##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply)
**[X]{.underline}** Elementary \_\_ Middle \_\_ High \_\_ K-12
\_\_Charter

Name of Principal [Dr. Suzanne M. Colvin]{.underline}

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

Official School Name [William S. Talbot Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[5701 NW 43^rd^ Street]{.underline}

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

\_\_\_\_[Gainesville]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[FL]{.underline}\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_[32653-]{.underline}\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County \_\_\_\_[Alachua]{.underline} \_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_\_\_[0561]{.underline} \_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 352 ) 955-6716]{.underline} Fax [(352 )
955-7132]{.underline}

Website/URL [http://www.sbac.edu/\~talbot/]{.underline} E-mail
<colvins@sbac.edu>

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. W. Daniel Boyd, Jr.]{.underline}

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

District Name [School Board of Alachua County]{.underline} Tel. [( 352
)955-7300]{.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

(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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(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 for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

[7]{.underline} Middle schools

[0]{.underline} Junior high schools

[7]{.underline} High schools

[6]{.underline} Other

[45]{.underline} TOTAL

2\. District Per Pupil Expenditure: [6181.80]{.underline}

Average State Per Pupil Expenditure: [6443.00]{.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\. [10]{.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**    10        2                      **12**       **7**                             

  **K**       47        47                     **94**       **8**                             

  **1**       69        54                     **123**      **9**                             

  **2**       64        59                     **123**      **10**                            

  **3**       60        67                     **127**      **11**                            

  **4**       70        56                     **126**      **12**                            

  **5**       71        69                     **140**      **Other**                         

  **6**                                                                 391       354         745

                                    **TOTAL                                                   745
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of % White

the students in the school: % Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander

\% 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:
\_\_[12]{.underline}\_\_\_%

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

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

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

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

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

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

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

8\. Limited English Proficient students in the school: [4]{.underline} %

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

Number of languages represented: [7]{.underline} (Among LEP students)

Specify languages: Chinese, French, German, Gujarathi, Japanese, Korean,
and Spanish

9\. Students eligible for free/reduced-priced meals: [15]{.underline} %

Total number students who qualify: [116]{.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: [22]{.underline} %

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

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

[8]{.underline} Autism [2]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [19]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [62]{.underline} Specific Learning
Disability

[2]{.underline} Emotional Disturbance [65]{.underline} Speech or
Language Impairment

[2]{.underline} Hearing Impairment [0]{.underline} Traumatic Brain
Injury

> [26]{.underline} Mental Retardation [2]{.underline} Visual Impairment
> Including Blindness
>
> [130]{.underline} Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers [40]{.underline} [2]{.underline}

Special resource teachers/specialists [16]{.underline} [4]{.underline}

Paraprofessionals [29]{.underline} [10]{.underline}

> Support staff [12]{.underline} [0]{.underline}
>
> Total number [99]{.underline} [16]{.underline}

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

students in the school divided by the FTE of classroom teachers:
[20]{.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.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance   \%          \%          \%          \%          \%

  Daily teacher attendance   \%          \%          \%          \%          \%

  Teacher turnover rate      \%          \%          \%          \%          \%

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

  Student drop-off rate      \%          \%          \%          \%          \%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Talbot begins each year inviting over 750 students, pre-kindergarten
through fifth grade, to its "First Day of School Celebration." Students
are greeted by balloons, banners, Talbot's tiger mascot, theme
characters, and a band performing celebratory tunes. Located in suburban
Gainesville, Florida, Talbot Elementary School strives to make everyday
a learning celebration.

Talbot's mission is:

*"To teach children in a way that promotes academic growth and life-long
learning within a safe, nurturing environment, that recognizes the
diversity of children\'s needs and abilities.\"*

Priorities on which all decisions are based include:

(1) To provide a safe and orderly learning environment;

(2) To maximize learning and academic gains for ALL students; and,

(3) To develop habits and attitudes of responsibility, caring, and
    life-long learning.

Learning is Talbot's central purpose taking precedence over everything
else. An "A" school since the inception of the Florida Recognition
Program, we believe in the ability of *every* student to learn, achieve
high standards, and to continue to grow academically through
differentiated instruction utilizing research-based strategies. All
teachers use a planning system coined as "SHEAP" which ensures *every*
lesson addresses priority learning ***S***-tandards, incorporates
***H***-igh-yield instructional strategies, **E**-ngages learners with
proven engagement techniques, and ***A***-ssesses achievement with
***P***-roduct accountability.

Talbot maintains mutually supportive relationships with parents and
community. Boasting one of the highest volunteerism rates in the county,
Talbot regularly involves parents holding frequent parent conferences,
providing family outreach through its "Tiger Cubs" program, offering
parent education programs like "Family Math Night", and maintaining
communication through daily student planners, weekly folders, and
regular newsletters. Parents help set school goals and policies. Some of
our best ideas have come from parents, ex: Talbot's "Well-Cat" nutrition
and exercise program. Talbot's close ties to families, high standards,
nurturing environment, and deep commitment to learning contribute to a
sense of belonging and pride among students. Values of respect,
tolerance, and inclusion are promoted and celebrated. Over 85% of
disabled students are fully included with 100% included for at least
part of the day. Additionally, students with limited English proficiency
are fully included in the general education program. Science fairs,
international fairs, health and fitness fairs, "Music in Our Schools"
programs, and on-line project and artwork displays celebrate the
accomplishments of students.

Talbot's outstanding teachers and staff are continuously engaged in
professional development through established learning communities
including study groups, a teacher mentoring program with model
classrooms, and teacher leadership teams. Talbot continues to acquire a
large body of knowledge and strategies to improve current practice and
ensure that ALL students achieve adequate learning gains. A school-wide
literacy plan strives to maximize each student's growth in reading and
infuse reading instruction in virtually every activity. Additionally, a
well-developed system for monitoring student performance is used to
improve individual student progress and the instructional program.
Teachers, grade levels, and cross grade-level committees follow a
defined process for using data to make instructional and programmatic
decisions and to identify and remediate gaps in individual student
learning. Extended learning opportunities after school include
supplemental reading instruction, book clubs, chess club, curriculum
clubs, French and Spanish, SECME team, and Talbot's Extended Day
Enrichment Program.

Talbot offers an organized, positive learning environment with clearly
articulated procedures to reduce distractions, maximize instructional
time, and ensure student safety. A positive and proactive behavior
management program, *CHAMPs,* is used throughout the school. Talbot's
strong student support department teaches students to care for
themselves and others, and serves to develop leadership skills through
Talbot's Leading Citizen's and Citizen of the Month programs, Skills for
School Success program, and Safety Patrols.

Talbot Elementary exhibits the best qualities of public education:
access for all, opportunity for all, achievement for all, and value for
all.

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

**1. Describe in one page the meaning of the school's assessment results
in reading and mathematics.**

The Florida Comprehensive Assessment Test (FCAT) was developed to
measure the 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' performance of
writing, reading, mathematics, and science as outlined in the Florida
Sunshine State Standards. The FCAT-NRT is a nationally norm-referenced
test used to compare student performance in reading and mathematics with
the performance of students nationwide. All public school students in
grades 3-10 are required to take both the FCAT-NRT and FCAT-SSS in early
March of each year. The few students with significant disabilities
judged unable to take the FCAT are given an approved Alternative
Assessment.

Test results are used to determine student proficiency of grade level
standards and are one measure of how prepared students are to be
promoted to the next grade level. Based upon scale scores on the
FCAT-SSS, students are assigned a performance level from one to five
(Level 1- Below Basic, Level 2 -- Basic, Level 3 & 4 -- Proficient,
Level 5-Advanced). Students in third grade who perform below basic
(Level 1) in reading are required, by State law, to be retained.
Students are also expected to perform at the 51^st^ percentile or above
on the FCAT-NRT to be considered proficient at that grade level.

Achievement and learning gain scores are provided. The State
statistically converts the FCAT-SSS scale scores into "developmental
scale scores." The difference between the developmental scale score from
one year to the next year results in the "gain score." Gain scores are
determined to be "adequate" if they equal the state's calculation for a
year's growth. Talbot's primary focus is on the achievement of adequate
gain scores, with particular concern for reading gain scores. Average
gain scores for Talbot increased in reading and math (combined) from 99
in 2001-2002 to 180 in 2005! Talbot gain scores have consistently
exceeded average gain scores for the district and state in reading and
have exceeded or equaled district and state gains in mathematics.
Reports available at www.firn.edu/doe/sas/fact/fcinfopg.htm.

Examination of reading and mathematics scores for Talbot Elementary over
the past five years shows continuous improvement. As seen in the chart
below, the percentage of students scoring at a Level 3 (proficient) or
higher increased from 2000-2001 with 85% in reading and 80% in
mathematics scoring at a Level 3 or higher to 2004-2005 with 95% in
reading and 97% in mathematics scoring at a Level 3 or higher.
Additionally students with disabilities scoring a level 3 or higher
increased in reading from 49% in 01-02 to 76% in 04-05 and in math from
41% to 70%.

Talbot Elementary School FCAT-SSS Results for Standard Curriculum
Students in Grades 3-5:

**School Year Level 3+ in Reading** Level 3+ in Math School Grade

  ----------------- ----------------- ----------------- -----------------
  2000-2001         85                80                A

  2001-2002         89                84                A

  2002-2003         91                89                A

  2003-2004         91                89                A

  2004-2005         95                97                A
  ----------------- ----------------- ----------------- -----------------

Reports available at www.firn.edu/doe/schoolgrades/.

Although gains have been achieved each year, there are two years where
significant increases are noted in reading scores, mathematics scores,
or both. A change implemented in the 2001-2002 school year is the
school-wide implementation of a data analysis system in which individual
teachers, grade level teams, and school-wide curriculum teams employ a
system for using data to make instructional and programmatic decisions.
A change implemented in the 2004-2005 school year is the implementation
of the SHEAP planning system, which ensures standards-based lessons,
high levels of student engagement, and assessment and feedback for each
lesson, as well as establishment of learning communities within the
school. Both of these changes are in conjunction with a great deal of
professional development and inservice education.

1.  **Show how the school uses assessment data to understand and improve
    student and school performance**.

Talbot Elementary School began employing a data analysis system in 2001
recommended by Mike Schmoker in his ASCD publication entitled *Results:
The Key to Continuous Improvement.* Every teacher maintains a class
profile sheet with individual student performance and demographic data.
Included are reading, writing, and math achievement scores and
school-based assessment information. Based upon their analysis of the
data (which teachers are trained to do), teachers set individual student
and class academic growth goals and develop action plans to achieve
those goals. Teachers meet with the principal quarterly to review data
and action plans and monitor student and class progress.

Team leaders for each grade and instructional area present compiled data
to their team and collaboratively determine strengths, weaknesses, and
goals. A team instructional action plan is then developed. Similarly,
Talbot's Curriculum Council uses compiled total school performance and
demographic data, including disaggregated data, to identify school-wide
instructional priorities and identify subgroups in need of specialized
interventions as well as curricular areas in need of improvement. Ex:
Gifted students demonstrated inadequate gains in reading resulting in
gifted programmatic changes. School-wide data is reviewed three times a
year with the entire faculty to determine effective school-wide
interventions and areas needing further improvement. Professional
development is aligned with the needs, goals, and objectives resulting
from data analysis.

Virtually every organization within Talbot utilizes assessment data to
improve student and school performance. Talbot's School Advisory Council
uses data to determine student performance goals and objectives each
year and to determine the amount of improvement necessary to have
achieved "adequate progress." The Student Services Department uses data
to identify students in need of possible testing for special programs or
individualized assistance with the ESE Department using assessment data
to provide a diagnostic/prescriptive program for students and to assist
with developing differentiated instruction in the classroom.

**4. Describe in one-half page how the school communicates student
performance, including assessment data, to parents, students, and the
community.**

Student assessment data are shared with students, parents, and the
community on a regular basis. Standardized test results are shared in a
parent conference with parents, if possible, or sent home with students
at the end of the year or mailed via U.S. Mail. Full explanations as to
how to interpret the scores are provided along with a contact number at
the school if a parent has questions.

School results are published on the school and district website, the
Department of Education website, featured in a special edition of the
monthly newsletter, shared at Parent-Teacher Association and School
Advisory Council meetings, and published in the local newspaper. In
addition, school assessment data is shared in a document entitled, "Can
We Talk?" which is written by the principal and sent to all parents six
times a year as a response to questions and issues that arise as a
result of the School Climate Survey sent each year. Finally, a public
hearing with the school community is required when presenting the
school's proposed School Improvement Plan where assessment results are
shared as well.

Individual student classroom performance is regularly communicated to
students and parents through weekly work folders, school-wide parent
conference evenings held three times a year, daily student planners in
grades 3-5, Mid-Term Progress Reports, and via e-mail, phone
conferences, notes, and report cards. Teachers conference with students
regarding their academic progress on a regular basis. Talbot has a
strict "No Surprises Policy" requiring that students and parents be kept
informed as to their progress and how they can improve. Finally, the
principal reviews all assessment data on individual students with her
support team to determine if an Educational Planning Team (EPT) meeting
is necessary to address concerns or discrepancies in a student's
performance. Parents, counselors, teachers, and administrators review
student assessment data at the meeting and develop interventions to
address academic concerns.

**5. Describe in one-half page how the school has shared and will
continue to share its successes with other schools.**

Talbot Elementary School strives to make the school a friendly, caring,
and welcoming environment. We have partnerships with various departments
at the University of Florida and welcome and work with many student
interns. Currently, Talbot Elementary School is part of a cohort with
six other schools to work collaboratively with the Lastinger Center at
the University of Florida in developing and maintaining learning
communities within the school. Principals of these schools meet
regularly and schools send visiting teams of teachers to each other to
gain knowledge and ideas from schools they visit.

Talbot is known for its high level of inclusion of students with
disabilities in the general education program, including students with
very involved disabilities. Working with 8 other schools in the county
as part of a county-wide inclusion study team, we have hosted many, many
visiting teachers and professionals who wish to come to the school to
learn methods for including students with disabilities. We not only have
in-county visitors but have had visiting teachers and professionals from
other parts of the state as well.

Talbot has many highly qualified teachers and staff who regularly
present at district, state, and national educational conferences. One
teacher publishes success stories from Talbot on a regular basis for a
local educational publication. Two teachers teach graduate level courses
at the University of Florida for teachers and prospective teachers from
around the county and surrounding area. Six teachers serve as trainers
for district teachers teaching a variety of instructional or behavioral
strategies such as CRISS strategies, ESOL strategies, and Kagen
structures. Two teachers are facilitators for the county in the teacher
orientation program for beginning teachers. Additionally, Talbot has
partnered with other schools for professional development sessions and
training.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. **Curriculum:** **Describe in one page the school's curriculum.**

Talbot's overriding focus is on ensuring that all students continuously
achieve adequate learning gains, regardless of their current achievement
level. As such, high academic expectations supported by excellent and
differentiated instruction within a learning environment that encourages
acceptance and risk taking must be in place. All instruction at Talbot
is designed to teach the Florida Sunshine State Standards, with priority
given to reading standards. Reading is integrated in every area of
instruction, recognizing the impact reading proficiency has on all areas
of learning.

# Language Arts

The language arts curriculum is comprised of reading, writing, speaking,
and listening. Beginning with a strong phonemic awareness program in
kindergarten and first grade, students move toward becoming fluent and
proficient readers by the end of third grade applying and expanding
their reading skills in grades 4 & 5 using more challenging texts such
as expository texts, writing to support their reading, and honing their
comprehension and meta-cognition skills. The K-5 program is built upon
the five keys to reading: phonemic awareness, phonics, vocabulary,
fluency, and comprehension. Grade level instruction is provided for all
students *including* students with disabilities. Leveled reading
instruction, intensive support for struggling readers, and above-level
instruction for gifted and talented readers is provided. A writing
instructional scope and sequence is followed from grades K-5 to ensure
that all students write narrative, expository, and persuasive essays by
the end of grade 5 which are focused, organized, well developed, and
follow basic conventions. Listening and speaking skills are integrated
throughout the curriculum.

# Mathematics

Talbot's mathematics program is based on the five critical components of
number sense, measurement, probability, algebraic thinking, and
geometry. Students are encouraged to think critically, engage in problem
solving, and apply their mathematical knowledge. Grade level instruction
is provided for all students *including* students with disabilities.
Leveled instruction and intensive support for struggling students is
provided as well as an advanced mathematics program for gifted and
talented students.

# Science and Social Studies

A major focus of content area instruction is increasing each child's
ability to read and comprehend content-based text. Direct instruction in
how to read content area textbooks is provided as well as using
non-fiction leveled books during guided leveled reading and content
instruction. Graphic organizers and note-taking strategies are taught
(CRISS strategies) to help students read, organize, and comprehend
informational material. An important feature of the science program is
using and understanding the scientific process through hands on
instruction and experimentation. Students in grades 3-5 visit a science
lab weekly and upper level students are given the opportunity to conduct
simulated science experiments in the computer lab. Each year Talbot
hosts a science fair where students display science projects. Fourth and
fifth grade students also submit engineering projects for county-level
SECME competition. The social studies program develops awareness of and
appreciation for other cultures, develops responsible citizens, and
helps students to acquire knowledge of significant world events.
Hands-on projects are displayed at Talbot's educational fair and the
International Fair. Internet research studies are conducted which
includes developing a Power-Point presentation by the end of fifth
grade.

# The Arts & Physical Education

Talbot has a strong and viable fine arts program in which students
attend art and music classes weekly. Even within the fine arts, teachers
reinforce academic skills. Students perform chorally each year, display
artwork of many genres such as clay, weaving, painting, and charcoal,
and express their appreciation of the fine arts through their
participation in integrated units. Talbot provides a comprehensive
physical education program with PE classes provided in grades K-5 twice
a week and taught by a certified PE instructor. Additionally, there is a
"Morning Milers" club where students may come before school to walk or
run the track. Students with disabilities, including those with
significant disabilities, are included in general physical education
classes where teachers certified in adaptive PE teach them.

2\. **Reading: Describe in one-half page the school's reading
curriculum.**

Talbot Elementary School has a School-Wide Literacy Improvement Plan
developed collaboratively by teachers representing all grade levels and
instructional areas who serve on Talbot's Reading Leadership Team. The
plan is based upon student performance data indicating reading strengths
and areas in need of improvement, Florida State Sunshine Standards for
Reading, and current research in effective reading instruction. The
Literacy Plan serves as a guide and programmatic framework for all
reading instruction throughout the school with the goal of ensuring that
all students are proficient in reading AND continuously improve in their
reading proficiency achieving adequate yearly gains. The six components
of the Literacy plan are: (1) Teaching priority reading standards
including the five essential reading components of phonemic awareness,
phonics, vocabulary, fluency, and comprehension; (2) Providing
instruction across the curriculum in the six reading comprehension
strategies of predicting, making connections, summarizing, visualizing,
questioning, and inferring, identified in the research as key to
continued reading growth; (3) Ensuring differentiated instruction which
includes providing a diagnostic-prescriptive ESE program with
supplemental reading instruction, providing leveled reading instruction
for a portion of the 90-120 minute reading block while challenging
higher ability reading students using a specialized curriculum (*William
and Mary's Language Arts Program for High Ability Learners*); (4)
Teaching reading in the content area giving students strategies they can
use to organize, recall, and comprehend information texts; (5)
Assessment-based planning and instruction; and (6) Strong and varied
professional development. Research support programs utilized to support
Talbot's literacy plan are Harcourt's *Trophies* reading series
supplemented by *Open Court* reading series in grades K-2 and the
Kendall-Hunt *Pegasus* reading program (based upon CRISS strategies) in
grades 4 and 5. Additionally, the *Jamestown Non-Fiction Reading Series*
is used as part of leveled reading instruction and content-area reading
for grades 3-5. *Accelerated Reader* software is used along with student
conferencing and reading response logs to monitor independent reading as
part of Talbot's school-wide homework plan requiring 20 -- 45 minutes of
reading a night.

3.  **Mathematics, Science, Art, Etc.: Describe one other curriculum
    area of the school's choice.**

Talbot Elementary School's mission is to "teach children in a way that
promotes academic growth and life-long learning ...recognizing the
diversity of children's needs and abilities." Essential to achieving
this mission is the prioritization and instruction of mathematical and
problem solving abilities, challenging all children at their ability and
increasing their confidence in themselves and in their mathematical and
problem solving abilities. Providing a standards-based mathematics
program aligned with the Florida Sunshine State Standards is the first
and most important step in achieving this goal. Achievement of these
standards moves students beyond basic computation proficiency to being
proficient in number and operational concepts, measurement, geometry and
spatial sense, algebraic thinking, problem solving, and statistics &
probability. Utilizing the research-based Harcourt Math series as the
core program, teachers supplement their instruction with the Sunshine
State Math program, a challenging program designed to teach higher-level
thinking and problem solving skills. Fundamental to all mathematics and
thinking skills is the attainment of basic mathematical facts. Talbot
has a school-wide math facts computer program, *Math in a Flash,* used
both at school and at home. Math facts competition programs for grades 4
and 5 and classroom incentives in other grade levels motivate and
encourage students. An accelerated mathematics program is offered in
grades 4 and 5 for students demonstrating gifted abilities in
mathematics. Instruction is problem-solving based with students able to
progress as far as they are capable. Students in need of remediation are
provided remediation in the classroom and all mathematics instruction is
differentiated to meet individual needs of students and for students
with disabilities. Mathematics is integrated into other subjects,
particularly in science, through utilization of GEMS (Great Expectations
in Math and Science) and AIMS (Activities Integrating Math and Science)
materials during math and science instruction and in Talbot's science
lab. School-wide math activities include Chess Club, SECME club, after
school math club, and "Family Math Night." Due to our outstanding math
teachers who utilize instructional strategies recommended by the
National Council of Teachers of Mathematics, Talbot students soar in the
mathematical achievement, leave with a confident attitude in
mathematics, and have skills, which facilitate life-long learning.

4.  **Instructional Methods: Describe different instructional methods
    the school uses to improve student learning.**

Instructional methods utilized at Talbot Elementary School are primarily
derived from the nine categories of high-yield strategies *proven* to
increase student achievement and outlined in the book, *Classroom
Instruction that Works: Research-Based Strategies for Increasing Student
Achievement.* Talbot's school-wide planning system (*SHEAP*) described
earlier and used by teachers when planning for instruction, calls for
[H]{.underline}igh -- yield strategies to be utilized in each
instructional lesson. High-yield strategies are highlighted as follows
with examples of how Talbot uses these strategies to improve student
learning:

1.  Identifying similarities and differences: ex. Venn diagrams,
    compare/contrast charts, *WordMasters* --program that uses analogies
    to introduce and learn vocabulary;

2.  Summarizing and note taking: ex. CRISS strategies, two-column notes,
    one-sentence summaries, reciprocal teaching, summarization charts &
    graphic organizers;

3.  Reinforcing effort and providing recognition: ex. TLC program
    recognizing students for improvement academically or behaviorally,
    use of specific academic praise, student-teacher conferencing;

4.  Non-linguistic representations: ex. CRISS strategies, graphic
    organizers, visual imagery, and pictographic representations;

5.  Setting objectives and providing feedback: ex. student goal setting,
    direct instruction of learning objective, posting Sunshine State
    Standards in classrooms;

6.  Cooperative learning: ex. Kagen cooperative grouping structures,
    reciprocal teaching;

7.  Appropriate homework and practice: ex. School-wide homework
    requirement of 20 -- 45 minutes of reading each night;

8.  Generating and testing hypotheses: ex. Scientific method, predicting
    and confirming charts, problem solving; investigations; and,

9.  Cues, questions, and advance organizers: ex. reciprocal teaching,
    Bloom's taxonomy for questioning, QAR's, and CRISS strategies.

```{=html}
<!-- -->
```
5.  **Professional Development: Describe the school's professional
    development program.**

Talbot has adopted the premise that the most promising strategy for
sustained, substantive school improvement is developing the ability of
school personnel to function as professional learning communities.
Through mutual cooperation, shared learning, and professional growth,
Talbot teachers work together to improve student achievement. In
partnership with the Lastinger Center, established to facilitate the
development of professional learning communities, Talbot uses
professional development to accomplish the following goals: 1) maximize
our capacity for change and improvement, 2) enhance teacher
effectiveness in ensuring academic success and learning gains, and 3)
increase professional collaboration and conversations in order to
"accomplish together what cannot be accomplished alone." Professional
development structures include whole faculty sessions where high-yield
strategies are modeled, teachers or consultants present effective
instructional strategies, staff are trained in how to operate as
learning communities, and school-wide goals, priorities, and processes
(ex. data analysis process) are developed; team meetings where
performance data is analyzed, team/grade level goals and interventions
are developed, student work is "studied" together, and inquiry and
reflection sessions are conducted and led by team leaders; book
clubs/study groups where teachers lead other teachers in study and
discussion of research and literature; model classrooms designated as
settings to observe specific instructional strategies or programs;
mentorships including mentoring new teachers or teachers trying new
strategies; and video training sessions. Some of the clearest examples
of the impact of training on achievement can be seen when noting the
significant increase in test scores from 2001 to 2002 after the staff
was trained in how to utilize student performance data to plan for
instruction (increased 5 percent in number of students achieving
proficiency in reading and math) and from 2004 to 2005 with training in
and implementation of the *SHEAP* planning system where teachers worked
collaboratively to learn how to provide standards-based lessons,
utilizing high-yield strategies, attain high learner engagement, and
assess lesson achievement (5-8% increase in number of students achieving
proficiency in reading and math).

# 

Test: [FCAT Sunshine State Standards]{.underline} Edition/Publication
Year: [2001 through 2005]{.underline}

Publisher: [Florida Department of Education]{.underline}

(Gr. 4 only)

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        3/05        3/04        3/03        3/02        3/01

  **SCHOOL SCORES\***                                                                  

  \% At or Above Basic Level on State  99          97          98          96          93
  Standards                                                                            

  \% At or Above Proficient on State   95          90          91          89          83
  Standards                                                                            

  \% At Advanced State Standards       27          21          17          19          54

  Number of students tested            386         423         401         429         130

  Percent of total students tested     99          100         100         100         99

  Number of students alternatively     8           3           9           10          \+
  assessed                                                                             

  Percent of students alternatively    2           1           2           2           \+
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. White                                                                            

  \% At or Above Basic Level on State  98          97          97          95          93
  Standards                                                                            

  \% At or Above Proficient on State   93          90          89          89          86
  Standards                                                                            

  \% At Advanced State Standards       25          19          16          16          59

  Number of students tested            268         276         258         282         94

  2\. Black                                                                            

  \% At or Above Basic Level on State  85          83          75          67          68
  Standards                                                                            

  \% At or Above Proficient on State   67          62          52          41          46
  Standards                                                                            

  \% At Advanced State Standards       8           3           3           00          14

  Number of students tested            33          68          79          89          69

                                                                                       

  3\. Asian                                                                            

  \% At or Above Basic Level on State  100         84          95          \+          \+
  Standards                                                                            

  \% At or Above Proficient on State   98          83          87          \+          \+
  Standards                                                                            

  \% At Advanced State Standards       22          26          38          \+          \+

  Number of students tested            46          44          32          27          8

                                                                                       

  4\. Free or reduced lunch                                                            

  \% At or Above Basic Level on State  99          85          91          73          \+
  Standards                                                                            

  \% At or Above Proficient on State   83          70          63          58          \+
  Standards                                                                            

  \% At Advanced State Standards       8           11          6           7           \+

  Number of students tested            58          83          103         107         \+

                                                                                       

  5\. Students with disabilities                                                       

  \% At or Above Basic Level on State  85          84          78          68          \+
  Standards                                                                            

  \% At or Above Proficient on State   76          73          56          49          \+
  Standards                                                                            

  \% At Advanced State Standards       4           6           4           9           \+

  Number of students tested            83          90          90          90          16

                                                                                       

  6\. Specific learning disabled                                                       

  \% At or Above Basic Level on State  85          87          81          63          68
  Standards                                                                            

  \% At or Above Proficient on State   76          77          61          34          68
  Standards                                                                            

  \% At Advanced State Standards       4           8           4           7           53

  Number of students tested            59          68          48          60          13

                                                                                       

  7\. Section 504                                                                      

  \% At or Above Basic Level on State  97          \+          \+          \+          \+
  Standards                                                                            

  \% At or Above Proficient on State   76          \+          \+          \+          \+
  Standards                                                                            

  \% At Advanced State Standards       14          \+          \+          \+          \+

  Number of students tested            37          32          16          18          9

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

\*Standard Curriculum + Data unavailable.

Basic = Lv 2 Meeting State Standards = Lv 3&4 Advanced State Standard =
Lv 5

Students alternatively assessed are primarily students from one of the
two functional ESE units at Talbot.

Subject: Reading Grade: 3

[FCAT Sunshine State Standards]{.underline} Edition/Publication Year:
[2001 through 2005]{.underline}

Publisher: [Florida Department of Education]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        3/05        3/04        3/03        3/02        3/01

  **SCHOOL SCORES\***                                                                  

  \% At or Above Basic Level on State  100         97          97          95          \+
  Standards                                                                            

  \% At or Above Proficient on State   95          92          89          86          \+
  Standards                                                                            

  \% At Advanced State Standards       20          21          16          23          \+

  Number of students tested            133         160         123         142         \+

  Percent of total students tested     99          100         100         100         \+

  Number of students alternatively     2           1           2           3           \+
  assessed                                                                             

  Percent of students alternatively    1%          \<1         1           2           \+
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. White                                                                            

  \% At or Above Basic Level on State  95          97          96          98          \+
  Standards                                                                            

  \% At or Above Proficient on State   91          93          89          95          \+
  Standards                                                                            

  \% At Advanced State Standards       20          19          14          26          \+

  Number of students tested            96          107         84          90          \+

  2\. Black                                                                            

  \% At or Above Basic Level on State  100         87          95          79          \+
  Standards                                                                            

  \% At or Above Proficient on State   \+          71          60          53          \+
  Standards                                                                            

  \% At Advanced State Standards       \+          4           5           00          \+

  Number of students tested            9           24          22          34          \+

                                                                                       

  3\. Asian                                                                            

  \% At or Above Basic Level on State  100         82          100         \+          \+
  Standards                                                                            

  \% At or Above Proficient on State   100         82          100         \+          \+
  Standards                                                                            

  \% At Advanced State Standards       20          35          70          \+          \+

  Number of students tested            15          17          10          6           \+

                                                                                       

  4\. Free or reduced lunch                                                            

  \% At or Above Basic Level on State  100         91          97          86          \+
  Standards                                                                            

  \% At or Above Proficient on State   80          64          67          69          \+
  Standards                                                                            

  \% At Advanced State Standards       15          14          12          12          \+

  Number of students tested            20          22          33          42          \+

                                                                                       

  5\. Students with disabilities                                                       

  \% At or Above Basic Level on State  78          89          95          85          \+
  Standards                                                                            

  \% At or Above Proficient on State   70          81          68          75          \+
  Standards                                                                            

  \% At Advanced State Standards       4           8           5           15          \+

  Number of students tested            23          38          22          27          \+

                                                                                       

  6\. Specific learning disabled                                                       

  \% At or Above Basic Level on State  77          93          100         \+          \+
  Standards                                                                            

  \% At or Above Proficient on State   62          83          73          \+          \+
  Standards                                                                            

  \% At Advanced State Standards       8           10          00          \+          \+

  Number of students tested            13          29          15          9           \+

                                                                                       

  7\. Section 504                                                                      

  \% At or Above Basic Level on State  100         80          \+          \+          \+
  Standards                                                                            

  \% At or Above Proficient on State   80          60          \+          \+          \+
  Standards                                                                            

  \% At Advanced State Standards       20          7           \+          \+          \+

  Number of students tested            15          15          3           2           \+

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

\*Standard Curriculum + Data unavailable.

Basic = Lv 2 Meeting State Standards = Lv 3&4 Advanced State Standard =
Lv 5

Students alternatively assessed are primarily students from one of the
two functional ESE units at Talbot.

Subject: Reading Grade: 4

Test: [FCAT Sunshine State Standards]{.underline} Edition/Publication
Year: [2001 through 2005]{.underline}

Publisher: [Florida Department of Education]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        3/05        3/04        3/03        3/02        3/01

  **SCHOOL SCORES\***                                                                  

  \% At or Above Basic Level on State  99          100         96          94          93
  Standards                                                                            

  \% At or Above Proficient on State   96          94          90          87          83
  Standards                                                                            

  \% At Advanced State Standards       28          21          21          18          18

  Number of students tested            135         124         136         156         130

  Percent of total students tested     99          100         100         100         99

  Number of students alternatively     3           1           4           4           \+
  assessed                                                                             

  Percent of students alternatively    2           \<1         3           3           \+
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. White                                                                            

  \% At or Above Basic Level on State  98          98          96          90          93
  Standards                                                                            

  \% At or Above Proficient on State   95          94          87          82          87
  Standards                                                                            

  \% At Advanced State Standards       22          19          18          14          20

  Number of students tested            93          85          82          99          130

  2\. Black                                                                            

  \% At or Above Basic Level on State  85          93          67          53          68
  Standards                                                                            

  \% At or Above Proficient on State   54          73          57          34          46
  Standards                                                                            

  \% At Advanced State Standards       8           4           00          00          5

  Number of students tested            13          15          30          30          22

                                                                                       

  3\. Asian                                                                            

  \% At or Above Basic Level on State  100         88          100         92          \+
  Standards                                                                            

  \% At or Above Proficient on State   100         88          73          77          \+
  Standards                                                                            

  \% At Advanced State Standards       27          35          36          38          \+

  Number of students tested            15          16          11          13          8

                                                                                       

  4\. Free or reduced lunch                                                            

  \% At or Above Basic Level on State  100         89          76          58          \+
  Standards                                                                            

  \% At or Above Proficient on State   85          72          64          39          \+
  Standards                                                                            

  \% At Advanced State Standards       00          14          6           5           \+

  Number of students tested            13          28          33          38          \+

                                                                                       

  5\. Students with disabilities                                                       

  \% At or Above Basic Level on State  91          86          69          51          \+
  Standards                                                                            

  \% At or Above Proficient on State   76          77          50          30          \+
  Standards                                                                            

  \% At Advanced State Standards       3           8           3           3           \+

  Number of students tested            34          22          32          37          \+

                                                                                       

  6\. Specific learning disabled                                                       

  \% At or Above Basic Level on State  92          89          76          50          68
  Standards                                                                            

  \% At or Above Proficient on State   75          84          58          26          68
  Standards                                                                            

  \% At Advanced State Standards       4           10          6           3           15

  Number of students tested            24          19          17          30          13

                                                                                       

  7\. Section 504                                                                      

  \% At or Above Basic Level on State  93          \+          \+          \+          \+
  Standards                                                                            

  \% At or Above Proficient on State   73          \+          \+          \+          \+
  Standards                                                                            

  \% At Advanced State Standards       7           \+          \+          \+          \+

  Number of students tested            15          8           4           7           9

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

\*Standard Curriculum

Basic = Lv 2 Meeting State Standards = Lv 3&4 Advanced State Standard =
Lv 5

Students alternatively assessed are primarily students from one of the
two functional ESE units at Talbot.

\+ Data unavailable.

Test: [FCAT Sunshine State Standards]{.underline} Edition/Publication
Year: [2001 through 2005]{.underline}

Publisher: [Florida Department of Education]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        3/05        3/04        3/03        3/02        3/01

  **SCHOOL SCORES\***                                                                  

  \% At or Above Basic Level on State  99          93          99          98          \+
  Standards                                                                            

  \% At or Above Proficient on State   94          84          94          94          \+
  Standards                                                                            

  \% At Advanced State Standards       32          22          15          15          \+

  Number of students tested            118         139         142         131         \+

  Percent of total students tested     99          100         100         100         \+

  Number of students alternatively     3           1           3           3           \+
  assessed                                                                             

  Percent of students alternatively    3           \<1         1           2           \+
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. White                                                                            

  \% At or Above Basic Level on State  100         96          99          98          \+
  Standards                                                                            

  \% At or Above Proficient on State   96          82          95          90          \+
  Standards                                                                            

  \% At Advanced State Standards       32          20          16          16          \+

  Number of students tested            79          84          92          93          \+

  2\. Black                                                                            

  \% At or Above Basic Level on State  100         69          63          68          \+
  Standards                                                                            

  \% At or Above Proficient on State   73          51          44          56          \+
  Standards                                                                            

  \% At Advanced State Standards       9           00          00          00          \+

  Number of students tested            11          29          27          25          \+

                                                                                       

  3\. Asian                                                                            

  \% At or Above Basic Level on State  100         82          92          \+          \+
  Standards                                                                            

  \% At or Above Proficient on State   94          64          84          \+          \+
  Standards                                                                            

  \% At Advanced State Standards       19          9           17          \+          \+

  Number of students tested            16          11          12          8           \+

                                                                                       

  4\. Free or reduced lunch                                                            

  \% At or Above Basic Level on State  96          76          70          74          \+
  Standards                                                                            

  \% At or Above Proficient on State   80          65          51          67          \+
  Standards                                                                            

  \% At Advanced State Standards       8           6           00          4           \+

  Number of students tested            25          33          37          27          \+

                                                                                       

  5\. Students with disabilities                                                       

  \% At or Above Basic Level on State  100         78          69          69          \+
  Standards                                                                            

  \% At or Above Proficient on State   88          56          51          42          \+
  Standards                                                                            

  \% At Advanced State Standards       4           3           3           8           \+

  Number of students tested            26          32          36          26          \+

                                                                                       

  6\. Specific learning disabled                                                       

  \% At or Above Basic Level on State  100         80          69          76          \+
  Standards                                                                            

  \% At or Above Proficient on State   91          65          50          43          \+
  Standards                                                                            

  \% At Advanced State Standards       5           5           4           10          \+

  Number of students tested            22          20          36          21          \+

                                                                                       

  7\. Section 504                                                                      

  \% At or Above Basic Level on State  \+          \+          \+          \+          \+
  Standards                                                                            

  \% At or Above Proficient on State   \+          \+          \+          \+          \+
  Standards                                                                            

  \% At Advanced State Standards       \+          \+          \+          \+          \+

  Number of students tested            7           9           9           9           \+

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

\*Standard Curriculum

Basic = Lv 2 Meeting State Standards = Lv 3&4 Advanced State Standard =
Lv 5

Students alternatively assessed are primarily students from one of the
two functional ESE units at Talbot.

\+ Data unavailable.

[Mathematics]{.underline} Grade: 3-5

Test: [FCAT Sunshine State Standards]{.underline} Edition/Publication
Year: [2001 through 2005]{.underline}

Publisher: [Florida Department of Education]{.underline}

(Gr. 5 only)

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        3/05        3/04        3/03        3/02        3/01

  **SCHOOL SCORES\***                                                                  

  \% At or Above Basic Level on State  98          94          92          88          93
  Standards                                                                            

  \% At or Above Proficient on State   97          89          89          84          80
  Standards                                                                            

  \% At Advanced State Standards       29          27          25          19          21

  Number of students tested            389         423         401         429         140

  Percent of total students tested     99          100         100         100         99

  Number of students alternatively     8           3           9           10          \+
  assessed                                                                             

  Percent of students alternatively    2           \<1         2           2           \+
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. White                                                                            

  \% At or Above Basic Level on State  98          96          96          95          91
  Standards                                                                            

  \% At or Above Proficient on State   94          89          85          85          79
  Standards                                                                            

  \% At Advanced State Standards       28          23          23          19          18

  Number of students tested            271         276         258         281         139

  2\. Black                                                                            

  \% At or Above Basic Level on State  85          83          74          62          78
  Standards                                                                            

  \% At or Above Proficient on State   58          51          54          42          63
  Standards                                                                            

  \% At Advanced State Standards       1           0           2           5           9

  Number of students tested            33          68          79          89          69

                                                                                       

  3\. Asian                                                                            

  \% At or Above Basic Level on State  100         100         100         92          92
  Standards                                                                            

  \% At or Above Proficient on State   97          89          97          89          92
  Standards                                                                            

  \% At Advanced State Standards       33          47          54          43          33

  Number of students tested            46          44          33          27          12

                                                                                       

  4\. Free or reduced lunch                                                            

  \% At or Above Basic Level on State  93          85          77          67          \+
  Standards                                                                            

  \% At or Above Proficient on State   78          56          62          58          \+
  Standards                                                                            

  \% At Advanced State Standards       6           6           10          6           \+

  Number of students tested            60          81          103         107         \+

                                                                                       

  5\. Students with disabilities                                                       

  \% At or Above Basic Level on State  90          80          71          64          \+
  Standards                                                                            

  \% At or Above Proficient on State   78          66          52          46          \+
  Standards                                                                            

  \% At Advanced State Standards       10          4           4           4           \+

  Number of students tested            85          92          90          89          \+

                                                                                       

  6\. Specific learning disabled                                                       

  \% At or Above Basic Level on State  90          93          78          65          \+
  Standards                                                                            

  \% At or Above Proficient on State   73          64          54          46          \+
  Standards                                                                            

  \% At Advanced State Standards       11          6           4           00          \+

  Number of students tested            60          68          58          60          7

                                                                                       

  7\. Section 504                                                                      

  \% At or Above Basic Level on State  97          \+          \+          \+          \+
  Standards                                                                            

  \% At or Above Proficient on State   83          \+          \+          \+          \+
  Standards                                                                            

  \% At Advanced State Standards       17          \+          \+          \+          \+

  Number of students tested            22          32          16          18          4
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Standard Curriculum

Basic = Lv 2 Meeting State Standards = Lv 3&4 Advanced State Standard =
Lv 5

Students alternatively assessed are primarily students from one of the
two functional ESE units at Talbot.

\+ Data unavailable.

[Mathematics]{.underline} Grade: 3

Test: [FCAT Sunshine State Standards]{.underline} Edition/Publication
Year: [2001 through 2005]{.underline}

Publisher: [Florida Department of Education]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        3/05        3/04        3/03        3/02        3/01

  **SCHOOL SCORES\***                                                                  

  \% At or Above Basic Level on State  99          97          97          94          \+
  Standards                                                                            

  \% At or Above Proficient on State   97          92          94          84          \+
  Standards                                                                            

  \% At Advanced State Standards       35          29          29          22          \+

  Number of students tested            133         160         123         142         \+

  Percent of total students tested     99          100         100         100         \+

  Number of students alternatively     2           1           2           0           \+
  assessed                                                                             

  Percent of students alternatively    1           \<1         1           0           \+
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. White                                                                            

  \% At or Above Basic Level on State  98          98          98          97          \+
  Standards                                                                            

  \% At or Above Proficient on State   96          92          93          89          \+
  Standards                                                                            

  \% At Advanced State Standards       35          27          31          27          \+

  Number of students tested            96          107         123         90          \+

  2\. Black                                                                            

  \% At or Above Basic Level on State  100         75          91          65          \+
  Standards                                                                            

  \% At or Above Proficient on State   \+          63          78          50          \+
  Standards                                                                            

  \% At Advanced State Standards       \+          00          5           3           \+

  Number of students tested            9           24          22          34          \+

                                                                                       

  3\. Asian                                                                            

  \% At or Above Basic Level on State  100         100         100         \+          \+
  Standards                                                                            

  \% At or Above Proficient on State   100         94          100         \+          \+
  Standards                                                                            

  \% At Advanced State Standards       40          41          50          \+          \+

  Number of students tested            15          17          10          5           \+

                                                                                       

  4\. Free or reduced lunch                                                            

  \% At or Above Basic Level on State  95          77          94          76          \+
  Standards                                                                            

  \% At or Above Proficient on State   90          54          85          64          \+
  Standards                                                                            

  \% At Advanced State Standards       5           5           12          12          \+

  Number of students tested            20          22          33          42          \+

                                                                                       

  5\. Students with disabilities                                                       

  \% At or Above Basic Level on State  91          87          91          70          \+
  Standards                                                                            

  \% At or Above Proficient on State   78          76          69          55          \+
  Standards                                                                            

  \% At Advanced State Standards       17          5           5           11          \+

  Number of students tested            23          38          22          27          \+

                                                                                       

  6\. Specific learning disabled                                                       

  \% At or Above Basic Level on State  92          90          93          \+          \+
  Standards                                                                            

  \% At or Above Proficient on State   77          76          73          \+          \+
  Standards                                                                            

  \% At Advanced State Standards       15          7           00          \+          \+

  Number of students tested            15          29          15          9           \+

                                                                                       

  7\. Section 504                                                                      

  \% At or Above Basic Level on State  100         80          \+          \+          \+
  Standards                                                                            

  \% At or Above Proficient on State   93          61          \+          \+          \+
  Standards                                                                            

  \% At Advanced State Standards       27          27          \+          \+          \+

  Number of students tested            15          15          3           2           \+

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

\*Standard Curriculum

Basic = Lv 2 Meeting State Standards = Lv 3&4 Advanced State Standard =
Lv 5

Students alternatively assessed are primarily students from one of the
two functional ESE units at Talbot.

\+ Data unavailable.

Subject [Mathematics]{.underline} Grade: 4

[FCAT Sunshine State Standards]{.underline} Edition/Publication Year:
[2001 through 2005]{.underline}

Publisher: [Florida Department of Education]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        3/05        3/04        3/03        3/02        3/01

  **SCHOOL SCORES\***                                                                  

  \% At or Above Basic Level on State  99          99          98          94          \+
  Standards                                                                            

  \% At or Above Proficient on State   94          97          84          83          \+
  Standards                                                                            

  \% At Advanced State Standards       26          25          21          14          \+

  Number of students tested            136         124         136         156         \+

  Percent of total students tested     99          100         100         100         \+

  Number of students alternatively     3           1           4           4           \+
  assessed                                                                             

  Percent of students alternatively    2           1           3           3           \+
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. White                                                                            

  \% At or Above Basic Level on State  97          100         95          93          \+
  Standards                                                                            

  \% At or Above Proficient on State   95          95          83          80          \+
  Standards                                                                            

  \% At Advanced State Standards       22          20          17          9           \+

  Number of students tested            94          85          82          98          \+

  2\. Black                                                                            

  \% At or Above Basic Level on State  77          93          67          57          \+
  Standards                                                                            

  \% At or Above Proficient on State   31          53          44          30          \+
  Standards                                                                            

  \% At Advanced State Standards       0           00          00          00          \+

  Number of students tested            13          15          30          30          \+

                                                                                       

  3\. Asian                                                                            

  \% At or Above Basic Level on State  100         100         100         92          \+
  Standards                                                                            

  \% At or Above Proficient on State   100         81          100         92          \+
  Standards                                                                            

  \% At Advanced State Standards       33          44          36          46          \+

  Number of students tested            15          16          11          13          \+

                                                                                       

  4\. Free or reduced lunch                                                            

  \% At or Above Basic Level on State  92          100         76          61          \+
  Standards                                                                            

  \% At or Above Proficient on State   62          60          52          40          \+
  Standards                                                                            

  \% At Advanced State Standards       5           4           9           00          \+

  Number of students tested            13          26          33          38          \+

                                                                                       

  5\. Students with disabilities                                                       

  \% At or Above Basic Level on State  85          95          59          61          \+
  Standards                                                                            

  \% At or Above Proficient on State   68          57          50          36          \+
  Standards                                                                            

  \% At Advanced State Standards       6           00          00          00          \+

  Number of students tested            34          22          32          36          \+

                                                                                       

  6\. Specific learning disabled                                                       

  \% At or Above Basic Level on State  83          100         76          63          \+
  Standards                                                                            

  \% At or Above Proficient on State   67          63          70          37          \+
  Standards                                                                            

  \% At Advanced State Standards       8           00          00          00          \+

  Number of students tested            24          19          17          30          \+

                                                                                       

  7\. Section 504                                                                      

  \% At or Above Basic Level on State  93          \+          \+          \+          \+
  Standards                                                                            

  \% At or Above Proficient on State   73          \+          \+          \+          \+
  Standards                                                                            

  \% At Advanced State Standards       7           \+          \+          \+          \+

  Number of students tested            15          8           4           7           \+

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

\*Standard Curriculum

Basic = Lv 2 Meeting State Standards = Lv 3&4 Advanced State Standard =
Lv 5

Students alternatively assessed are primarily students from one of the
two functional ESE units at Talbot.

\+ Data unavailable.

[Mathematics]{.underline} Grade: 5

Test: [FCAT Sunshine State Standards]{.underline} Edition/Publication
Year: [2001 through 2005]{.underline}

Publisher: [Florida Department of Education]{.underline}

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        3/05        3/04        3/03        3/02        3/01

  **SCHOOL SCORES\***                                                                  

  \% At or Above Basic Level on State  99          96          98          96          93
  Standards                                                                            

  \% At or Above Proficient on State   97          78          89          85          80
  Standards                                                                            

  \% At Advanced State Standards       27          26          25          22          21

  Number of students tested            120         139         142         131         140

  Percent of total students tested     99          100         100         100         99

  Number of students alternatively     3           1           3           2           \+
  assessed                                                                             

  Percent of students alternatively    3           1           2           1           \+
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. White                                                                            

  \% At or Above Basic Level on State  99          93          96          95          91
  Standards                                                                            

  \% At or Above Proficient on State   96          79          84          87          79
  Standards                                                                            

  \% At Advanced State Standards       26          23          20          20          18

  Number of students tested            81          84          92          93          139

  2\. Black                                                                            

  \% At or Above Basic Level on State  91          69          63          64          78
  Standards                                                                            

  \% At or Above Proficient on State   73          45          41          36          63
  Standards                                                                            

  \% At Advanced State Standards       00          0           00          12          9

  Number of students tested            11          29          27          25          23

                                                                                       

  3\. Asian                                                                            

  \% At or Above Basic Level on State  100         100         100         \+          92
  Standards                                                                            

  \% At or Above Proficient on State   94          91          92          \+          92
  Standards                                                                            

  \% At Advanced State Standards       25          55          75          \+          33

  Number of students tested            16          11          12          \+          12

                                                                                       

  4\. Free or reduced lunch                                                            

  \% At or Above Basic Level on State  92          73          70          63          \+
  Standards                                                                            

  \% At or Above Proficient on State   80          51          51          52          \+
  Standards                                                                            

  \% At Advanced State Standards       8           9           8           7           \+

  Number of students tested            25          33          37          27          \+

                                                                                       

  5\. Students with disabilities                                                       

  \% At or Above Basic Level on State  93          69          64          62          \+
  Standards                                                                            

  \% At or Above Proficient on State   75          56          40          46          \+
  Standards                                                                            

  \% At Advanced State Standards       7           6           6           00          \+

  Number of students tested            28          32          36          26          13

                                                                                       

  6\. Specific learning disabled                                                       

  \% At or Above Basic Level on State  96          80          66          67          \+
  Standards                                                                            

  \% At or Above Proficient on State   74          70          35          53          \+
  Standards                                                                            

  \% At Advanced State Standards       9           10          8           00          \+

  Number of students tested            23          20          26          21          7

                                                                                       

  7\. Section 504                                                                      

  \% At or Above Basic Level on State  \+          \+          \+          \+          \+
  Standards                                                                            

  \% At or Above Proficient on State   \+          \+          \+          \+          \+
  Standards                                                                            

  \% At Advanced State Standards       \+          \+          \+          \+          \+

  Number of students tested            7           9           9           \+          4

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

\*Standard Curriculum + Data unavailable.

Basic = Lv 2 Meeting State Standards = Lv 3&4 Advanced State Standard =
Lv 5

Students alternatively assessed are primarily students from one of the
two functional ESE units at Talbot.

**[Talbot Elementary School]{.underline}**

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

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

**Test:** FCAT Norm-Referenced Test

**Edition/Publication Year**: 2001 through 2005 (2005-Changed from
Stanford 9 to Stanford 10)

**Publisher:** Florida Department of Education

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

**Subject: [Reading]{.underline} Grade: [3-5 ]{.underline}**

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 2    |
|                                | 004- | 003- | 002- | 001- | 000- |
|                                | 2005 | 2004 | 2003 | 2002 | 2001 |
|                                | \*\* |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Testing month                | 3/05 | 3/04 | 3/03 | 3/02 | 3/01 |
|                                | \*\* |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES\***          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 84   | 86   | 84   | 84   | 82   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 387  | 424  | 397  | 428  | 419  |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 99   | 100  | 100  | 100  | 99   |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           | 8    | 3    | 9    | 10   | \+   |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          | 2    | \<1  | 2    | 2    | \+   |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES              |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > 1\. White                    | 81   | 82   | 83   | 83   | 82   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 268  | 258  | 255  | 281  | 292  |
+--------------------------------+------+------+------+------+------+
| > 2\. Black                    | 56   | 64   | 55   | 51   | 57   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 33   | 68   | 78   | 89   | 69   |
+--------------------------------+------+------+------+------+------+
| > 3\. Asian                    | 84   | 80   | 81   | \+   | \+   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 47   | 44   | 33   | 27   | 33   |
+--------------------------------+------+------+------+------+------+
| > 4\. Free or reduced lunch    | 67   | 67   | 61   | 57   | \+   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 57   | 83   | 103  | 105  | \+   |
+--------------------------------+------+------+------+------+------+
| > 5\. Students with            | 62   | 70   | 58   | 57   | \+   |
| > disabilities                 |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 84   | 91   | 91   | 90   | \+   |
+--------------------------------+------+------+------+------+------+
| > 6\. Specific learning        | 64   | 72   | 60   | 56   | 53   |
| > disabled                     |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 60   | 68   | 58   | 60   | 34   |
+--------------------------------+------+------+------+------+------+
| > 7\. Section 504              | 66   | \+   | \+   | \+   | \+   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 31   | 31   | 16   | 18   | 16   |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**          50          50          50          50          50

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------

\* Standard Curriculum

\*\*New Test

\+ Data Unavailable

**[Talbot Elementary School]{.underline}**

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

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

**Test:** FCAT Norm-Referenced Test

**Edition/Publication Year**: 2001 through 2005

**Publisher:** Florida Department of Education

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

**Subject: [Reading]{.underline} Grade: [3 ]{.underline}**

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 2    |
|                                | 004- | 003- | 002- | 001- | 000- |
|                                | 2005 | 2004 | 2003 | 2002 | 2001 |
|                                | \*\* |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Testing month                | M    | M    | M    | M    | M    |
|                                | arch | arch | arch | arch | arch |
|                                | \*\* |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES\***          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 82   | 90   | 84   | 82   | 82   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 133  | 160  | 121  | 142  | 149  |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 100  | 100  | 100  | 100  | 99   |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           | 2    | 1    | 2    | 3    | \+   |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          | 1    | 1    | 1    | 2    | \+   |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES              |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > 1\. White                    | 78   | 89   | 85   | 86   | 84   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 95   | 107  | 83   | 90   | 100  |
+--------------------------------+------+------+------+------+------+
| > 2\. Black                    | \+   | 66   | 63   | 49   | 50   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 9    | 24   | 21   | 34   | 24   |
+--------------------------------+------+------+------+------+------+
| > 3\. Asian                    | 85   | 89   | 82   | \+   | 95   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 16   | 17   | 10   | 6    | 13   |
+--------------------------------+------+------+------+------+------+
| > 4\. Free or reduced lunch    | 66   | 69   | 68   | 56   | \+   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 20   | 22   | 33   | 40   | \+   |
+--------------------------------+------+------+------+------+------+
| > 5\. Students with            | 55   | 75   | 67   | 62   | \+   |
| > disabilities                 |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 23   | 37   | 22   | 27   | \+   |
+--------------------------------+------+------+------+------+------+
| > 6\. Specific learning        | 57   | 76   | 70   | \+   | 35   |
| > disabled                     |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 13   | 29   | 15   | 9    | 13   |
+--------------------------------+------+------+------+------+------+
| > 7\. Section 504              | 67   | 59   | \+   | \+   | \+   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 17   | 14   | 3    | 2    | 2    |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**          50          50          50          50          50

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------

\* Standard Curriculum

\*\*New Test

\+ Data Unavailable

**[Talbot Elementary School]{.underline}**

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

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

**Test:** FCAT Norm-Referenced Test

**Edition/Publication Year**: 2001 through 2005

**Publisher:** Florida Department of Education

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

**Subject: [Reading]{.underline} Grade: [4 ]{.underline}**

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 2    |
|                                | 004- | 003- | 002- | 001- | 000- |
|                                | 2005 | 2004 | 2003 | 2002 | 2001 |
|                                | \*\* |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Testing month                | M    | M    | M    | M    | M    |
|                                | arch | arch | arch | arch | arch |
|                                | \*\* |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES\***          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 85   | 85   | 83   | 84   | 83   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 135  | 124  | 135  | 155  | 130  |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 99   | 100  | 100  | 100  | 99   |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           | 3    | 1    | 4    | 4    | \+   |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          | 2    | 1    | 3    | 3    | \+   |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES              |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > 1\. White                    | 81   | 86   | 81   | 80   | 85   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 93   | 85   | 81   | 98   | 94   |
+--------------------------------+------+------+------+------+------+
| > 2\. Black                    | 49   | 63   | 55   | 50   | 58   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 13   | 15   | 30   | 30   | 22   |
+--------------------------------+------+------+------+------+------+
| > 3\. Asian                    | 91   | 79   | 80   | 88   | \+   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 15   | 16   | 11   | 13   | 8    |
+--------------------------------+------+------+------+------+------+
| > 4\. Free or reduced lunch    | 67   | 70   | 66   | 54   | \+   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 13   | 28   | 33   | 38   | \+   |
+--------------------------------+------+------+------+------+------+
| > 5\. Students with            | 63   | 70   | 58   | 50   | \+   |
| > disabilities                 |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 34   | 22   | 33   | 37   | \+   |
+--------------------------------+------+------+------+------+------+
| > 6\. Specific learning        | 65   | 73   | 60   | 49   | 70   |
| > disabled                     |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 24   | 19   | 17   | 30   | 14   |
+--------------------------------+------+------+------+------+------+
| > 7\. Section 504              | 65   | \+   | \+   | \+   | 80   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 16   | 8    | 4    | 7    | 10   |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**          50          50          50          50          50

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------

\* Standard Curriculum

\*\*New Test

\+ Data Unavailable

**[Talbot Elementary School]{.underline}**

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

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

**Test:** FCAT Norm-Referenced Test

**Edition/Publication Year**: 2001 through 2005

**Publisher:** Florida Department of Education

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

**Subject: [Reading]{.underline} Grade: [5 ]{.underline}**

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 2    |
|                                | 004- | 003- | 002- | 001- | 000- |
|                                | 2005 | 2004 | 2003 | 2002 | 2001 |
|                                | \*\* |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Testing month                | M    | M    | M    | M    | M    |
|                                | arch | arch | arch | arch | arch |
|                                | \*\* |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES\***          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 85   | 82   | 83   | 84   | 80   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 119  | 140  | 141  | 131  | 140  |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 99   | 100  | 100  | 100  | 99   |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           | 3    | 1    | 3    | 3    | \+   |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          | 3    | 1    | 1    | 2    | \+   |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES              |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > 1\. White                    | 84   | 83   | 82   | 84   | 77   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 80   | 84   | 91   | 93   | 98   |
+--------------------------------+------+------+------+------+------+
| > 2\. Black                    | 70   | 52   | 47   | 55   | 64   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 11   | 29   | 27   | 25   | 23   |
+--------------------------------+------+------+------+------+------+
| > 3\. Asian                    | 77   | 71   | 82   | \+   | 88   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 16   | 11   | 12   | 8    | 12   |
+--------------------------------+------+------+------+------+------+
| > 4\. Free or reduced lunch    | 69   | 62   | 50   | 62   | \+   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 24   | 33   | 37   | 27   | \+   |
+--------------------------------+------+------+------+------+------+
| > 5\. Students with            | 67   | 63   | 50   | 58   | \+   |
| > disabilities                 |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 27   | 32   | 36   | 26   | \+   |
+--------------------------------+------+------+------+------+------+
| > 6\. Specific learning        | 71   | 67   | 51   | 62   | \+   |
| > disabled                     |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 23   | 20   | 26   | 21   | 7    |
+--------------------------------+------+------+------+------+------+
| > 7\. Section 504              | \+   | \+   | \+   | \+   | \+   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 8    | 9    | 9    | 9    | 4    |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**          50          50          50          50          50

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------

\* Standard Curriculum

\*\*New Test

\+ Data Unavailable

**[Talbot Elementary School]{.underline}**

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

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

**Test:** FCAT Norm-Referenced Test

**Edition/Publication Year**: 2001 through 2005

**Publisher:** Florida Department of Education

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

**Subject: [Mathematics]{.underline} Grade: [3-5 ]{.underline}**

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 2    |
|                                | 004- | 003- | 002- | 001- | 000- |
|                                | 2005 | 2004 | 2003 | 2002 | 2001 |
|                                | \*\* |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Testing month                | M    | M    | M    | M    | M    |
|                                | arch | arch | arch | arch | arch |
|                                | \*\* |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES\***          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 89   | 89   | 89   | 86   | 85   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 378  | 424  | 397  | 428  | 419  |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 99   | 100  | 100  | 100  | 99   |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           | 8    | 3    | 9    | 10   | \+   |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          | 2    | \<1  | 2    | 2    | \+   |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES              |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > 1\. White                    | 87   | 88   | 87   | 86   | 84   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 95   | 107  | 83   | 90   | 100  |
+--------------------------------+------+------+------+------+------+
| > 2\. Black                    | 64   | 63   | 60   | 52   | 52   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 33   | 68   | 78   | 89   | 69   |
+--------------------------------+------+------+------+------+------+
| > 3\. Asian                    | 93   | 90   | 94   | \+   | 95   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 47   | 44   | 33   | 27   | 33   |
+--------------------------------+------+------+------+------+------+
| > 4\. Free or reduced lunch    | 74   | 65   | 68   | 61   | \+   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 57   | 83   | 103  | 105  | \+   |
+--------------------------------+------+------+------+------+------+
| > 5\. Students with            | 69   | 69   | 60   | 56   | \+   |
| > disabilities                 |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 84   | 91   | 91   | 90   | \+   |
+--------------------------------+------+------+------+------+------+
| > 6\. Specific learning        | 61   | 75   | 67   | 59   | \+   |
| > disabled                     |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 60   | 68   | 58   | 60   | 34   |
+--------------------------------+------+------+------+------+------+
| > 7\. Section 504              | 74   | \+   | \+   | \+   | \+   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 31   | 31   | 16   | 18   | 16   |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**          50          50          50          50          50

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------

\* Standard Curriculum

\*\*New Test

\+ Data Unavailable

**[Talbot Elementary School]{.underline}**

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

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

**Test:** FCAT Norm-Referenced Test

**Edition/Publication Year**: 2001 through 2005

**Publisher:** Florida Department of Education

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

**Subject: [Mathematics]{.underline} Grade: [3 ]{.underline}**

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 2    |
|                                | 004- | 003- | 002- | 001- | 000- |
|                                | 2005 | 2004 | 2003 | 2002 | 2001 |
|                                | \*\* |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Testing month                | M    | M    | M    | M    | M    |
|                                | arch | arch | arch | arch | arch |
|                                | \*\* |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES\***          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 90   | 90   | 89   | 84   | 86   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 133  | 160  | 121  | 142  | 149  |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 99   | 100  | 100  | 100  | 99   |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           | 2    | 1    | 2    | 0    | \+   |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          | 1    | 1    | 1    | 0    | \+   |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES              |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > 1\. White                    | 87   | 89   | 88   | 86   | 84   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 95   | 107  | 83   | 90   | 100  |
+--------------------------------+------+------+------+------+------+
| > 2\. Black                    | \+   | 64   | 73   | 51   | 54   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 9    | 24   | 21   | 34   | 24   |
+--------------------------------+------+------+------+------+------+
| > 3\. Asian                    | 93   | 92   | 94   | \+   | 97   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 16   | 17   | 10   | 6    | 13   |
+--------------------------------+------+------+------+------+------+
| > 4\. Free or reduced lunch    | 78   | 58   | 78   | 60   | \+   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 20   | 22   | 33   | 40   | \+   |
+--------------------------------+------+------+------+------+------+
| > 5\. Students with            | 67   | 73   | 71   | 55   | \+   |
| > disabilities                 |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 23   | 37   | 22   | 27   | \+   |
+--------------------------------+------+------+------+------+------+
| > 6\. Specific learning        | 65   | 74   | 74   | \+   | 40   |
| > disabled                     |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 13   | 29   | 15   | 9    | 13   |
+--------------------------------+------+------+------+------+------+
| > 7\. Section 504              | 76   | 64   | \+   | \+   | \+   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 17   | 14   | 3    | 2    | 2    |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**          50          50          50          50          50

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------

\* Standard Curriculum

\*\*New Test

\+ Data Unavailable

**[Talbot Elementary School]{.underline}**

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

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

**Test:** FCAT Norm-Referenced Test

**Edition/Publication Year**: 2001 through 2005

**Publisher:** Florida Department of Education

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

**Subject: [Mathematics]{.underline} Grade: [4 ]{.underline}**

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 2    |
|                                | 004- | 003- | 002- | 001- | 000- |
|                                | 2005 | 2004 | 2003 | 2002 | 2001 |
|                                | \*\* |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Testing month                | M    | M    | M    | M    | M    |
|                                | arch | arch | arch | arch | arch |
|                                | \*\* |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES\***          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 89   | 90   | 87   | 84   | 84   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 135  | 124  | 141  | 155  | 130  |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 99   | 100  | 100  | 100  | 99   |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           | 3    | 1    | 4    | 4    | \+   |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          | 2    | 1    | 3    | 3    | \+   |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES              |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > 1\. White                    | 87   | 90   | 85   | 81   | 84   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 93   | 85   | 81   | 98   | 94   |
+--------------------------------+------+------+------+------+------+
| > 2\. Black                    | 57   | 74   | 55   | 48   | 64   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 13   | 13   | 30   | 30   | 22   |
+--------------------------------+------+------+------+------+------+
| > 3\. Asian                    | 91   | 87   | 91   | 93   | \+   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 15   | 16   | 11   | 13   | 8    |
+--------------------------------+------+------+------+------+------+
| > 4\. Free or reduced lunch    | 67   | 73   | 64   | 58   | \+   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 13   | 28   | 33   | 38   | \+   |
+--------------------------------+------+------+------+------+------+
| > 5\. Students with            | 69   | 70   | 56   | 55   | \+   |
| > disabilities                 |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 34   | 22   | 33   | 37   | \+   |
+--------------------------------+------+------+------+------+------+
| > 6\. Specific learning        | 72   | 73   | 73   | 55   | 67   |
| > disabled                     |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 24   | 19   | 17   | 30   | 14   |
+--------------------------------+------+------+------+------+------+
| > 7\. Section 504              | 72   | \+   | \+   | \+   | 67   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 16   | 6    | 4    | 7    | 10   |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**          50          50          50          50          50

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------

\* Standard Curriculum

\*\*New Test

\+ Data Unavailable

**[Talbot Elementary School]{.underline}**

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

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

**Test:** FCAT Norm-Referenced Test

**Edition/Publication Year**: 2001 through 2005

**Publisher:** Florida Department of Education

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

**Subject: [Mathematics]{.underline} Grade: [5 ]{.underline}**

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 2    |
|                                | 004- | 003- | 002- | 001- | 000- |
|                                | 2005 | 2004 | 2003 | 2002 | 2001 |
|                                | \*\* |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Testing month                | M    | M    | M    | M    | M    |
|                                | arch | arch | arch | arch | arch |
|                                | \*\* |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES\***          |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 90   | 87   | 91   | 90   | 85   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 120  | 140  | 141  | 131  | 139  |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 99   | 100  | 100  | 100  | 99   |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           | 3    | 1    | 3    | 2    | \+   |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          | 3    | 1    | 2    | 1    | \+   |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES              |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > 1\. White                    | 88   | 86   | 88   | 90   | 83   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 81   | 84   | 91   | 93   | 97   |
+--------------------------------+------+------+------+------+------+
| > 2\. Black                    | 70   | 51   | 53   | 56   | 69   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 11   | 29   | 27   | 25   | 23   |
+--------------------------------+------+------+------+------+------+
| > 3\. Asian                    | 95   | 92   | 97   | \+   | 93   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 16   | 11   | 12   | 8    | 12   |
+--------------------------------+------+------+------+------+------+
| > 4\. Free or reduced lunch    | 77   | 63   | 61   | 64   | \+   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 24   | 33   | 37   | 27   | \+   |
+--------------------------------+------+------+------+------+------+
| > 5\. Students with            | 72   | 66   | 54   | 58   | \+   |
| > disabilities                 |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 28   | 32   | 36   | 26   | \+   |
+--------------------------------+------+------+------+------+------+
| > 6\. Specific learning        | 47   | 78   | 54   | 63   | \+   |
| > disabled                     |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 23   | 20   | 26   | 21   | 7    |
+--------------------------------+------+------+------+------+------+
| > 7\. Section 504              | \+   | \+   | \+   | \+   | \+   |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 8    | 9    | 9    | 9    | 4    |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
|                                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**          50          50          50          50          50

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------

\* Standard Curriculum

\*\*New Test

\+ Data Unavailable