##### REVISED [March 21, 2005]{.underline}

##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal [Mr. Michael G. Akers]{.underline}

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

Official School Name [Wesconnett Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [5710 Wesconnett
Boulevard\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(If address is P.O. Box, also include street [address]{.underline})

[Jacksonville, Florida
32244-1995\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County [Duval]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School Code
Number\*[160571\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 904 ) 573-1140]{.underline} Fax [( 904 )
573-1144]{.underline}

District Website/URL
[www.educationcentral.org](http://www.educationcentral.org/) E-mail
[akersm@educationcentral.org]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* \_\_[Mr. 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 Ms. Nancy Broner

President/Chairperson

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

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

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

(School Board President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT**

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

[26]{.underline} Middle schools

[0]{.underline} Junior high schools

[17]{.underline} High schools

[2]{.underline} Academies of Technology

[5]{.underline} Alternative Centers

[3]{.underline} Exceptional Education Centers

[4]{.underline} Charter Schools

[11]{.underline} Youth Development Centers

[174]{.underline} TOTAL

2\. District Per Pupil Expenditure:
[\_\_\_\_\_\$5672\_\_\_\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure:
[\_\_\_\_\_\_\$5378\_\_\_\_\_\_\_]{.underline}

**SCHOOL**

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

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

4\. \_[13\_]{.underline} Number of years the principal has been in
her/his position at this school.

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

5\. Number of students as of October 1, 2004 enrolled at each grade
level or its equivalent in applying school only:

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

  **PreK**    0         0                      **0**        **7**                             

  **K**       26        27                     **53**       **8**                             

  **1**       29        21                     **50**       **9**                             

  **2**       29        22                     **51**       **10**                            

  **3**       19        28                     **47**       **11**                            

  **4**       19        19                     **38**       **12**                            

  **5**       13        15                     **28**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   267
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [51]{.underline}% White

the students in the school: [40]{.underline}% Black or African American

[9]{.underline}% Hispanic or Latino

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

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

**101% Total (percentages have be rounded)**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[33]{.underline}\_\_\_\_%

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

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

  **(2)**   Number of students who transferred           50
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   92
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 275
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .33
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          33%
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school: [1.5]{.underline}
%

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

Number of languages represented: [1]{.underline}

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_\_[54]{.underline}\_\_\_%

(lunch percentage calculated 2-10-04)

Total number students who qualify: [\_\_\_\_148\_\_\_\_]{.underline}

10\. Students receiving special education services:
[\_\_\_\_13]{.underline}\_\_\_%

\_\_\_\_\_[35]{.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 \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_ [2]{.underline} \_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_ [8]{.underline} \_Specific Learning
Disability

[1]{.underline} Emotional Disturbance [24]{.underline} Speech or
Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness

\_\_\_\_Multiple Disabilities

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

    **Number of Staff 2003-2004**

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

Administrator(s) [1]{.underline} [0]{.underline}

Classroom teachers [15]{.underline} [0]{.underline}

Special resource teachers/specialists [6]{.underline} [0]{.underline}

Paraprofessionals [1]{.underline} [0]{.underline}

> Support staff [2]{.underline} [0]{.underline}
>
> Total number [25]{.underline} [0]{.underline}

12\. Average school student-"classroom teacher" ratio:
\_\_[18]{.underline}\_\_\_

13\. Attendance patterns of teachers and students as a percentage

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

  Daily student attendance \*   95%         \*          \*          \*

  Daily teacher attendance \*   95%         \*          \*          \*

  Classroom Teacher turnover    0 %         20 %        7 %         13 %
  rate                                                              
  ----------------------------- ----------- ----------- ----------- -----------

\*Due to a District computer program change, statistics for average
daily attendance and average daily teacher attendance are not available

**PART III ‑ SUMMARY**

Wesconnett Elementary School's mission is to provide quality learning
experiences and high expectations that promote exemplary academic
achievement for all students in the areas of reading comprehension,
writing, math concepts and applications, and science. Success will be
attained through the involvement of staff, families, community,
alignment of resources, and shared accountability for student success in
achieving the standards mandated by educational authorities.

While all public schools in Florida are evaluated by their test scores
on the Florida Comprehensive Assessment Test, five years ago Wesconnett
Elementary embraced a design for instruction which required us to commit
to avoid becoming a test mill, choosing, instead, to concentrate on
getting students to master the academic work rather than the tests. This
was a school wide decision. Although this was a difficult and
frightening decision to make, and perhaps even more difficult to be
faithful to, we stood steadfast in our resolve. It was an exciting
decision. We harnessed that excitement and melded love for our children,
high expectations, consistent and considered discipline, passion for our
profession, persistent parent communication, regular and frequent
professional development and an unrelenting focus on academics to forge
a first class educational institution. Our Title I status and our
demographics indicate that Wesconnett should be a low-performing school.
For the first year we were a solid C on the state's grading scale. We
dropped to one point above a D. We soared to a low A the following year,
a solid middle A the next year, and to a high A for the year past --
2004 - 2005. Although faculty turnover is low, we have been successful
in hiring quality teachers, improving at almost every vacancy.

Wesconnett, because of its small size has always been a family as much
as an institution. Our children are the focus of our family, as they
should be in any family. We know them well, and we know what is going on
with them when they are with us and when they are not. The Wesconnett
family has a strong, identifiable work ethic, and we hold ourselves, and
each other, to a high standard. We have a tradition of viewing children
as a member of our family, rather than as a member of some other group
-- African-American, Hispanic, economically deprived, etc. As a result,
they are not racially or economically identifiable by their test scores.
We are very proud of that fact, but we do not work at that as an end, in
and of itself. Rather, it is the natural result of treating every child
as though he or she were our own, and striving to help every child
achieve her or his highest potential. We believe self-esteem comes from
within and cannot be bestowed, artificially, from without.

*Every child at Wesconnett Elementary School will be able to function at
the highest levels academically, socially, professionally, and become
productive citizens in a global community.* This, our vision, is not
mere prose. It is the way we look at the world. We believe it and we
make sure of it. We look at our profession and our work, as a school, as
a grand adventure, worthy of heroes. Visitors to Wesconnett Elementary
can discern, instantly, what we are, and what we are about. The
teachers' lounge is a place where teachers discuss ways to help children
become successful, whether it is a discussion of techniques, obstacles,
or strategies. As such, it resembles an in-service room more than it
resembles a traditional teachers' lounge. We believe a person's talk --
what matters to that person -- is revelatory of what that person is; and
we are teachers.

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

1.  Assessment results in reading and mathematics

Tables 1-6, provided at the end of this application provide a school
summary of FCAT SSS reading and mathematics scores for grades 3, 4, and
5. For FCAT reading and mathematics, the data include the number of
students tested and the percentage of students scoring at or above Basic
which is Level 3 or on grade level, at or above Level 4 which is
considered proficient, and the percentage of students scoring at or
above Level 5 which is considered above grade level. To further their
understanding of these scores, the reader may wish to consider Table 7
which shows the mean scale score of students tested in grades 3-5 during
the same period. (fcat.fldoe.org/search/ and
www.fcatresults.com/demog/schoolXMLss/index.html )

When reading the Percent of Students Scoring Level 3 or Higher on FCAT
SSS, it is important to remember not to read each page in isolation
because that would be comparing different children. By reading
diagonally, that is reading 3^rd^ Grade 2002, then 4^th^ Grade 2003, and
5^th^ Grade 2004, the reader can the check for progress over time with a
class. Mean scale scores are reported and highlighted diagonally to
reflect progress over different grade levels on Table 7. While our
mobility rate impacts that reading of statistics, we find individual
students who have attended Wesconnett over a period of years are best
prepared for success. In addition, staff changes that occurred between
2003 and 2004 on grade five impacted results.

Table 8 furthers understanding of demographics by reporting mean scale
scores for Reading and Mathematics subtests for different subgroups of
students. This report shows no achievement gap until 2004 which appears
to be an anomaly.

When reading the School Accountability Report -- Florida School Grade,
Table 9, please note the Percentage Making Learning Gains in Reading and
Math. We are very proud of the increase shown in the Percentage of the
Lowest 25% Making Learning Gains in Reading figures. We believe it is
our focus on individualizing the education of all our students has made
this difference. The next section on how Wesconnett uses assessment data
explains our efforts.

Percentages tested are reflected in the Florida School Grade report,
Table 9. These percentages are for grades 3 through 5 and are not
reported by grade level. As the reader will note, Wesconnett tested 96%
of students in 2002 and for the other 3 years reported in this document,
we have tested 100 percent of eligible students. No records have been
kept on students receiving alternative testing. In 2005, no students
were alternatively tested. In the past, our ESE student's scores
reflected positively on our school. Statistics were not kept because
fewer than 10 students are tested on each grade level.

2.  School use of assessment data

Assessment data drives Wesconnett instruction. State testing results are
analyzed and reviewed by the School Improvement Team prior to writing
the annual School Improvement Plan. The Florida Comprehensive
Achievement Tests are analyzed by mean scale score as compared to other
schools in the county, by percentage of students at each achievement
level, by tracking grade levels to see the improvement of fourth graders
as compared to their third grade scores and fifth graders as compared to
their fourth grade scores, by looking at high and low areas in
sub-tests, and finally reflecting on individual student scores.

Individual literacy teachers review state results and then incorporate
screening tests like the Dynamic Indicators of Basic Literacy (DIBELS)
which tests phonemic awareness, phonics, and fluency, diagnostic tests
like the Developmental Reading Assessment (DRA) which tests fluency and
comprehension, running records to look at student use of cueing systems,
as well as progress monitoring tests developed by Duval County to check
individual success on the FCAT. Mathematics teachers analyze progress
monitoring tests developed by the county and other schools to determine
areas of needed instruction.

All teachers meet individually with the Standards Coach once monthly to
discuss student success, possible next steps, and maintain their focus
of continuous improvement over time. Teachers track individual success
towards the 1,000,000 word campaign, current reading level, writing
genres, and math assessment. The assessment results drive lessons, small
group work, professional development, and individual placement in
supplemental academic instruction programs as well the creation of
student Academic Improvement Plans.

3.  School communicates student performance including assessment data

Wesconnett reports assessment data to parents, students, and the
community in a variety of ways. If individual student reports are
generated as part of a test, copies are shared with parents.
Disaggregated data regarding high stakes achievement tests is shared
with the School Advisory Council as it is incorporated into the School
Improvement Plan. Our School Advisory Council is made up of parents,
community leaders, teachers, and non-certificated personnel, who are the
stakeholders of the Wesconnett community. The Wesconnett Beacon (our
school newsletter) is used to share testing results and school grades.

Teachers share assessment results and communicate with parents about
student performance through the use of student agenda (planners) books.
These books provide a primary place of communication between home and
school in addition to report cards and progress reports. Wesconnett
celebrates student progress at quarterly Awards Assemblies. We celebrate
our progress as a school towards the 1,000,000 word campaign by posting
the total number of books read on a six foot lighthouse at our front
door. In addition, student performance is visible in the hall on
bulletin boards where student work is posted. Parents are even
encouraged to check out copies of our Book of the Month so they can talk
with their child about literacy activities.

Parent conferences are encouraged. Parents of students receiving
Academic Improvement Plans have additional conferences where they
receive feedback on student performance and plan with the teacher
activities they can complete at home.

4.  School has shared and will continue to share successes

School visits are encouraged according to the needs of those
professionals visiting. The Standards Coach schedules visits. Visitors
can request specific subjects and/or grade levels. This provides the
opportunity to observe best practice and necessary materials and
artifacts. Time is allotted for dialogue between the teacher being
observed and the visitors. The School Standards Coach will teach class,
following the observation, so the teacher can answer questions about
logistics, planning, and share what works in our learning community. At
District Standards Coach Meetings, coaches share the strengths of their
schools so that others will know whom to visit. Wesconnett has
entertained visitors from out of state.

Student work has been displayed at a national America's Choice
Conference. In addition, our interns and pre-interns learn about our
school and are able to share our work at the University of North
Florida.

The Florida Times Union publishes articles about the school celebrations
and test scores. Our Regional Superintendent shares successes with the
School Board.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  School's curriculum

Six years ago our Superintendent brought to Duval County a systemic
curriculum design, America's Choice School Design, from the National
Center on Education and the Economy which utilized internationally
benchmarked standards, best instructional practices, and the most recent
brain research to provide optimum learning experiences for all students.
The program provided the framework for staff professional development.
The Academic Programs Department correlated the NCEE standards to the
Florida Sunshine State Standards to be sure appropriate content was
addressed. Students are expected to demonstrate mastery of the standards
prior to be promoted to the next grade. Wesconnett voted to implement
this design and received additional staff training.

After four years of intensive training, District and individual School
Standards Coaches now provide on-going training for staff as we go
deeper into standards-based instruction and raise the achievement bar
for our students. Teachers utilize this training and are expected to
become specialists in at least two but no more than three content areas.
At Wesconnett, we have chosen to departmentalize grades three through
five, and have extended that practice to Second Grade for the 2004-2005
school year.

The heart of the curriculum is the two and a half hour language arts
block. It covers reading (phonemic awareness, phonics, fluency,
vocabulary development, and comprehension), writing in four genre
(narrative, functional/procedural, report, and response to literature),
and Skills Block (grammar, phonics, spelling, and punctuation). The
blending of phonics and whole language provides the basis for a balanced
program in which all language areas interrelate. A print-rich
environment is created through the use of extensive classroom libraries
and teacher/student charts based on lessons taught. Small group work is
emphasized in reading so that the teacher can focus instruction on
student need. In writing, children explore authentic literature and
identify author's craft in picture books, for example, to see how they
can incorporate what they are discovering in their own writing.
Classroom discussions and peer critiquing is based on the standards.

Activity-based mathematics is utilized to encourage students to think
creatively, develop and articulate their own problem-solving strategies,
and work cooperatively with their classmates. Science instruction
develops needed vocabulary in context with hands-on activities and again
in a cooperative setting. Social Studies becomes part of writing when
the children learn about the report genre and reading as they study the
non-fiction genre. They explore, read and write about topics of interest
in their world. Textbooks are utilized to help students learn about
their community, country, the democratic process, and the world.

While assessment drives our instruction, portfolios document student
progress. Reviewing student work and seeing how the work demonstrates
mastery of the standards is key to understanding the expectations for
each grade level.

Other subject areas are not forsaken but we expect students need to be
on standard in fundamental disciplines by the end of 3^rd^ grade.
Resource classes in art, music, physical education, and media education
round out each student's education.

2a. Reading curriculum

The reading curriculum at Wesconnett Elementary School follows NCEE's
design which is organized around research based standards. Authentic
literature is used and draws heavily on classroom libraries which are
divided by reading levels, genre, or author. The five building blocks of
reading (phonemic awareness, phonics, fluency, vocabulary development,
and comprehension) are taught in small group settings.

Students read at their own levels and are constantly monitored through
DRA, running records, teacher conferences, guided reading, response
logs, and reading assessments tied in to the Houghton Mifflin reading
series. This allows the teacher to have fluid grouping to deal with
students having similar learning needs and facilitates the ability to
constantly move the students at their own rate of learning.

The principal is very involved and promotes the 25-book campaign
(1,000,000 word standard) where all students and personnel are expected
to read at least 25 books during the year. This promotes a love of
reading and is a great boost to increasing vocabulary. The principal is
also responsible for the Book of the Month which is read in every
classroom. Students respond to this book and teachers post these
responses on bulletin boards. This creates an atmosphere that promotes
reading throughout the school.

This curriculum design was chosen after the principal researched it and
found great merit. Teachers were sent to observe schools that were
already putting it in place and received an overview of how to utilize
the standards in the classroom. The information was brought back to
school and a vote among the staff was taken. The vote was almost
unanimous (two dissenting votes) to adopt the America's Choice School
Design. The two dissenters are now stars in the design.

3.  One other curriculum area and how it relates to essential skills and
    the mission statement

Wesconnett Elementary School's mission is to provide quality learning
experiences and high expectations that promote exemplary academic
achievement for all students. It specifically mentions the area of math
concepts and applications; how students utilize and understand
mathematical reasoning. Children who develop their own strategies for
solving computational problems perform better than children who memorize
an algorithm because they understand how numbers work in relationship to
one another. Finding the answer, figuring out whether it is reasonable
or not, and explaining why it makes sense is key to helping children
define their strategies. These strategies are then used to help children
solve move complex problems.

Wesconnett utilizes Duval County's adopted curriculum, Investigations in
Number, Data, and Space. The curriculum at each grade level is organized
into units that offer from three to eight weeks of mathematical work in
number, data analysis, and geometry. These units link together to form a
complete K--5 curriculum that teachers can adjust to meet their
classroom needs. *Investigations* offers activity-based mathematics that
encourage students to think creatively, develop *and articulate* their
own problem-solving strategies, and work cooperatively with their
classmates. (Second paragraph courtesy Pearson website.) By teaching
conceptual understanding, our students are learning how mathematics
works in that they can see how one number functions in relationship to
another number.

4.  Different instructional methods the school uses

Instruction in language arts is centered around the workshop model.
During a workshop, a mini-lesson is presented, student work time applies
the strategy presented, and closing offers the opportunity for students
to share their application of the lesson taught. Teachers present a
short, focused mini-lesson in which they model what they want their
students to practice. Students practice the skill or strategy during
work time and begin to build reading stamina. During closing students
share how they applied the skill or strategy presented. During student
work time, teachers can conference with individual students to pinpoint
their goals for the child or identify instructional needs, or the
teacher can work with a small group in instruction. When teachers work
with a small group, for example, on improving reading comprehension, a
teacher models, then provides guided practice, and finally moves the
children to applying the skill or strategy on their own. Teachers also
can use that time to track student achievement through DRAs or running
records.

Mathematics instruction also follows the workshop model. After stating
the focus or skill clearly and making expectations explicit, the teacher
monitors students' work during the exploration period. The teacher
monitors student work, examines work as it evolves, offers small group
instruction, and begins to develop the summary section of the lesson by
noting strategies the class utilized. During the summary portion of the
workshop, students tell the class about their approaches to the problems
and make connections to the main concept of the lesson. Strategies are
recorded and the teacher corrects student misconceptions.

5.  School's professional development program

In the fall of 2000, Wesconnett embarked on a prescribed system of
professional development as designed by The National Center on Education
and the Economy called America's Choice School Design. That core set of
teachers meetings introduced, reinforced, and tracked best instructional
practice. The specific purpose of the inservice what to improve
achievement for all students. When the three year contract with
America's Choice expired, Duval County continued world class standards
implementation under the title of standards based instruction. At that
time, the county began using District Standards Coaches and School
Standards Coaches to deliver inservice designed to deepen teacher's
understanding of standards based instructional methods. Teachers can
attend a ten day county training on literacy. There is also training
available for math and teacher laptops. The laptops will provide uniform
attendance and assessment procedures, data collecting, and grade
preparation.

Training needs at the school, like student's needs in the classroom, are
determined by assessment. There is a system of district evaluation of
school progress by Regional Superintendents, focused walks within the
school to determine levels of implementation, and teacher requests.
Testing scores also drive workshop needs. Early release days allow
afternoons for training twice a month. In addition, substitutes are
hired for teachers to take professional days as additional needs are
identified. Our goal is to help teachers use their training, experience,
insight, and the relationships they build with students to match
instruction with need and foster achievement.

**PART VI - PRIVATE SCHOOL ADDENDUM**

Not applicable.

**PART VII - ASSESSMENT RESULTS**

Wesconnett Elementary School's data tables follow

**Table 1**

**Wesconnett Elementary School**

**No Child Left Behind -- Blue Ribbon School Application**

**FCAT -- FLORIDA COMPREHENSIVE ASSESSMENT TEST**

**CRITERION-REFERENCED TEST**

Subject [Reading]{.underline} Grade [3]{.underline} Test [Florida
Comprehensive Assessment Test]{.underline}

Edition/Publication Year [Same as Year of Test
Administration]{.underline}

Publisher [State of Florida]{.underline}

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

  Testing month                         March       March       March       March

  **SCHOOL SCORES**                                                         

  \% At or Above Basic (Level 3 or      65%         56%         51%         64%
  higher)                                                                   

  \% At or Above Proficient (Level 4 or 31%         16%         21%         20%
  higher)                                                                   

  \% At Advanced (Level 5)              4%          3%          2%          3%

  Number of students tested             51          30          57          66

  Percent of total students tested      100         100         NR          NR

  Number of students alternatively      NR          NR          NR          NR
  assessed                                                                  

  Percent of students alternatively     NR          NR          NR          NR
  assessed                                                                  

                                                                            

  SUBGROUP SCORES                                                           

  1.Economically Disadvantaged                                              

  \% At or Above Basic (Level 3 or      64%         45%         44%         NR
  higher)                                                                   

  \% At or Above Proficient (Level 4 or 31%         17%         22%         NR
  higher)                                                                   

  \% At Advanced (Level 5)              4%          6%          0%          NR

  Number of students tested             51          18          36          NR

  2.Not Economically Disadvantaged                                          

  \% At or Above Basic (Level 3 or      \*          82%         62%         NR
  higher)                                                                   

  \% At or Above Proficient (Level 4 or \*          18%         19%         NR
  higher)                                                                   

  \% At Advanced (Level 5)              \*          0%          5%          NR

  Number of students tested             0           11          21          NR

  3\. White                                                                 

  \% At or Above Basic (Level 3 or      72%         56%         59%         77%
  higher)                                                                   

  \% At or Above Proficient (Level 4 or 44%         17%         26%         23%
  higher)                                                                   

  \% At Advanced (Level 5)              3%          6%          4%          3%

  Number of students tested             29          18          27          35

  4\. Black                                                                 

  \% At or Above Basic (Level 3 or      59%         \*          44%         40%
  higher)                                                                   

  \% At or Above Proficient (Level 4 or 18%         \*          13%         12%
  higher)                                                                   

  \% At Advanced (Level 5)              6%          \*          0%          0%

  Number of students tested             17          9           16          25

                                                                            

  **STATE SCORES**                                                          

  \% At or Above Basic                  66%         63%         60%         57%

  \% At or Above Proficient             32%         30%         28%         25%

  \% At Advanced                        6%          5%          5%          4%

  Number of students tested             206,435     188,107     188,387     186,139
  ------------------------------------- ----------- ----------- ----------- -----------

\* No data are reported when fewer than 10 students were tested or when
all students are in the same achievement level

NR=Not reported on State of Florida documents

**Table 2**

**Wesconnett Elementary School**

**No Child Left Behind -- Blue Ribbon School Application**

**FCAT -- FLORIDA COMPREHENSIVE ASSESSMENT TEST**

**CRITERION-REFERENCED TEST**

Subject [Mathematics]{.underline} Grade [3]{.underline} Test [Florida
Comprehensive Assessment Test]{.underline}

Edition/Publication Year [Same as Year of Test
Administration]{.underline}

Publisher [State of Florida]{.underline}

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

  Testing month                          March       March       March       March

  **SCHOOL SCORES**                                                          

  \% At or Above Basic (Level 3 or       55%         50%         47%         44%
  higher)                                                                    

  \% At or Above Proficient (Level 4 or  14%         7%          5%          9%
  higher)                                                                    

  \% At Advanced (Level 5)               4%          0%          0%          0%

  Number of students tested              51          30          57          66

  Percent of total students tested       100         100         NR          NR

  Number of students alternatively       NR          NR          NR          NR
  assessed                                                                   

  Percent of students alternatively      NR          NR          NR          NR
  assessed                                                                   

                                                                             

  SUBGROUP SCORES                                                            

  1.Economically Disadvantaged                                               

  \% At or Above Basic (Level 3 or       55%         52%         42%         NR
  higher)                                                                    

  \% At or Above Proficient (Level 4 or  14%         5%          3%          NR
  higher)                                                                    

  \% At Advanced (Level 5)               4%          0%          0%          NR

  Number of students tested              51          19          36          NR

  2.Not Economically Disadvantaged                                           

  \% At or Above Basic (Level 3 or       \*          45%         58%         NR
  higher)                                                                    

  \% At or Above Proficient (Level 4 or  \*          9%          10%         NR
  higher)                                                                    

  \% At Advanced (Level 5)               \*          0%          0%          NR

  Number of students tested              0           11          21          NR

  3\. White                                                                  

  \% At or Above Basic (Level 3 or       80%         56%         56%         60%
  higher)                                                                    

  \% At or Above Proficient (Level 4 or  21%         6%          7%          11%
  higher)                                                                    

  \% At Advanced (Level 5)               7%          0%          0%          0%

  Number of students tested              29          18          27          35

  4\. Black                                                                  

  \% At or Above Basic (Level 3 or       18%         \*          25%         20%
  higher)                                                                    

  \% At or Above Proficient (Level 4 or  6%          \*          6%          0%
  higher)                                                                    

  \% At Advanced (Level 5)               0%          \*          0%          0%

  Number of students tested              17          9           16          25

                                                                             

  **STATE SCORES**                                                           

  \% At or Above Basic                   64%         63%         59%         52%

  \% At or Above Proficient              30%         29%         25%         19%

  \% At Advanced                         7%          7%          5%          3%

  Number of students tested              206,534     188,487     188,606     186,336
  -------------------------------------- ----------- ----------- ----------- -----------

\* No data are reported when fewer than 10 students were tested or when
all students are in the same achievement level

NR=Not reported on State of Florida documents

**Table 3**

**Wesconnett Elementary School**

**No Child Left Behind -- Blue Ribbon School Application**

**FCAT -- FLORIDA COMPREHENSIVE ASSESSMENT TEST**

**CRITERION-REFERENCED TEST**

Subject [Reading]{.underline} Grade [4]{.underline} Test [Florida
Comprehensive Assessment Test]{.underline}

Edition/Publication Year [Same as Year of Test
Administration]{.underline}

Publisher [State of Florida]{.underline}

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

  Testing month                         March       March       March       March

  **SCHOOL SCORES**                                                         

  \% At or Above Basic (Level 3 or      82%         67%         70%         61%
  higher)                                                                   

  \% At or Above Proficient (Level 4 or 36%         30%         29%         28%
  higher)                                                                   

  \% At Advanced (Level 5)              9%          8%          2%          2%

  Number of students tested             33          49          51          43

  Percent of total students tested      100         100         100         NR

  Number of students alternatively      NR          NR          NR          NR
  assessed                                                                  

  Percent of students alternatively     NR          NR          NR          NR
  assessed                                                                  

                                                                            

  SUBGROUP SCORES                                                           

  1.Economically Disadvantaged                                              

  \% At or Above Basic (Level 3 or      85%         62%         70%         NR
  higher)                                                                   

  \% At or Above Proficient (Level 4 or 39%         17%         29%         NR
  higher)                                                                   

  \% At Advanced (Level 5)              7%          3%          3%          NR

  Number of students tested             28          29          34          NR

  2.Not Economically Disadvantaged                                          

  \% At or Above Basic (Level 3 or      \*          75%         70%         NR
  higher)                                                                   

  \% At or Above Proficient (Level 4 or \*          50%         29%         NR
  higher)                                                                   

  \% At Advanced (Level 5)              \*          15%         0%          NR

  Number of students tested             0           20          17          NR

  3\. White                                                                 

  \% At or Above Basic (Level 3 or      94%         70%         78%         59%
  higher)                                                                   

  \% At or Above Proficient (Level 4 or 50%         39%         30%         26%
  higher)                                                                   

  \% At Advanced (Level 5)              6%          8%          4%          4%

  Number of students tested             18          26          27          27

  4\. Black                                                                 

  \% At or Above Basic (Level 3 or      61%         58%         67%         45%
  higher)                                                                   

  \% At or Above Proficient (Level 4 or 23%         16%         29%         27%
  higher)                                                                   

  \% At Advanced (Level 5)              15%         8%          0%          0%

  Number of students tested             13          12          21          11

                                                                            

  **STATE SCORES**                                                          

  \% At or Above Basic                  70%         60%         55%         53%

  \% At or Above Proficient             34%         29%         27%         25%

  \% At Advanced                        7%          6%          6%          7%

  Number of students tested             176,148     193,391     191,866     188,696
  ------------------------------------- ----------- ----------- ----------- -----------

\* No data are reported when fewer than 10 students were tested or when
all students are in the same achievement level

NR=Not reported on State of Florida documents

**Table 4**

**Wesconnett Elementary School**

**No Child Left Behind -- Blue Ribbon School Application**

**FCAT -- FLORIDA COMPREHENSIVE ASSESSMENT TEST**

**CRITERION-REFERENCED TEST**

Subject [Mathematics]{.underline} Grade [4]{.underline} Test [Florida
Comprehensive Assessment Test]{.underline}

Edition/Publication Year [Same as Year of Test
Administration]{.underline}

Publisher [State of Florida]{.underline}

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

  Testing month                          March       March       March       March

  **SCHOOL SCORES**                                                          

  \% At or Above Basic (Level 3 or       85%         61%         73%         55%
  higher)                                                                    

  \% At or Above Proficient (Level 4 or  21%         12%         16%         10%
  higher)                                                                    

  \% At Advanced (Level 5)               6%          0%          0%          0%

  Number of students tested              33          49          51          42

  Percent of total students tested       100         100         100         NR

  Number of students alternatively       NR          NR          NR          NR
  assessed                                                                   

  Percent of students alternatively      NR          NR          NR          NR
  assessed                                                                   

                                                                             

  SUBGROUP SCORES                                                            

  1.Economically Disadvantaged                                               

  \% At or Above Basic (Level 3 or       89%         52%         71%         NR
  higher)                                                                    

  \% At or Above Proficient (Level 4 or  26%         7%          21%         NR
  higher)                                                                    

  \% At Advanced (Level 5)               7%          0%          0%          NR

  Number of students tested              28          29          34          NR

  2.Not Economically Disadvantaged                                           

  \% At or Above Basic (Level 3 or       \*          75%         77%         NR
  higher)                                                                    

  \% At or Above Proficient (Level 4 or  \*          20%         6%          NR
  higher)                                                                    

  \% At Advanced (Level 5)               \*          0%          0%          NR

  Number of students tested              0           20          17          NR

  3\. White                                                                  

  \% At or Above Basic (Level 3 or       94%         70%         75%         59%
  higher)                                                                    

  \% At or Above Proficient (Level 4 or  33%         12%         19%         11%
  higher)                                                                    

  \% At Advanced (Level 5)               11%         0%          0%          0%

  Number of students tested              18          26          27          27

  4\. Black                                                                  

  \% At or Above Basic (Level 3 or       77%         50%         66%         30%
  higher)                                                                    

  \% At or Above Proficient (Level 4 or  8%          17%         14%         10%
  higher)                                                                    

  \% At Advanced (Level 5)               0%          0%          0%          0%

  Number of students tested              13          12          21          10

                                                                             

  **STATE SCORES**                                                           

  \% At or Above Basic                   64%         54%         51%         45%

  \% At or Above Proficient              26%         20%         19%         16%

  \% At Advanced                         6%          4%          4%          3%

  Number of students tested              176,316     193,503     192,366     188,633
  -------------------------------------- ----------- ----------- ----------- -----------

\* No data are reported when fewer than 10 students were tested or when
all students are in the same achievement level

NR=Not reported on State of Florida documents

**Table 5**

**Wesconnett Elementary School**

**No Child Left Behind -- Blue Ribbon School Application**

**FCAT -- FLORIDA COMPREHENSIVE ASSESSMENT TEST**

**CRITERION-REFERENCED TEST**

Subject [Reading]{.underline} Grade [5]{.underline} Test [Florida
Comprehensive Assessment Test]{.underline}

Edition/Publication Year [Same as Year of Test
Administration]{.underline}

Publisher [State of Florida]{.underline}

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

  Testing month                         March       March       March       March

  **SCHOOL SCORES**                                                         

  \% At or Above Basic (Level 3 or      76%         64%         63%         50%
  higher)                                                                   

  \% At or Above Proficient (Level 4 or 43%         30%         29%         14%
  higher)                                                                   

  \% At Advanced (Level 5)              11%         0%          3%          6%

  Number of students tested             37          44          35          50

  Percent of total students tested      100         100         100         NR

  Number of students alternatively      NR          NR          NR          NR
  assessed                                                                  

  Percent of students alternatively     NR          NR          NR          NR
  assessed                                                                  

                                                                            

  SUBGROUP SCORES                                                           

  1.Economically Disadvantaged                                              

  \% At or Above Basic (Level 3 or      77%         54%         57%         NR
  higher)                                                                   

  \% At or Above Proficient (Level 4 or 44%         23%         24%         NR
  higher)                                                                   

  \% At Advanced (Level 5)              11%         0%          0%          NR

  Number of students tested             36          26          21          NR

  2.Not Economically Disadvantaged                                          

  \% At or Above Basic (Level 3 or      \*          82%         72%         NR
  higher)                                                                   

  \% At or Above Proficient (Level 4 or \*          41%         36%         NR
  higher)                                                                   

  \% At Advanced (Level 5)              \*          0%          7%          NR

  Number of students tested             0           17          14          NR

  3\. White                                                                 

  \% At or Above Basic (Level 3 or      75%         68%         65%         71%
  higher)                                                                   

  \% At or Above Proficient (Level 4 or 40%         32%         40%         21%
  higher)                                                                   

  \% At Advanced (Level 5)              15%         0%          5%          13%

  Number of students tested             20          25          20          24

  4\. Black                                                                 

  \% At or Above Basic (Level 3 or      70%         60%         \*          15%
  higher)                                                                   

  \% At or Above Proficient (Level 4 or 40%         33%         \*          5%
  higher)                                                                   

  \% At Advanced (Level 5)              0%          0%          \*          0%

  Number of students tested             10          15          8           20

                                                                            

  **STATE SCORES**                                                          

  \% At or Above Basic                  59%         58%         53%         52%

  \% At or Above Proficient             28%         25%         23%         23%

  \% At Advanced                        6%          4%          4%          5%

  Number of students tested             196,343     192,881     192,604     187,570
  ------------------------------------- ----------- ----------- ----------- -----------

\* No data are reported when fewer than 10 students were tested or when
all students are in the same achievement level

NR=Not reported on State of Florida documents

**Table 6**

**Wesconnett Elementary School**

**No Child Left Behind -- Blue Ribbon School Application**

**FCAT -- FLORIDA COMPREHENSIVE ASSESSMENT TEST**

**CRITERION-REFERENCED TEST**

Subject [Mathematics]{.underline} Grade [5]{.underline} Test [Florida
Comprehensive Assessment Test]{.underline}

Edition/Publication Year [Same as Year of Test
Administration]{.underline}

Publisher [State of Florida]{.underline}

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

  Testing month                          March       March       March       March

  **SCHOOL SCORES**                                                          

  \% At or Above Basic (Level 3 or       73%         56%         58%         23%
  higher)                                                                    

  \% At or Above Proficient (Level 4 or  43%         11%         29%         6%
  higher)                                                                    

  \% At Advanced (Level 5)               5%          0%          0%          0%

  Number of students tested              37          44          35          52

  Percent of total students tested       100         100         100         NR

  Number of students alternatively       NR          NR          NR          NR
  assessed                                                                   

  Percent of students alternatively      NR          NR          NR          NR
  assessed                                                                   

                                                                             

  SUBGROUP SCORES                                                            

  1.Economically Disadvantaged                                               

  \% At or Above Basic (Level 3 or       76%         46%         43%         NR
  higher)                                                                    

  \% At or Above Proficient (Level 4 or  45%         4%          24%         NR
  higher)                                                                    

  \% At Advanced (Level 5)               6%          0%          0%          NR

  Number of students tested              36          26          21          NR

  2.Not Economically Disadvantaged                                           

  \% At or Above Basic (Level 3 or       \*          71%         79%         NR
  higher)                                                                    

  \% At or Above Proficient (Level 4 or  \*          24%         36%         NR
  higher)                                                                    

  \% At Advanced (Level 5)               \*          0%          0%          NR

  Number of students tested              0           17          14          NR

  3\. White                                                                  

  \% At or Above Basic (Level 3 or       70%         64%         60%         35%
  higher)                                                                    

  \% At or Above Proficient (Level 4 or  45%         20%         30%         12%
  higher)                                                                    

  \% At Advanced (Level 5)               5%          0%          0%          0%

  Number of students tested              20          25          20          26

  4\. Black                                                                  

  \% At or Above Basic (Level 3 or       80%         47%         \*          5%
  higher)                                                                    

  \% At or Above Proficient (Level 4 or  40%         0%          \*          0%
  higher)                                                                    

  \% At Advanced (Level 5)               10%         0%          \*          0%

  Number of students tested              10          15          8           20

                                                                             

  **STATE SCORES**                                                           

  \% At or Above Basic                   52%         52%         48%         48%

  \% At or Above Proficient              28%         28%         25%         26%

  \% At Advanced                         7%          7%          6%          6%

  Number of students tested              196,233     192,692     192,472     187,623
  -------------------------------------- ----------- ----------- ----------- -----------

\* No data are reported when fewer than 10 students were tested or when
all students are in the same achievement level

NR=Not reported on State of Florida documents

**Table 7**

**WESCONNETT ELEMENTARY SCHOOL**

**FLORIDA COMPREHENSIVE ASSESSMENT TEST**

**SUNSHINE STATE STANDARDS**

**CRITERION-REFERENCED TEST**

Subject [Reading and Mathematics]{.underline} Grades [3-5]{.underline}
Test [Florida Comprehensive Assessment Test - SSS]{.underline}

Edition/Publication Year [2004]{.underline} Publisher [State of
Florida]{.underline} Testing Month [March]{.underline}

  --------------- --------- -------------- -------------- -------------- ------------- -------------- -------------- --------------
  **Wesconnett                                                                                                       
  Elementary                                                                                                         
  School**                                                                                                           

  The table below                                                                                                    
  provides the                                                                                                       
  school mean                                                                                                        
  Scale Scores in                                                                                                    
  reading and                                                                                                        
  mathematics.                                                                                                       
  The Scale Score                                                                                                    
  is a scores                                                                                                        
  used to report                                                                                                     
  test results on                                                                                                    
  the entire                                                                                                         
  test. Scale                                                                                                        
  Scores on the                                                                                                      
  FCAT Sunshine                                                                                                      
  State Standards                                                                                                    
  tests are 100                                                                                                      
  through 500 for                                                                                                    
  each grade                                                                                                         
  level and                                                                                                          
  content area. A                                                                                                    
  computer                                                                                                           
  program is used                                                                                                    
  to analyze                                                                                                         
  student                                                                                                            
  responses and                                                                                                      
  to compute the                                                                                                     
  Scale Score.                                                                                                       
  (Paraphrased                                                                                                       
  from FLDOE                                                                                                         
  website.)                                                                                                          
  Results of                                                                                                         
  Exceptional                                                                                                        
  Student                                                                                                            
  Education                                                                                                          
  students were                                                                                                      
  not                                                                                                                
  disaggregated                                                                                                      
  because fewer                                                                                                      
  than ten                                                                                                           
  students were                                                                                                      
  tested for each                                                                                                    
  disability                                                                                                         
  category.                                                                                                          

  **Mean Scale                                                                                                       
  Scores**                                                                                                           

  Grade Level     Reading                                                Mathematics                                 

                  *2001*    *2002*         *2003*         *2004*         *2001*        *2002*         *2003*         *2004*

  3^rd^ Grade     295       [286]{.mark}   292            308            289           [279]{.mark}   291            285

  4^th^ Grade     306       319            [316]{.mark}   332            298           312            [310]{.mark}   329

  5^th^ Grade     282       299            305            [321]{.mark}   295           331            323            [349]{.mark}
  --------------- --------- -------------- -------------- -------------- ------------- -------------- -------------- --------------

+------------+------+---------+-----+-----+---------+-----+-----+-----+
| **Table    |      |         |     |     |         |     |     |     |
| 8**        |      |         |     |     |         |     |     |     |
|            |      |         |     |     |         |     |     |     |
| **         |      |         |     |     |         |     |     |     |
| Wesconnett |      |         |     |     |         |     |     |     |
| Elementary |      |         |     |     |         |     |     |     |
| School**   |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| **Florida  |      |         |     |     |         |     |     |     |
| Com        |      |         |     |     |         |     |     |     |
| prehensive |      |         |     |     |         |     |     |     |
| Assessment |      |         |     |     |         |     |     |     |
| Test**     |      |         |     |     |         |     |     |     |
|            |      |         |     |     |         |     |     |     |
| **Sunshine |      |         |     |     |         |     |     |     |
| State      |      |         |     |     |         |     |     |     |
| Standards  |      |         |     |     |         |     |     |     |
| Criterion- |      |         |     |     |         |     |     |     |
| Referenced |      |         |     |     |         |     |     |     |
| Test**     |      |         |     |     |         |     |     |     |
|            |      |         |     |     |         |     |     |     |
| **Mean     |      |         |     |     |         |     |     |     |
| Scale      |      |         |     |     |         |     |     |     |
| Score**    |      |         |     |     |         |     |     |     |
|            |      |         |     |     |         |     |     |     |
| **D        |      |         |     |     |         |     |     |     |
| emographic |      |         |     |     |         |     |     |     |
| Report**   |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| 3^rd^      |      |         |     |     |         |     |     |     |
| Grade      |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| \*No data  |      |         |     |     |         |     |     |     |
| a reported |      |         |     |     |         |     |     |     |
| when fewer |      |         |     |     |         |     |     |     |
| than ten   |      |         |     |     |         |     |     |     |
| students   |      |         |     |     |         |     |     |     |
| were       |      |         |     |     |         |     |     |     |
| tested or  |      |         |     |     |         |     |     |     |
| if any     |      |         |     |     |         |     |     |     |
| percentage |      |         |     |     |         |     |     |     |
| equals 100 |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
|            | Rea  |         |     |     | Math    |     |     |     |
|            | ding |         |     |     | ematics |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
|            | 2001 | 2002    | 2   | 2   | 2001    | 2   | 2   | 2   |
|            |      |         | 003 | 004 |         | 002 | 003 | 004 |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| White      | 295  | 286     | 292 | 321 | 289     | 279 | 291 | 304 |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| Black or   | 306  | 292     | 292 | 299 | 300     | 289 | 297 | 264 |
| African    |      |         |     |     |         |     |     |     |
| American   |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| Hispanic   | 273  | 278     | \*  | \*  | 273     | 265 | \*  | \*  |
| or Latino  |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| Asi        | \*   | \*      | \*  | \*  | \*      | \*  | \*  | \*  |
| an/Pacific |      |         |     |     |         |     |     |     |
| Islander   |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| American   | \*   | \*      | \*  | \*  | \*      | \*  | \*  | \*  |
| Indi       |      |         |     |     |         |     |     |     |
| an/Alaskan |      |         |     |     |         |     |     |     |
| Native     |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| 4th Grade  |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| \*No data  |      |         |     |     |         |     |     |     |
| a reported |      |         |     |     |         |     |     |     |
| when fewer |      |         |     |     |         |     |     |     |
| than ten   |      |         |     |     |         |     |     |     |
| students   |      |         |     |     |         |     |     |     |
| were       |      |         |     |     |         |     |     |     |
| tested or  |      |         |     |     |         |     |     |     |
| if any     |      |         |     |     |         |     |     |     |
| percentage |      |         |     |     |         |     |     |     |
| equals 100 |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
|            | Rea  |         |     |     | Math    |     |     |     |
|            | ding |         |     |     | ematics |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
|            | 2001 | 2002    | 2   | 2   | 2001    | 2   | 2   | 2   |
|            |      |         | 003 | 004 |         | 002 | 003 | 004 |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| White      | 306  | 319     | 316 | 338 | 298     | 312 | 310 | 342 |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| Black or   | 307  | 322     | 322 | 327 | 303     | 317 | 315 | 314 |
| African    |      |         |     |     |         |     |     |     |
| American   |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| Hispanic   | 291  | 313     | 299 | \*  | 274     | 304 | 306 | \*  |
| or Latino  |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| Asi        | \*   | \*      | \*  | \*  | \*      | \*  | \*  | \*  |
| an/Pacific |      |         |     |     |         |     |     |     |
| Islander   |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| American   | \*   | \*      | \*  | \*  | \*      | \*  | \*  | \*  |
| Indi       |      |         |     |     |         |     |     |     |
| an/Alaskan |      |         |     |     |         |     |     |     |
| Native     |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| 5^th^      |      |         |     |     |         |     |     |     |
| Grade      |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| \*No data  |      |         |     |     |         |     |     |     |
| a reported |      |         |     |     |         |     |     |     |
| when fewer |      |         |     |     |         |     |     |     |
| than ten   |      |         |     |     |         |     |     |     |
| students   |      |         |     |     |         |     |     |     |
| were       |      |         |     |     |         |     |     |     |
| tested or  |      |         |     |     |         |     |     |     |
| if any     |      |         |     |     |         |     |     |     |
| percentage |      |         |     |     |         |     |     |     |
| equals 100 |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
|            | Rea  |         |     |     | Math    |     |     |     |
|            | ding |         |     |     | ematics |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
|            | 2001 | 2002    | 2   | 2   | 2001    | 2   | 2   | 2   |
|            |      |         | 003 | 004 |         | 002 | 003 | 004 |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| White      | 282  | 299     | 305 | 326 | 295     | 331 | 323 | 355 |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| Black or   | 310  | 307     | 312 | 305 | 319     | 330 | 331 | 339 |
| African    |      |         |     |     |         |     |     |     |
| American   |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| Hispanic   | 244  | \*      | 301 | \*  | 263     | \*  | 309 | \*  |
| or Latino  |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| Asi        | \*   | \*      | \*  | \*  | \*      | \*  | \*  | \*  |
| an/Pacific |      |         |     |     |         |     |     |     |
| Islander   |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+
| American   | \*   | \*      | \*  | \*  | \*      | \*  | \*  | \*  |
| Indi       |      |         |     |     |         |     |     |     |
| an/Alaskan |      |         |     |     |         |     |     |     |
| Native     |      |         |     |     |         |     |     |     |
+------------+------+---------+-----+-----+---------+-----+-----+-----+

<table>
<colgroup>
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="12"><p><strong>Table 9</strong></p>
<p><strong>Wesconnett Elementary School</strong></p></td>
</tr>
<tr class="even">
<td colspan="12"><strong>School Accountability Report – Florida School
Grade</strong></td>
</tr>
<tr class="odd">
<td><blockquote>
<p>Year</p>
</blockquote></td>
<td><blockquote>
<p>% Meeting High</p>
<p>Standards in Reading</p>
</blockquote></td>
<td><blockquote>
<p>% Meeting High</p>
<p>Standards in Math</p>
</blockquote></td>
<td><blockquote>
<p>% Meeting High</p>
<p>Standards in Writing</p>
</blockquote></td>
<td><blockquote>
<p>% Making Learning</p>
<p>Gains in Reading</p>
</blockquote></td>
<td><blockquote>
<p>% Making Learning</p>
<p>Gains in Math</p>
</blockquote></td>
<td><blockquote>
<p>% of Lowest 25% Making</p>
<p>Learning Gains in Reading</p>
</blockquote></td>
<td><blockquote>
<p>Points Earned</p>
</blockquote></td>
<td><blockquote>
<p>School Grade</p>
</blockquote></td>
<td><blockquote>
<p>Percent Tested</p>
</blockquote></td>
<td><blockquote>
<p>% Free and Reduced</p>
<p>Lunch</p>
</blockquote></td>
<td><blockquote>
<p>Minority Rate</p>
</blockquote></td>
</tr>
<tr class="even">
<td>2004</td>
<td>78</td>
<td>73</td>
<td>85*</td>
<td>75</td>
<td>89</td>
<td>80</td>
<td>480</td>
<td>A</td>
<td>100</td>
<td>100</td>
<td>48</td>
</tr>
<tr class="odd">
<td>2003</td>
<td>65</td>
<td>57</td>
<td>82</td>
<td>74</td>
<td>76</td>
<td>74</td>
<td>428</td>
<td>A</td>
<td>100</td>
<td>62</td>
<td>43</td>
</tr>
<tr class="even">
<td>2002</td>
<td>63</td>
<td>62</td>
<td>70</td>
<td>73</td>
<td>83</td>
<td>73</td>
<td>424</td>
<td>A</td>
<td>96</td>
<td>NR</td>
<td>NR</td>
</tr>
<tr class="odd">
<td>2001</td>
<td>68</td>
<td>31</td>
<td>95</td>
<td>NR</td>
<td>NR</td>
<td>NR</td>
<td>NR</td>
<td>C</td>
<td>100</td>
<td>NR</td>
<td>NR</td>
</tr>
</tbody>
</table>

\* In 2004, the School Grade rule for writing changed to an average of
3.0 and 3.5 scores for this column rather than a percentage of students
receiving a 3 or higher.

NR means not reported