensive Assessment Test (FCAT) reports each student's
Scale Score, which is then assigned an achievement level from 1 to 5

Level 5=Advanced Level 3-4= Proficient Level 2=Basic Level 1=Below Basic

**[Killearn Lakes Elementary (KLES)]{.underline}**

**[Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)]{.underline}**

**[State Criterion-Referenced Test]{.underline}**

Edition/Publication Year [2001-2003, \* New Edition each
year]{.underline}

Publisher [Florida Department Of Education]{.underline}

Fifth Grade Reading FCAT SSS

No groups were excluded from testing.

2 students on Special Pupil Progression were given an Alternative
Assessment in 2002/03;

1 student was absent during the testing period in 2001/02;

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                      3/03        3/02        3/01                    

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               96          95          96                      

  \% At or Above Proficient          90          89          86                      

  \% At Advanced                     11          11          18                      

  Number of students tested          178         157         162                     

  Percent of total students tested   100         99          100                     

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. Black                                                                          

  \% At or Above Basic               90          90          84                      

  \% At or Above Proficient          80          70          60                      

  \% At Advanced                     15          00          16                      

  Number of students tested          20          10          25                      

  2\. White                                                                          

  \% At or Above Basic               96          96          98                      

  \% At or Above Proficient          92          90          91                      

  \% At Advanced                     10          12          17                      

  Number of students tested          144         139         127                     

  3\. Free/Reduced Lunch                                                             

  \% At or Above Basic               90          80          64                      

  \% At or Above Proficient          90          40          36                      

  \% At Advanced                     10          00          00                      

  Number of students tested          10          05          11                      

  2\. Not Free/Reduced Lunch                                                         

  \% At or Above Basic               96          95          99                      

  \% At or Above Proficient          91          90          90                      

  \% At Advanced                     11          11          19                      

  Number of students tested          168         152         151                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               75          72                                  

  \% At or Above Proficient          58          53                                  

  \% At Advanced                     04          04                                  
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

The Florida Comprehensive Assessment Test (FCAT) reports each student's
Scale Score, which is then assigned an achievement level from 1 to 5

Level 5=Advanced Level 3-4= Proficient Level 2=Basic Level 1=Below Basic

**[Killearn Lakes Elementary (KLES)]{.underline}**

**[Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)]{.underline}**

**[State Criterion-Referenced Test]{.underline}**

Edition/Publication Year [2001-2003,]{.underline} \* New Edition each
year

Publisher [Florida Department Of Education]{.underline}

Third Grade Math FCAT SSS

No groups were excluded.

2 students absent 2002-03

1 student on Special Pupil Progression received an Alternative
Assessment 2002-03;

1 student on Special Pupil Progression received an Alternative
Assessment 2001-02

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                      3/03        3/02        3/01                    

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               99          99          98                      

  \% At or Above Proficient          94          92          87                      

  \% At Advanced                     17          25          14                      

  Number of students tested          144         157         166                     

  Percent of total students tested   100         99          100                     

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. Black                                                                          

  \% At or Above Basic               100         100         89                      

  \% At or Above Proficient          86          70          74                      

  \% At Advanced                     00          00          11                      

  Number of students tested          07          10          19                      

  2\. White                                                                          

  \% At or Above Basic               98          99          99                      

  \% At or Above Proficient          94          93          88                      

  \% At Advanced                     18          27          14                      

  Number of students tested          126         138         138                     

  3\. Free/Reduced Lunch                                                             

  \% At or Above Basic               100         100         86                      

  \% At or Above Proficient          33          56          43                      

  \% At Advanced                     00          11          00                      

  Number of students tested          03          09          07                      

  4\. Not Free/Reduced Lunch                                                         

  \% At or Above Basic               99          99          98                      

  \% At or Above Proficient          95          94          89                      

  \% At Advanced                     18          26          14                      

  Number of students tested          141         148         159                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               81          79                                  

  \% At or Above Proficient          63          59                                  

  \% At Advanced                     07          05                                  
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

The Florida Comprehensive Assessment Test (FCAT) reports each student's
Scale Score, which is then assigned an achievement level from 1 to 5

Level 5=Advanced Level 3-4= Proficient Level 2=Basic Level 1=Below Basic

**[Killearn Lakes Elementary (KLES)]{.underline}**

**[Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)]{.underline}**

**[State Criterion-Referenced Test]{.underline}**

Edition/Publication Year [2001-2003, \* New Edition each
year]{.underline}

Publisher [Florida Department Of Education]{.underline}

Fourth Grade Math FCAT SSS

No groups were excluded.

1 student on Special Pupil Progression received an Alternative
Assessment 2002-03;

2 students on Special Pupil Progression received an Alternative
assessment 2001-02;

1 student on Special Pupil Progression received an Alternative
assessment 2000-01

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                      3/03        3/02        3/01                    

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               97          96          99                      

  \% At or Above Proficient          90          85          84                      

  \% At Advanced                     15          18          17                      

  Number of students tested          168         165         179                     

  Percent of total students tested   100         100         100                     

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. Black                                                                          

  \% At or Above Basic               80          83          100                     

  \% At or Above Proficient          60          67          40                      

  \% At Advanced                     10          11          00                      

  Number of students tested          10          18          15                      

  2\. White                                                                          

  \% At or Above Basic               98          97          99                      

  \% At or Above Proficient          92          86          88                      

  \% At Advanced                     17          20          19                      

  Number of students tested          146         137         155                     

  3\. Free/Reduced Lunch                                                             

  \% At or Above Basic               88          83          100                     

  \% At or Above Proficient          59          67          46                      

  \% At Advanced                     06          33          00                      

  Number of students tested          17          06          13                      

  4\. Not Free/Reduced Lunch                                                         

  \% At or Above Basic               98          96          99                      

  \% At or Above Proficient          93          86          87                      

  \% At Advanced                     17          18          19                      

  Number of students tested          151         159         166                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               78          74                                  

  \% At or Above Proficient          55          51                                  

  \% At Advanced                     04          04                                  
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

The Florida Comprehensive Assessment Test (FCAT) reports each student's
Scale Score, which is then assigned an achievement level from 1 to 5

Level 5=Advanced Level 3-4= Proficient Level 2=Basic Level 1=Below Basic

**[Killearn Lakes Elementary (KLES)]{.underline}**

**[Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)]{.underline}**

**[State Criterion-Referenced Test]{.underline}**

Edition/Publication Year [2001-2003, \* New Edition each
year]{.underline}

Publisher [Florida Department Of Education]{.underline}

Fifth Grade Math FCAT SSS

No groups were excluded.

2 students on Special Pupil Progression received an Alternative
Assessment 2002-03;

1 student absent 2001-02

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                      3/03        3/02        3/01        3/00        3/99

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               97          97          96          95          93

  \% At or Above Proficient          83          84          81          69          75

  \% At Advanced                     26          18          14          11          08

  Number of students tested          173         157         162         174         187

  Percent of total students tested   100         99          100         100         100

  Number of students excluded        0           0           0           0           0

  Percent of students excluded       0           0           0           0           0

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. Black                                                                          

  \% At or Above Basic               91          90          92          80          86

  \% At or Above Proficient          70          50          60          45          43

  \% At Advanced                     10          10          04          05          07

  Number of students tested          20          10          25          20          14

  2\. White                                                                          

  \% At or Above Basic               99          98          97          98          93

  \% At or Above Proficient          86          86          84          73          78

  \% At Advanced                     28          18          15          13          08

  Number of students tested          144         139         127         150         167

  3\. Free/Reduced Lunch                                                             

  \% At or Above Basic               100         80          91          83          75

  \% At or Above Proficient          80          60          36          17          33

  \% At Advanced                     20          20          00          00          00

  Number of students tested          10          05          11          06          12

  2\. Not Free/Reduced Lunch                                                         

  \% At or Above Basic               97          98          96          96          94

  \% At or Above Proficient          83          85          84          71          78

  \% At Advanced                     26          18          15          12          09

  Number of students tested          168         152         151         168         175

  **STATE SCORES**                                                                   

  \% At or Above Basic               77          75          73                      

  \% At or Above Proficient          52          48          48                      

  \% At Advanced                     07          06          06                      
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

The Florida Comprehensive Assessment Test (FCAT) reports each student's
Scale Score, which is then assigned an achievement level from 1 to 5

Level 5=Advanced Level 3-4= Proficient Level 2=Basic Level 1=Below Basic