##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Jill A. Leinhauser]{.underline}

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

Official School Name [Jacksonville Beach Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [315 Tenth Street South]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Jacksonville Beach Florida 32250-3334]{.underline} City State Zip
Code+4 (9 digits total)

Tel. [( 904 ) 247-5942]{.underline} Fax [( 904 ) 270-1825]{.underline}

Website/URL [www.educationcentral.org/jbe]{.underline} Email
<leinhausej@educationcentral.org>

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)

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

Name of Superintendent [Mr. John C. Fryer, Jr.]{.underline}

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

District Name [Duval County Public Schools]{.underline} Tel. [( 904 )
390-2115]{.underline}

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

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

Name of School Board

President/Chairperson Ms. Kris Barnes

(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)

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: [105]{.underline} Elementary
schools

[25]{.underline} Middle schools

[-]{.underline} Junior high schools

[17]{.underline} High schools

[17]{.underline} Other (Special Schools, Charter Schools)

[164]{.underline} TOTAL

2\. District Per Pupil Expenditure: \$ [5,085]{.underline}

Average State Per Pupil Expenditure: \$ [5,533]{.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\. [5]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**       38        45                     **83**       **7**                             

  **1**       52        43                     **95**       **8**                             

  **2**       43        51                     **94**       **9**                             

  **3**       68        55                     **123**      **10**                            

  **4**       75        51                     **126**      **11**                            

  **5**       53        49                     **102**      **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   **623**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [82]{.underline} % White

the students in the school: [9]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

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

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

[3]{.underline} % Mixed

**100 % Total**

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

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 11
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 17
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        28
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    629
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0446
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    4.46
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [0]{.underline} %

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

Number of languages represented: \_\_\_[NA]{.underline}\_\_\_\_\_

Specify languages:

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

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

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

10\. Students receiving special education services: [8.2]{.underline} %

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

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_\_\_Autism [2]{.underline} Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness [6]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [43]{.underline} Speech or Language
Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

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

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} \_\_\_\_\_\_\_\_

Classroom teachers [25]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [7]{.underline} [7]{.underline}

Paraprofessionals [7]{.underline} [4]{.underline}

> Support staff [8]{.underline} [1]{.underline}
>
> Total number [49]{.underline} [12]{.underline}

12\. Student-"classroom teacher" ratio: [24.9]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 97%         96.1%       98.5%       98.1%       95.7%

  Daily teacher attendance 94.1%       94.3%       95.1%       95.0%       95.3%

  Teacher turnover rate    13%         8%          3%          6%          3%

  Student dropout rate                                                     

  Student drop-off rate                                                    
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III -- SUMMARY]{.underline}**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.**

Jacksonville Beach Elementary in Jacksonville Beach, Florida, is a
public magnet school for Gifted and Academically Talented students. As a
*dedicated magnet* school, all of our students are part of the magnet
program and have been assigned to the school by lottery from a pool of
candidates who have submitted an application to the district magnet
office.

***Our school mission is to provide challenge and enrichment for all of
our students, to develop their minds to the fullest potential, and to
provide a program which emphasizes depth and understanding beyond the
basic program*.** Although we use the state and county adopted
curriculum, we strive to expand the scope and sequence of that
curriculum through varied instructional materials and classroom
practices, by adding special projects and enrichment programs, and by
raising the level of expectation for success.

Of our total population of 625 students, about one-third qualify for
Gifted Education. These students meet the state eligibility criteria for
Gifted, that is, score in the Very Superior Range (130+) on a standard
IQ test, and exhibit a majority of the characteristics of intellectually
gifted students on the Renzulli-Hartman checklist. They are served in a
full-time program for the gifted and receive instruction beyond the
basic curriculum, through specially developed objectives for the
intellectually gifted. These objectives include Social Processes,
Critical Appreciation, Research Methods, Creative Expression and
Scientific Approach. Teachers of these students are required to earn a
special Endorsement in Gifted Education, and integrate the Gifted and
Basic Curriculum objectives in their classrooms daily.

The majority of the students at Jacksonville Beach, the other
two-thirds, are called Academically Talented students. Other than
submission of an application, there are no specific requirements or
special testing to be admitted to this program. However, the focus of
the magnet program- to enrich and challenge, works to encourage high
academic interest and achievement. Expanding the curriculum and
stressing the higher level thinking skills of application, analysis,
synthesis, and evaluation helps to inspire students to develop a
pleasure in and excitement about learning!

Dedicated and caring teachers, a supportive and involved parent
community, a rigorous curriculum, and high expectations for students and
teachers are the basis of our success at Jacksonville Beach Elementary.
Our student assessment data, the results of parent and student survey,
an ever-growing number of applicants to attend the program, and our "A"
school rating in the state's accountability program, all confirm that
our program is effectively working to produce high achieving and
successful students.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

**1. Standardized Testing /State Accountability Testing Information**

The Florida Comprehensive Assessment Test (FCAT) is administered at the
elementary school level to students in Grades 3, 4, and 5, in Reading
and Math. Administration of the test occurs during a six-day period in
early March. The test is comprised of two parts.

The criterion-referenced portion of the test measures students'
achievement of the Sunshine State Standards. Raw Score is converted to a
Scale Score, which is then assigned a level of achievement from 1 to 5.
While a score of 3 or above is considered "at standard" for the grade
level, the state has designated the following relationships between
Florida's Achievement levels and the labels specified by *No Child Left
Behind:*

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

Scale scores corresponding to each of the achievement levels are
included with the test data tables.

The norm-referenced portion of the FCAT is an additional set of
questions, which have been selected and purchased from test publishers
for the purpose of comparison to national norm groups. Both scale scores
and national percentiles are reported, with percentiles most often used
for data analysis.

While Florida has been using FCAT as the primary tool for school
accountability since 1998, administration has been phased in gradually.
The chart below shows which grade levels were tested during each of the
last five years.

  ---------- ----------- ------------ ----------- ------------ -----------
  Grade      Year        Reading      Math        Reading      Math

  3          1997-98                              X            X

             1998-99                              X            X

             1999-00                              X            X

             2000-01     X            X           X            X

             2001-02     X            X           X            X

  4          1997-98     X                        X            X

             1998-99     X                        X            X

             1999-00     X                        X            X

             2000-01     X            X           X            X

             2001-02     X            X           X            X

  5          1997-98                  X           X            X

             1998-99                  X           X            X

             1999-00                  X           X            X

             2000-01     X            X           X            X

             2001-02     X            X           X            X
  ---------- ----------- ------------ ----------- ------------ -----------

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

School Assessment Data is critical to the planning and development of
school goals and priorities each year. Test scores are carefully
analyzed and used to determine school improvement goals. The goals and
strategies for growth are then compiled into a state-required School
Improvement Plan, which is collaboratively developed by teachers,
administration, and the School Advisory Council.

Test scores are also instrumental in planning for the individual needs
of students in the classroom. Teachers develop an individual
Professional Development Plan based on their class profile.
Additionally, data is used to determine which students are in need of
remedial instruction. Any child who does not meet standard (a score of 3
or better on the Florida Comprehensive Assessment Test) is identified,
and an individual Academic Improvement Plan is then developed for each.
The Improvement Plan delineates a variety of strategies which teachers
will use to help improve the child's performance. Within the first
quarter of the school year, the parents are invited to a conference, and
information about the plan and the strategies (such as small group
tutoring, work packets, special materials) is shared and explained.

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

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

Student performance data is shared regularly with parents and students.
Individual standardized test scores are sent home via U.S. Mail. School
results are published on the district website as well as in a written
document called the School Accountability Report, sent home each
November. Additionally, test results and annual goals are shared with
parents as part of the School Improvement Plan process which requires a
public hearing.

In Florida, test scores are used as part of the state's accountability
system to determine a letter grade for each public school. Test results
and grades are published in the local newspaper as well as on the
Department of Education website.

Ongoing performance information regarding classroom tests, papers, and
projects is sent home with students at least twice per month.
Mid-quarter progress reports are sent and a formal report card is issued
four times a year, at nine-week intervals.

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

Jacksonville Beach Elementary students and teachers warmly welcome
visitors to our school. We regularly host visiting teachers who come to
observe best practices and implementation of the district's
Standards-Based Frameworks. Groups of teachers from the district's over
100 elementary schools meet monthly for professional development
activities which are comprised largely of collegial conversations. The
evolution of teacher training from a workshop model to that in which
teachers visit one another's classrooms and talk about effective
teaching practices has been remarkable. The district promotes school
reform and developing teachers through visitation to model classrooms
and model school programs. This has been an effective tool in improving
schools throughout the county.

Similarly, monthly Principal meetings and Magnet School meetings provide
additional opportunities to talk about and to share successes in
teaching and learning. Conversations with colleagues, district
administration, and School Board members result in positive sharing of
successful teaching strategies and unique programs with proven results.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

The curriculum at Jacksonville Beach Elementary is comprised of [content
standards]{.underline} developed by the state of Florida, and
[performance standards]{.underline} adopted by Duval Public Schools from
the National Council on Education and the Economy (NCEE). Instruction is
provided in grades Kindergarten through 5 in Language Arts (Reading,
Writing, Spelling, Grammar), Mathematics, Science, Health, Social
Studies, Art, Music, Physical Education, and Technology. Curriculum
modifications during the last several years have focused on creating
depth in the material presented, rather than covering so many skills and
concepts each year.

The implementation of the NCEE New Performance Standards has had a very
positive impact on teaching and learning. Students are now well-versed
in what they must do to demonstrate understanding of the content, and
teachers are developing a new repertoire of teaching strategies which
help to ensure that instruction is relevant to performance. Analysis of
student work with the standards has created a more uniform set of
expectations across grade levels. Similarly, the use of performance
rubrics helps to clarify strengths and weaknesses for both students and
parents.

In addition to the basic curriculum, we also offer a special curriculum
for students in the Gifted Program. The five areas of the gifted program
include Social Processes, Critical Appreciation, Research Methods,
Creative Expression, and Scientific Approach. Standards, activities,
materials, and resources for instruction in these areas have been
developed for each grade level. The higher level thinking skills of
application, synthesis and evaluation are also a critical component of
the gifted curriculum and have a significant impact in the choice of
instructional methods used by the teachers.

2.  (**Elementary Schools) Describe in one-half page the school's
    reading curriculum, including a description of why the school chose
    this particular approach to reading.**

The reading program at Jacksonville Beach Elementary is a balanced
literacy program, which incorporates the five essential reading
components of Phonemic Awareness, Phonics, Fluency, Vocabulary
Development, and Comprehension. A variety of instructional materials are
used to support instruction in the five building blocks of reading,
including a district-adopted basal textbook series (Scott-Foresman),
classroom libraries of leveled books, classroom sets of novels and other
authentic literature, and computer programs such as Accelerated Reader
and Classworks.

In order to ensure that that instruction meets the needs of our
learners, teachers are encouraged to implement a Reading workshop model
where time is provided for skills practice, independent reading,
literature circles, and small group guided reading lessons. Students are
given a Diagnostic Reading Assessment at the start of the school year.
This provides a level for instructional and independent reading, as well
as helping to diagnose any reading difficulties a student may encounter.
Running records and formative testing is done regularly so that children
advance through levels and receive instruction appropriate to their
needs. We have chosen the workshop model, a combination of basal and
authentic literature, and the use of leveled books based on assessment
to ensure a balance of skill and strategy instruction, and time spent
with children actively engaged in actual reading. Additionally, this
program provides opportunity to regularly measure student learning
gains.

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

The Mathematics Curriculum at Jacksonville Beach is again a combination
of Sunshine State Content Standards and NCEE Performance Standards. Use
of the performance standards has shifted the focus of student work from
drill and practice of mathematical algorithms to an increased emphasis
on *application and concept-development*. Curriculum revisions have
redistributed the skills and concepts introduced at each grade level. In
keeping with the TIMSS Study (Third International Mathematics and
Science Study), [depth]{.underline} of understanding is now the impetus
driving instruction.

Since mathematical thinking has become an essential part of the
curriculum, both instructional methods and assessment practices have
been impacted. Students are now asked to determine a variety of
approaches for solving a problem, to work in cooperative groups for
discovery of alternative solutions, and to explain their thinking and
steps in the problem-solving process. These changes have been
significant and strongly support our school mission- to challenge,
enrich, and promote high level thinking

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

The instructional methods employed at Jacksonville Beach are many and
varied. Teachers provide both whole class and small group instruction,
and provide many opportunities for student interaction and cooperative
learning. Concept development rather than the memorization of facts is
reinforced through manipulative math activities, hands-on science
projects, and reading and writing about a variety of literary genres. A
variety of special events and projects also help to motivate and
reinforce learning, such as The Invention Convention, People Fair,
monthly cultural arts assemblies, Music concerts, and school Science
Fair.

To ensure that students receive a well-rounded program, special
enrichment activities are also included in the weekly plan. Students
participate in special "enrichment labs" which include such topics as
creative writing, Spanish, computer keyboarding (typing), great books,
critical thinking activities, character development, and science lab.
Additional after school activities also provide students with a chance
to broaden their background of experiences, with instruction in piano,
singing, recorder, creative movement, storytelling, and golf.

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

With the implementation of a new Standards-based curriculum,
professional development at Jacksonville Beach Elementary is both
aggressive and continuous. At each grade level, a teacher has been
designated as literacy coach and model classroom teacher. This role
provides them with ninety-hours of district-level training and many
opportunities to visit and learn from other teachers in the county. As
coaches, these teachers are responsible to share model lessons,
materials, and best practices with the other teachers in the school and
to mentor their grade level peers. Model classrooms have also been
established in Math and Science.

Time for professional development (2-3 hours) is provided during the
work week for teachers to meet together by grade levels. Interpretation
of the new performance standards, studying student work samples,
analysis of student data, reading and discussing professional
literature, and conversations about effective teaching strategies are
all part of the weekly professional development block.

The impact of this training on teaching and learning has been observable
and measurable. Writing has shown the greatest improvement, with the
student scores on the FCAT writing test clearly showing the value of
using standards to assess work. There has bee a marked increase in the
number of books read by students since teachers are recording and
rewarding independent reading. Increased exposure to manipulative
activities in math and science are also a result of our ongoing study of
best practices.

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

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade [3 READING]{.underline} Test [Florida Comprehensive Assessment
Test- Criterion Referenced Test]{.underline}

Edition/publication year [2001]{.underline} Publisher [NCS Pearson
(Formerly CTB-McGraw-Hill)]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[No students are excluded from testing. Only students absent during the
testing window do not have test scores.]{.underline}

Number excluded [0]{.underline} Percent excluded [0%]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The Florida Comprehensive Assessment Test uses Scale Scores to determine
students meeting grade level standards. The scale scores are then
assigned a number from 1 to 5. Level 1 has been designated as
representing inadequate performance. For purposes of *No Child Left
Behind,* the state has designated the following relationships between
Florida's Achievement levels and the labels specified by *NCLB:*

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

The scale score cut offs are shown below.

  ------------ ---------- ----------- ----------- ------------ -------------
  Grade        Level 1    Level 2     Level 3     Level 4      Level 5

  3            100-258    259-283     284-331     332-393      394-500
  ------------ ---------- ----------- ----------- ------------ -------------

NOTE: The Florida Comprehensive Test for third grade students was
implemented in the 2000-2001 school year, so only two years of data is
available at this grade level.

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

Data Display Table for [*Reading,Grade 3*.]{.underline}

  --------------------------------------------------------- ----------- ----------- ----------- ----------- -----------
                                                            2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                                             March       March       Test                    

  SCHOOL SCORES                                                                     Not                     

  Total **(SCALE SCORE**)                                   **350**     **343**     Given                   

  At or Above Basic (% of students)                         95          95                                  

  At or Above Proficient                                    88          92                                  

  At Advanced                                               17          15                                  

  Number of students tested                                 118         95                                  

  Percent of total students tested                          100%        99%                                 

  Number of students excluded                               0           1                                   

  Percent of students excluded                              0           1%                                  

  0 SUBGROUP SCORES                                                                                         

  1.\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_   358         354                                 
  (specify subgroup)                                                                                        

  At or Above Basic                                         98          99                                  

  At or Above Proficient                                    95          96                                  

  At Advanced                                               18          16                                  

  2\. [African- American]{.underline} (specify subgroup)    318         282                                 

  At or Above Basic                                         75          64                                  

  At or Above Proficient                                    67          64                                  

  At Advanced                                               17          7                                   

  3\. [Free/Reduced Lunch]{.underline} (specify subgroup)   322         290                                 

  At or Above Basic                                         94          75                                  

  At or Above Proficient                                    75          67                                  

  At Advanced                                               6           8                                   

  STATE SCORES                                                                                              

  Total (Mean SCALE SCORE)                                  **293**     **289**                             

  At or Above Basic                                         73          81                                  

  State Mean Score                                                                                          

  At or Above Proficient                                    60          57                                  

  State Mean Score                                                                                          

  At Advanced                                               5           4                                   

  State Mean Score                                                                                          
  --------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

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

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade 4 [READING]{.underline} Test [Florida Comprehensive Assessment
Test- Criterion Referenced Test]{.underline}

Edition/publication year [2001]{.underline} Publisher [NCS Pearson
(Formerly CTB-McGraw-Hill)]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[No students are excluded from testing. Only students absent during the
testing window do not have test scores.]{.underline}

Number excluded [0]{.underline} Percent excluded [0%]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The Florida Comprehensive Assessment Test uses Scale Scores to determine
students meeting grade level standards. The scale scores are then
assigned a number from 1 to 5. Level 1 has been designated as
representing inadequate performance. For purposes of *No Child Left
Behind,* the state has designated the following relationships between
Florida's Achievement levels and the labels specified by *NCLB:*

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

The scale score cut offs are shown below.

  ------------ ---------- ----------- ----------- ------------ -------------
  Grade        Level 1    Level 2     Level 3     Level 4      Level 5

  4            100-274    275-298     299-338     339-385      386-500
  ------------ ---------- ----------- ----------- ------------ -------------

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

Data Display Table for *[Reading, Grade 4]{.underline}*

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                                                                      

  SCHOOL SCORES                                                                      

  Total                              **363**     **351**     **341**                 

  At or Above Basic                  97          97          90                      

  At or Above Proficient             97          86          80                      

  At Advanced                        28          22          17                      

  Number of students tested          106         125         125                     

  Percent of total students tested   100%        100%        100%                    

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

  SUBGROUP SCORES                                                                    

  1\. White (specify subgroup)       369         359         349                     

  At or Above Basic                  99          99          95                      

  At or Above Proficient             99          94          86                      

  At Advanced                        29          23          18                      

  2\. African-American (specify      309         290         288                     
  subgroup)                                                                          

  At or Above Basic                  87          79          68                      

  At or Above Proficient             87          29          50                      

  At Advanced                        0           14          0                       

  3\. Free/Reduced Lunch (specify    331         290         298                     
  subgroup)                                                                          

  At or Above Basic                  82          77          71                      

  At or Above Proficient             82          54          52                      

  At Advanced                        18          23          0                       

  STATE SCORES                                                                       

  Total (mean scale score)           **299**     **298**     **293**                 

  At or Above Basic                  70          69          67                      

  State Mean Score                                                                   

  At or Above Proficient             55          53          51                      

  State Mean Score                                                                   

  At Advanced                        6           7           4                       

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(b) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

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

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade [5 READING]{.underline} Test [Florida Comprehensive Assessment
Test- Criterion Referenced Test]{.underline}

Edition/publication year [2001]{.underline} Publisher [NCS Pearson
(Formerly CTB-McGraw-Hill)]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[No students are excluded from testing. Only students absent during the
testing window do not have test scores.]{.underline}

Number excluded [0]{.underline} Percent excluded [0%]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The Florida Comprehensive Assessment Test uses Scale Scores to determine
students meeting grade level standards. The scale scores are then
assigned a number from 1 to 5. Level 1 has been designated as
representing inadequate performance. For purposes of *No Child Left
Behind,* the state has designated the following relationships between
Florida's Achievement levels and the labels specified by *NCLB:*

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

The scale score cut offs are shown below.

  ------------ ---------- ----------- ----------- ------------ -------------
  Grade        Level 1    Level 2     Level 3     Level 4      Level 5

  5            100-255    256-285     286-330     331-383      384-500
  ------------ ---------- ----------- ----------- ------------ -------------

The Florida Comprehensive Assessment Test was administered to fifth
graders only in MATH until the 2000-2001 school year. Therefore only two
years of Reading data are available for this test.

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

Data Display Table for *[Reading, Grade 5]{.underline}.*

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                      March       March       Not                     

  SCHOOL SCORES                                              Given                   

  Total (Mean SCALE SCORE)           **347**     **338**                             

  At or Above Basic                  95          91                                  

  At or Above Proficient             88          90                                  

  At Advanced                        17          14                                  

  Number of students tested          129         125                                 

  Percent of total students tested   100%        99%                                 

  Number of students excluded        0           1                                   

  Percent of students excluded       0           1%                                  

  SUBGROUP SCORES                                                                    

  1\. White (specify subgroup)       351         360                                 

  At or Above Basic                  98          99                                  

  At or Above Proficient             95          96                                  

  At Advanced                        18          17                                  

  2\. African-American (specify      309         308                                 
  subgroup)                                                                          

  At or Above Basic                  73          64                                  

  At or Above Proficient             67          64                                  

  At Advanced                        17          5                                   

  3\. Free/Reduced Lunch (specify    318         340                                 
  subgroup)                                                                          

  At or Above Basic                  94          65                                  

  At or Above Proficient             75          65                                  

  At Advanced                        6           12                                  

  STATE SCORES (MEAN SCALE SCORE)    **285**     **282**                             

  Total                                                                              

  At or Above Basic                  72          69                                  

  State Mean Score                                                                   

  At or Above Proficient             53          52                                  

  State Mean Score                                                                   

  At Advanced                        4           5                                   

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(c) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

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

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade 3 [MATH]{.underline} Test [Florida Comprehensive Assessment Test-
Criterion Referenced Test]{.underline}

Edition/publication year [2001]{.underline} Publisher [NCS Pearson
(Formerly CTB-McGraw-Hill)]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[No students are excluded from testing. Only students absent during the
testing window do not have test scores.]{.underline}

Number excluded [0]{.underline} Percent excluded [0%]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The Florida Comprehensive Assessment Test uses Scale Scores to determine
students meeting grade level standards. The scale scores are then
assigned a number from 1 to 5. Level 1 has been designated as
representing inadequate performance. For purposes of *No Child Left
Behind,* the state has designated the following relationships between
Florida's Achievement levels and the labels specified by *NCLB:*

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

The scale score cut offs are shown below.

  ------------ ---------- ----------- ----------- ------------ -------------
  Grade        Level 1    Level 2     Level 3     Level 4      Level 5

  3            100-252    253-293     294-345     346-397      398-500
  ------------ ---------- ----------- ----------- ------------ -------------

NOTE: The Florida Comprehensive Test for third grade students was
implemented in the 2000-2001 school year, so only two years of data is
available at this grade level.

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

Data Display Table for *[Math, Grade 3]{.underline}*

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                      March       March       Not                     

  SCHOOL SCORES                                              given                   

  Total (mean scale score)           **349**     **337**                             

  At or Above Basic                  95          94                                  

  At or Above Proficient             89          86                                  

  At Advanced                        16          14                                  

  Number of students tested          118         95                                  

  Percent of total students tested   100         100                                 

  Number of students excluded        0           0                                   

  Percent of students excluded       0           0                                   

  SUBGROUP SCORES                                                                    

  1 White (specify subgroup)         360         348                                 

  At or Above Basic                  99          99                                  

  At or Above Proficient             96          94                                  

  At Advanced                        20          15                                  

  2\. African American (specify      287         265                                 
  subgroup)                                                                          

  At or Above Basic                  67          75                                  

  At or Above Proficient             42          50                                  

  At Advanced                        0           8                                   

  3 Free/Reduced Lunch (specify      317         259                                 
  subgroup)                                                                          

  At or Above Basic                  91          58                                  

  At or Above Proficient             62          58                                  

  At Advanced                        6           0                                   

  STATE SCORES                                                                       

  Total (mean scale score)           **307**     **291**                             

  At or Above Basic                  79          76                                  

  State Mean Score                                                                   

  At or Above Proficient             59          52                                  

  State Mean Score                                                                   

  At Advanced                        5           3                                   

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(d) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

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

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade 4 [MATH]{.underline} Test [Florida Comprehensive Assessment Test-
Criterion Referenced Test]{.underline}

Edition/publication year [2001]{.underline} Publisher [NCS Pearson
(Formerly CTB-McGraw-Hill)]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[No students are excluded from testing. Only students absent during the
testing window do not have test scores.]{.underline}

Number excluded [0]{.underline} Percent excluded [0%]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The Florida Comprehensive Assessment Test uses Scale Scores to determine
students meeting grade level standards. The scale scores are then
assigned a number from 1 to 5. Level 1 has been designated as
representing inadequate performance. For purposes of *No Child Left
Behind,* the state has designated the following relationships between
Florida's Achievement levels and the labels specified by *NCLB:*

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

The scale score cut offs are shown below.

  ------------ ---------- ----------- ----------- ------------ -------------
  Grade        Level 1    Level 2     Level 3     Level 4      Level 5

  4            100-259    260-297     298-346     347-393      394-500
  ------------ ---------- ----------- ----------- ------------ -------------

NOTE: Only the Reading portion of the FCAT was administered to fourth
graders prior to the 2000-2001 school year. Therefore only two years of
data are available for fourth grade math.

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

Data Display Table for *[Math, Grade 4]{.underline}*

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                      March       March       Not                     

  SCHOOL SCORES                                              Given                   

  Total (mean scale score)           **349**     **339**                             

  At or Above Basic                  95          93                                  

  At or Above Proficient             84          86                                  

  At Advanced                        16          11                                  

  Number of students tested          105         125                                 

  Percent of total students tested   99%         100                                 

  Number of students excluded        1           0                                   

  Percent of students excluded       1%          0                                   

  SUBGROUP SCORES                                                                    

  1 White (specify subgroup)         356         353                                 

  At or Above Basic                  98          97                                  

  At or Above Proficient             88          92                                  

  At Advanced                        17          13                                  

  2\. African-American (specify      281         252                                 
  subgroup)                                                                          

  At or Above Basic                  75          57                                  

  At or Above Proficient             50          36                                  

  At Advanced                        0           0                                   

  3\. Free/Reduced Lunch (specify    310         288                                 
  subgroup)                                                                          

  At or Above Basic                  73          69                                  

  At or Above Proficient             60          69                                  

  At Advanced                        9           8                                   

  STATE SCORES                                                                       

  Total                              **294**     **286**                             

  At or Above Basic                  74          69                                  

  State Mean Score                                                                   

  At or Above Proficient             51          45                                  

  State Mean Score                                                                   

  At Advanced                        4           3                                   

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(e) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

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

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

[Grade 5 MATH]{.underline} Test [Florida Comprehensive Assessment Test-
Criterion Referenced Test]{.underline}

Edition/publication year [2001]{.underline} Publisher [NCS Pearson
(Formerly CTB-McGraw-Hill)]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[No students are excluded from testing. Only students absent during the
testing window do not have test scores.]{.underline}

Number excluded [0]{.underline} Percent excluded [0%]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The Florida Comprehensive Assessment Test uses Scale Scores to determine
students meeting grade level standards. The scale scores are then
assigned a number from 1 to 5. Level 1 has been designated as
representing inadequate performance. For purposes of *No Child Left
Behind,* the state has designated the following relationships between
Florida's Achievement levels and the labels specified by *NCLB:*

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

The scale score cut offs are shown below.

  ------------ ---------- ----------- ----------- ------------ -------------
  Grade        Level 1    Level 2     Level 3     Level 4      Level 5

  4            100-287    288-325     326-354     355-394      395-500
  ------------ ---------- ----------- ----------- ------------ -------------

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

Data Display Table for *[Mathematics, Grade 5]{.underline}*

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                      March       March       March                   

  SCHOOL SCORES                                                                      

  Total                              **361**     **350**     **355**                 

  At or Above Basic                  94          97          97                      

  At or Above Proficient             89          87          83                      

  At Advanced                        16          10          10                      

  Number of students tested          129         125         77                      

  Percent of total students tested   100%        100%        99%                     

  Number of students excluded        0           0           1                       

  Percent of students excluded       0           0           1%                      

  SUBGROUP SCORES                                                                    

  1 White (specify subgroup)         367         359         363                     

  At or Above Basic                  99          100         100                     

  At or Above Proficient             89          93          93                      

  At Advanced                        16          12          11                      

  2\. African American (specify      322         309         317                     
  subgroup)                                                                          

  At or Above Basic                  67          82          86                      

  At or Above Proficient             42          55          43                      

  At Advanced                        0           0           0                       

  3\. Free/Reduced Lunch (specify    330         317         327                     
  subgroup)                                                                          

  At or Above Basic                  91          76          94                      

  At or Above Proficient             62          71          55                      

  At Advanced                        6           0           0                       

  STATE SCORES                                                                       

  Total                              **318**     **314**     **314**                 

  At or Above Basic                  75          73          74                      

  State Mean Score                                                                   

  At or Above Proficient             48          48          46                      

  State Mean Score                                                                   

  At Advanced                        6           6           5                       

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(f) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

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

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade [4 WRITING]{.underline} Test [Florida Comprehensive Assessment
Test- Writing]{.underline}

Edition/publication year [revised each year]{.underline} Publisher
[Florida Department of Education]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[No students are excluded from testing. Only students absent during the
testing window do not have test scores.]{.underline}

Number excluded [0]{.underline} Percent excluded [0%]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

The Florida Comprehensive Assessment Test in Writing is given to only
Grade 4 at the Elementary School Level. Each year, two demand prompts
are given, one an Expository prompt, the other a narrative. Students are
randomly assigned to write one or the other, with 50% of the school
population assigned to each. The test is graded on a rubric of 0-6
points, with a score of 3 considered at standard for grade level. The
elements of Focus, Organization, Support, Language Use and Conventions
are addressed in the scoring rubric.

For purposes of the data display table below, a score of 3 or above will
be considered Basic,

3.5-4.5 = Proficient, and a score between 5.0 and 6.0 = Advanced.

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

Data Display Table for *[Writing, Grade 4]{.underline}*

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Testing month                      Feb.        Feb.        Feb.                    

  SCHOOL SCORES                                                                      

  Total (mean Score)                 **4.3**     **4.1**     **3.0**                 

  At or Above Basic % of students    97          100         76                      

  At or Above Proficient             83          83          28                      

  At Advanced                        31          18          0                       

  Number of students tested          105         125         125                     

  Percent of total students tested   100%        100%        100%                    

  Number of students excluded        0           0           0                       

  Percent of students excluded       0           0           0                       

  SUBGROUP SCORES                                                                    

  1.White (specify subgroup)                                                         

  At or Above Basic                  100         100         78                      

  At or Above Proficient             87          86          28                      

  At Advanced                        33          19          0                       

  2.Black (specify subgroup)                                                         

  At or Above Basic                  78          100         45                      

  At or Above Proficient             62          64          36                      

  At Advanced                        23          14          0                       

  3.Free/Reduced Lunch (specify                                                      
  subgroup)                                                                          

  At or Above Basic                  78          100         68                      

  At or Above Proficient             78          67          38                      

  At Advanced                        33          22          0                       

  STATE SCORES                                                                       

  Total                              **3.4**     **3.4**     **3.2**                 

  At or Above Basic                  81          86          78                      

  State Mean Score                                                                   

  At or Above Proficient             52          56          42                      

  State Mean Score                                                                   

  At Advanced                        10          10          4                       

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(g) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [3 READING]{.underline} Test [Florida Comprehensive Assessment
Test: Norm Referenced]{.underline}

Edition/publication year [1999]{.underline} Publisher [NCS Pearson
(formerly CTB-McGraw-Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[All students were tested-]{.underline}

[Only students absent during testing week do not have
scores.]{.underline}

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

Grade 3, Reading

  ------------------------------------------ ------- ----------- ------- ----------- ------- ----------- -- ----------- -- -----------
                                                     2001-2002           2000-2001           1999-2000      1998-1999      1997-1998

  Testing month                                      March               March               March          March          

  **SCHOOL SCORES**                                                                                                        

  Total Score                                        76.95               77.56               73.86                         

  Number of students tested                          118                 95                  118                           

  Percent of total students tested                   100%                100%                99%                           

  Number of students excluded                        0                   0                   1                             

  Percent of students excluded                       0%                  0%                  1%                            

  SUBGROUP SCORES                                                                                                          

  1\. White (specify subgroup)               79.26               82.59               78.99                                 

  2\. African-American (specify subgroup)    56.50               48.50               35.01                                 

  3\. Free/Reduced Lunch (specify subgroup)  65.50               55.33               53.74                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                 
  (specify subgroup)                                                                                                       

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                 
  (specify subgroup)                                                                                                       
  ------------------------------------------ ------- ----------- ------- ----------- ------- ----------- -- ----------- -- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [3 MATH]{.underline} Test [Florida Comprehensive Assessment Test:
Norm Referenced]{.underline}

Edition/publication year [1999]{.underline} Publisher [NCS Pearson
(formerly CTB-McGraw-Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[All students were tested-]{.underline}

[Only students absent during testing week do not have
scores.]{.underline}

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

Grade 3, Math

  ------------------------------------------ ------- ----------- ------- ----------- ------- ----------- -- ----------- -- -----------
                                                     2001-2002           2000-2001           1999-2000      1998-1999      1997-1998

  Testing month                                      March               March               March          March          

  **SCHOOL SCORES**                                                                                                        

  Total Score                                        80.12               77.72               79.02                         

  Number of students tested                          118                 95                  118                           

  Percent of total students tested                   100%                100%                99%                           

  Number of students excluded                        0                   0                   1                             

  Percent of students excluded                       0                   0                   1%                            

  SUBGROUP SCORES                                                                                                          

  1\. White (specify subgroup)               82.62               82.64               83.18                                 

  2\. African-American (specify subgroup)    58.00               49.21               48.07                                 

  3\. Free/Reduced Lunch (specify subgroup)  66.57               49.42               60.42                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                 
  (specify subgroup)                                                                                                       

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                 
  (specify subgroup)                                                                                                       
  ------------------------------------------ ------- ----------- ------- ----------- ------- ----------- -- ----------- -- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [4 READING]{.underline} Test [Florida Comprehensive Assessment
Test: Norm Referenced]{.underline}

Edition/publication year [1999]{.underline} Publisher [NCS Pearson
(formerly CTB-McGraw-Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[All students were tested-]{.underline}

[Only students absent during testing week do not have
scores.]{.underline}

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

Grade 4, Reading

  ------------------------------------------ ------- ----------- ------- ----------- ------- ----------- -- ----------- -- -----------
                                                     2001-2002           2000-2001           1999-2000      1998-1999      1997-1998

  Testing month                                      March               March               March          March          

  **SCHOOL SCORES**                                                                                                        

  Total Score                                        81.34               82.64               77.17                         

  Number of students tested                          105                 125                 123                           

  Percent of total students tested                   100%                100%                98.4%                         

  Number of students excluded                        0                   0                   2                             

  Percent of students excluded                       0%                  0%                  1.6%                          

  SUBGROUP SCORES                                                                                                          

  1\. White (specify subgroup)               84.37               85.91               82.04                                 

  2\. African-American (specify subgroup)    57.83               56.71               54.82                                 

  3\. Free/Reduced Lunch (specify subgroup)  70.82               63.92               56.00                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                 
  (specify subgroup)                                                                                                       

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                 
  (specify subgroup)                                                                                                       
  ------------------------------------------ ------- ----------- ------- ----------- ------- ----------- -- ----------- -- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [4 MATH]{.underline} Test [Florida Comprehensive Assessment Test:
Norm Referenced]{.underline}

Edition/publication year [1999]{.underline} Publisher [NCS Pearson
(formerly CTB-McGraw-Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[All students were tested-]{.underline}

[Only students absent during testing week do not have
scores.]{.underline}

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

Grade 4, Math

  ------------------------------------------ ------- ----------- ------- ----------- ------- ----------- -- ----------- -- -----------
                                                     2001-2002           2000-2001           1999-2000      1998-1999      1997-1998

  Testing month                                      March               March               March          March          

  **SCHOOL SCORES**                                                                                                        

  Total Score                                        **82.29**           **77.15**           **77.99**                     

  Number of students tested                          105                 125                 123                           

  Percent of total students tested                   100%                100%                98.4\$                        

  Number of students excluded                        0                   0                   2                             

  Percent of students excluded                       0%                  0%                  1.6%                          

  SUBGROUP SCORES                                                                                                          

  1 White (specify subgroup)                 85.28               80.65               83.80                                 

  2\. African-American (specify subgroup)    59.08               49.43               51.32                                 

  3\. Free/Reduced Lunch (specify subgroup)  64.09               63.07               55.52                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                 
  (specify subgroup)                                                                                                       

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                 
  (specify subgroup)                                                                                                       
  ------------------------------------------ ------- ----------- ------- ----------- ------- ----------- -- ----------- -- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [5 READING]{.underline} Test [Florida Comprehensive Assessment
Test: Norm Referenced]{.underline}

Edition/publication year [1999]{.underline} Publisher [NCS Pearson
(formerly CTB-McGraw-Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[All students were tested-]{.underline}

[Only students absent during testing week do not have
scores.]{.underline}

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

Grade 5, Reading

  ----------------------------- ------- ----------- ------- ----------- ------- ----------- -- ----------- -- -----------
                                        2001-2002           2000-2001           1999-2000      1998-1999      1997-1998

  Testing month                         March               March               March          March          

  **SCHOOL SCORES**                                                                                           

  Total Score                           **80.64**           **77.12**           **76.18**                     

  Number of students tested             129                 125                 76                            

  Percent of total students             100%                100%                99%                           
  tested                                                                                                      

  Number of students excluded           0                   0                   1                             

  Percent of students excluded          0%                  0%                  1%                            

  SUBGROUP SCORES                                                                                             

  1\. **White** (specify        83.15               80.76               83.24                                 
  subgroup)                                                                                                   

  2\. **African-American**      61.53               56.45               47.46                                 
  (specify subgroup)                                                                                          

  3\. **Free/Reduced Lunch**    64.45               61.06               62.11                                 
  (specify subgroup)                                                                                          

  4\. (specify subgroup)                                                                                      

  5\. (specify subgroup)                                                                                      
  ----------------------------- ------- ----------- ------- ----------- ------- ----------- -- ----------- -- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade [5 MATH]{.underline} Test [Florida Comprehensive Assessment Test:
Norm Referenced]{.underline}

Edition/publication year [1999]{.underline} Publisher [NCS Pearson
(formerly CTB-McGraw-Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[All students were tested-]{.underline}

[Only students absent during testing week do not have
scores.]{.underline}

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

Grade 5, Math

  ------------------------------------------ ------- ----------- ------- ----------- ------- ----------- -- ----------- -- -----------
                                                     2001-2002           2000-2001           1999-2000      1998-1999      1997-1998

  Testing month                                      March               March               March          March          

  **SCHOOL SCORES**                                                                                                        

  Total Score                                        **81.60**           **81.14**           **83.76**                     

  Number of students tested                          129                 125                 76                            

  Percent of total students tested                   100%                100%                99%                           

  Number of students excluded                        0                   0                   1                             

  Percent of students excluded                       0%                  0%                  1%                            

  SUBGROUP SCORES                                                                                                          

  1\. White (specify subgroup)               83.90               81.14               88.52                                 

  2\. African-American (specify subgroup)    64.06               55.09               64.40                                 

  3\. Free/Reduced Lunch (specify subgroup)  62.18               63.59               73.78                                 

  4.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                 
  (specify subgroup)                                                                                                       

  5.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                                 
  (specify subgroup)                                                                                                       
  ------------------------------------------ ------- ----------- ------- ----------- ------- ----------- -- ----------- -- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------