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

***U.S. Department of Education***

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

Name of Principal [Ms. Loreen Francescani]{.underline}

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

Official School Name [Warfield Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [15261 SW 150^th^ Street]{.underline}

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

[Indiantown]{.underline} [Florida]{.underline} [34956-3300]{.underline}

City State Zip Code+4 (9 digits total)

County [Martin]{.underline} State School Code Number\* [043
0131]{.underline}

Telephone [( 772) 597-2551]{.underline} Fax [( 772)
597-2119]{.underline}

Website/URL [www.wes.sbmc.org](http://www.wes.sbmc.org/) E-mail
francel@martin.k12.fl.us

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Sara Wilcox]{.underline}

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

District Name [Martin County]{.underline} Tel. [( 772) 219-1200
\_]{.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 Mrs. Lorie Shekailo

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [11]{.underline} Elementary
schools

[4]{.underline} Middle schools

[0]{.underline} Junior high schools

[3]{.underline} High schools

[5]{.underline} Other

[23]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$5950]{.underline}

Average State Per Pupil Expenditure: [\$6100]{.underline}

**SCHOOL**

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
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ x \] 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 as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**                                                  **7**                             

  **K**       66        70                     **136**      **8**                             

  **1**       69        69                     **138**      **9**                             

  **2**       65        60                     **125**      **10**                            

  **3**       62        43                     **105**      **11**                            

  **4**       53        49                     **102**      **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   606
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [4%]{.underline} White

the students in the school: [19%]{.underline} Black or African American

[76%]{.underline} Hispanic or Latino

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

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

[100%]{.underline} **Total**

7\. Student turnover, or mobility rate, during the past year:
[18%]{.underline}

  ------------------- --------------------------------- ------------------
  **(1)**             Number of students who            57
                      transferred ***to*** the school   
                      after October 1 until the end of  
                      the year.                         

  **(2)**             Number of students who            54
                      transferred ***from*** the school 
                      after October 1 until the end of  
                      the year.                         

  **(3)**             Total of all transferred students 111
                      \[sum of rows (1) and (2)\]       

  **(4)**             Total number of students in the   606
                      school as of October 1            

  **(5)**             Total transferred students in row .183
                      (3) divided by total students in  
                      row (4)                           

  **(6)**             Amount in row (5) multiplied by   18.3
                      100                               
  ------------------- --------------------------------- ------------------

8\. Limited English Proficient students in the school: [63]{.underline}
%

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

Number of languages represented: [6]{.underline}

Specify languages: Spanish, Kanjoval, Mam, Cambodian, Haitian-Creole

9\. Students eligible for free/reduced-priced meals: [97]{.underline} %

Total number students who qualify: [588]{.underline}

10\. Students receiving special education services: [16]{.underline} %

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

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

\_\_\_\_Autism [1]{.underline} Orthopedic Impairment

\_\_\_\_Deafness [1]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [22]{.underline} Specific Learning Disability

[1]{.underline} Emotional Disturbance [63]{.underline} Speech or
Language Impairment

\_\_\_\_Hearing Impairment Traumatic Brain Injury

> [11]{.underline} Mental Retardation [1]{.underline} 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**

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

Administrator(s) [2]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [37]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [14]{.underline} [7]{.underline}

Paraprofessionals [12]{.underline} [1]{.underline}

> Support staff [6]{.underline} [2]{.underline}
>
> Total number [71]{.underline} [10]{.underline}

12. Average school student-"classroom teacher" ratio, that is, the
    number of students in the school divided by the FTE of classroom
    teachers: [17]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.)

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

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

  Daily teacher attendance   97%             97%             97%             97%             97%

  Teacher turnover rate      8%              15%             6%              8%              14%

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

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

**PART III ‑ SUMMARY**

Our vision at **Warfield Elementary School** is to reach for the STARS
by: **S**triving for success, **T**hriving on teamwork, **A**cting
responsibly, **R**eaching academic excellence, and **S**howcasing
cultural diversity. Warfield serves Kindergarten through fourth grade in
Indiantown, Florida, a rural agricultural community in western Martin
County. Warfield serves an exceptionally high need population with 98%
of the students qualifying for free and reduced lunch and 65% of the
students learning English as a second language (ESOL). Warfield is a
Title I Schoolwide Project school with on campus participation from the
Migrant Program, Title III, 21^st^ CCLC, and various community
organizations. The Warfield staff is committed to all students reaching
their fullest potential. We have steadily increased the number of
students demonstrating proficiency in reading, math and writing as
defined by Florida's A+ Accountability plan. We have also consistently
met the AYP requirements for NCLB in all subgroups.

A variety of practices, strategies and programs have been implemented to
address the academic needs of Warfield's students. They include:

-   The Continuous Improvement Model (CIM) for instruction has been
    implemented school wide. Data disaggregation and analysis drive all
    instruction.

-   Instructional calendars for reading, math, and writing are developed
    yearly for each grade level. The calendar includes all Sunshine
    State Standards (SSS) being taught and assessments are built in to
    monitor student progress.

-   Large group instruction is based on the instructional calendars.
    Flexible small group instruction is based on students' needs that
    are made apparent through progress monitoring.

-   Harry Wong's [The First Day of School]{.underline} provides the
    framework for effective classroom management. Procedures and
    routines are the basis for effective student management.

-   Students receive recognition through individual class incentive
    programs and school wide recognitions for scholastic achievement,
    scholastic improvement, and personal development.

-   Five field trips per year are provided to all Kindergarten-2^nd^
    grade students through a grant from the Mary and Robert Pew Public
    Education Fund. These field trips build background knowledge and
    experiences that increase English vocabulary for our youngest
    students.

-   Afternoon tutorial is offered to our lowest performing students.
    Afternoon enrichment programs are also offered in reading and drama.

-   Warfield is a participant in the Martin County 21^st^ Century
    Community Learning Centers Grant which enables all students to
    attend summer school resulting in students maintaining learned
    skills. The summer program orients kindergarten students with our
    campus prior to beginning school.

-   Parent involvement includes monthly bilingual newsletters which
    include suggested activities for reinforcing learning at home.
    Family Nights are scheduled to provide families with materials and
    strategies to use with their children at home. Our families value
    the education that their children are receiving at Warfield and we
    work hard to make parent partners in their child's education. Some
    of the staff is bilingual and others are enrolled in Spanish classes
    to facilitate parent communication.

-   Staff development is planned based on the data analysis of student
    needs as well as staff surveys. We hire consultants and build
    capacity by using our own experts to provide staff development.
    Professional study groups are planned based on staff members'
    Instructional Professional Development Plans.

-   Our community supports the learning of all children through the
    Indiantown Education Coalition by offering mini-grants to classroom
    teachers, encouraging local businesses to adopt classes and
    providing monies for staff recognition.

Warfield provides an extraordinary learning environment for all children
due to the commitment of our students, staff, families, and community.
We are proud of Warfield's significant academic accomplishments which
are a result of all stakeholders working toward the same goals for all
children.

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

**1. Assessment Results:**

All public schools in the state of Florida administer the Florida
Comprehensive Assessment Test (FCAT) in the spring of each school year.
FCAT includes a criterion referenced assessment which is used to
determine mastery of the state curriculum standards (Florida Sunshine
State Standards SSS) and a Norm-Referenced assessment which is a version
of the Stanford 10. There are five performance levels on the criterion
referenced piece of FCAT. Level 1 is non-proficient for grade level
standards, Level 2 is basic -- some mastery of grade level standards but
not enough to demonstrate grade level proficiency, Level 3 --
demonstrates grade level standards proficiency, Level 4 and 5 --
demonstrated more than grade level standards proficiency. The norm
referenced results include percentile rankings and stanines. More
information regarding FCAT is available on the state website
[http://www.fldoe.org](http://www.fldoe.org/) .

The school receives individual student data as well as disaggregated
information about subgroups within the school. Subgroups reported for
Warfield Elementary include economically disadvantaged, African
American, Hispanic, English Language Learners and Exceptional Education
Learners. The state of Florida's A+ Accountability Plan issues grades to
schools based on points earned through calculation of the
criterion-referenced FCAT results. Warfield has gone from a D school in
2001-2002 to an A school in 2004-2005. All subgroups at Warfield have
demonstrated increases in the number of students proficient in both
reading and mathematics over the last 5 year period. As a result of
these extraordinary increases in proficiency, Warfield has met criteria
for AYP in all subgroups as set by the state of Florida for No Child
Left Behind.

**Reading Highlights:**

The proficiency percentage in 4^th^ grade reading has gone from 31%
proficient in 2001-2002 to 66% proficient in 2004-2005. During the past
five years, the African-American students have demonstrated a 32%
increase in the number of proficient readers, Hispanic students have
demonstrated a 39% increase in the number of proficient readers, and
economically disadvantaged students demonstrated a 43% increase in the
number of proficient readers.

**Math Highlights:**

The proficiency percentage in 4^th^ grade mathematics has gone from 32%
proficient in 2001-2002 to 75% proficient in 2004-2005. During the past
five years, the African-American students have demonstrated a 52%
increase in the number proficient in mathematics, Hispanic students have
demonstrated a 46% increase in the number proficient in mathematics, and
economically disadvantaged students have demonstrated a 42% increase in
the number proficient in mathematics.

The assessment results at Warfield have changed dramatically due to
specific instructional changes which have taken place over the course of
the last five years. Warfield's demographics including 97% economically
disadvantaged and 63% limited English proficiency make the educational
challenges clear. The assessment data verifies that the staff at
Warfield is closing the achievement gap for all students.

**2. Using Assessment Results:**

The FCAT student data is used to evaluate instructional effectiveness.
The data is disaggregated by grade level as well as individual
instructors. The data is used to determine strengths and weaknesses
within the curriculum. Instructional calendars are developed yearly for
each grade level in reading, writing and mathematics. The data results
are used to determine the length of instructional time devoted to each
standard. Additional assessments are built into the calendar to provide
progress monitoring of standards taught. Using data to build
instructional plans guarantees the alignment of state standards,
instruction and assessment.

As the progress monitoring assessments are given, teachers complete an
item analysis of each assessment to determine individual student success
with standards as well as class success with each standard. This data
analysis technique provides teachers with valuable information. Some
standards may require reteaching to the entire class while others only
require reteaching to a small group of students. Data analysis of
progress monitoring assessments makes instruction more efficient and
effective. When students are behind academically, it is critical to
maximize every instructional opportunity for each student.

Using data-driven instructional decisions is the key to Warfield's
progress. Teachers at Warfield have learned the value of data-driven
instruction and the students continue to make progress each year.

**3. Communicating Assessment Results:**

Teachers conduct conferences with students and parents to share progress
monitoring data as well as FCAT data. The purpose of the progress
monitoring conferences is to set academic goals for each student in the
areas of reading, writing and mathematics. It is extremely valuable for
students to understand the next step in their learning. Parent/Teacher
conferences are held six times a year to discuss students' progress.
Teachers are also available to meet with parents as needed between the
scheduled conference dates.

State assessment data on individual students is sent home to parents
with the final report card. The report sent to parents includes an
explanation of FCAT and a graph which illustrates their child's
performance compared to all students in that child's grade in the state
of Florida. Parents have a clear way to determine if their child is
performing below average, average or above average when compared to
his/her peer group.

The school data is shared with the entire faculty as soon as it is
reported to the school. The data is always compared to the school's
performance for the last five years. This analysis is a starting point
in setting goals for the School Improvement Plan for the following
school year. The data shared with the staff is also shared with the
School Advisory Council (SAC). SAC is comprised of parents, community
members, school administration and staff representatives.

Prior to the current year's administration of FCAT, each student who
have previously taken the state assessment conferences with the
principal. The conferences are held so students understand the purpose
of the FCAT assessment as well as their personal FCAT performance from
the previous year. Students need to understand that the purpose of the
FCAT assessment is to determine how much of the grade level material
they have mastered.

The local newspapers provide in-depth coverage of FCAT results to the
community. The articles include charts with data from the current as
well as previous year. The State of Florida posts all FCAT results on
the state website. The school administration has spoken at Town Meetings
and Chamber of Commerce meetings to share with residents and business
members of the community the assessment results.

**4. Sharing Success:**

In December of 2005, Warfield was recognized as a Distinguished Title I
school for the state of Florida. Both administrators from the school sat
on a panel at the Florida K-12 Continuous Improvement Conference in
Orlando, Florida. The principal also had an opportunity to share
Warfield's key strategies at the summer Reading First Administrator's
Conference in July 2005. As a result of these sessions, several schools
have contacted Warfield and made site visits. Warfield's staff is always
willing to share our experiences and practices with other schools that
result in frequent site visits. The feedback from these site visits has
been extremely positive and has provided us with additional information
regarding our academic implementation. Everyone learns.

The Principal and Assistant Principal meet monthly with other district
administrators and exchange information. Staff members serve on district
committees that provide additional opportunities to share effective
strategies and practices. Frequent meetings with staff allows for
communication between grade levels and opportunities to share successes.

The State of Florida has a website for schools that have demonstrated
continuous improvement; Warfield Elementary has submitted an entry to
the state website for other schools to access.

Students from Florida Atlantic University are assigned to Warfield to
enable them to complete field experience and other student intern
responsibilities. Warfield and Florida Atlantic University also have
received a grant for the Pew Foundation to create a Literacy Resource
Center. The purpose of the center is to share best practices in literacy
instruction with students, staff, and parents as well as make leveled
text available for small group instruction in all classrooms.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:**

Florida's Sunshine State Standards provide the curriculum framework for
all Florida schools. There are standards for each curriculum area and
specific grade level expectations for each standard. At Warfield, the
grade level expectations (GLE's) provide the road map for each grade
level. Teachers at each grade level carefully examine their GLE's and
using best practices plan strategies that address them.

Several years ago, Martin County adopted the Continuous Improvement
Model (CIM) from Brazosport Independent School District located in
Texas, as a template for learning. The Continuous Improvement Model
involves using data based decision making to create instructional
calendars that drive instruction. The instructional calendars developed
at Warfield provide the scope and sequence for instruction in reading,
mathematics and language arts. Students are taught appropriate grade
level expectations and are assessed on those expectations. Teachers use
the analysis of those assessments to create groups for targeted small
group instruction and make decisions about the necessity to reteach
concepts to the entire class. Often concepts have not been missed by the
entire class but by a particular group of students. When teachers
observe students struggling, they provide scaffolded instruction to
build student understanding and success in the mastering of state
standards. Data driven instruction is necessary if students are to
accelerate their rate of learning. With Warfield's challenging
population, we cannot afford to waste time teaching students what they
already know nor can we waste time teaching them what they are not ready
to learn.

All students are provided a minimum of 90 minutes of uninterrupted
reading instruction daily. The instructional period includes time for
whole group instruction as well as small group differentiated
instruction. A print-rich environment that facilitates learning is
created through the use of extensive classroom libraries, word walls,
and classroom displays of current student work. Our reading program
focuses on the five basic areas of reading instruction: phonological
awareness, phonics, vocabulary, fluency and comprehension. The
Accelerated Reader program is used to motivate students to read
independently. The remainder of the language arts standards are taught
explicitly through the writing process. Students are taught
planning/prewriting, writing, revising, and editing skills at each grade
level. A rubric is used at each grade level to track student progress.
Published writing become samples that are kept in each student's
portfolio to document progress in written communication.

Math standards are always taught using manipulatives to create visual
representations of math concepts. It is critical that students progress
from a concrete level of understanding to an abstract level of
understanding. Using higher order thinking skills to solve problems
mathematically is an integral part of the mathematics curriculum.
Teachers make math meaningful by providing students with problems and
examples that demonstrate applications in everyday life.

The real world application of skills is also stressed in the areas of
Social Studies and Science. The Social Studies curriculum covers a wide
variety of themes including local communities, ancient civilizations,
and Florida history. A different theme is a component of each grade
level's expectations. The key concepts taught at all grade levels
include history, geography, civics and government, and economics. The
Science curriculum includes studies on the nature of matter energy,
force and motion, processes that shape the earth, earth and space, and
processes of life. Each grade level has specific expectations for each
specialty area and the emphasis is on hands-on learning. Warfield
addresses these GLE's with an integrated curriculum that includes using
supplemental materials such as National Geographic, Newbridge, and Rigby
Science for reading and language arts. To ensure that students are
receiving the appropriate instruction in science, Warfield has developed
two Science lab classrooms where students are introduced to key concepts
through discovery, observation and experimentation with an emphasis on
the real-life application of science concepts. Students are required to
keep response logs to document their findings and encouraged to develop
questions for further inquiry-based study.

The Related Arts curriculum consists of Art, Music and Physical
Education. Through art class all students have the opportunity to
discover a world of various art mediums. Student work is displayed
throughout the school as well as at local art festivals. The Music
curriculum includes both vocal and instrumental music that results in
all students performing in a musical presentation each year. Emphasis is
placed on the expression through music in addition to the appreciation
of music. The Physical Education program provides students with a
framework for making exercise a part of their life. The activities also
reinforce the importance of teamwork and cooperation. The Related Arts
curriculum enriches the educational experience of all students at
Warfield.

**2. Reading**

In 1999, Warfield adopted the Literacy First Process, a research-based,
systematic, systemic and comprehensive reform process that accelerates
reading achievement of ALL students. Literacy First was the staff's
first introduction to data-base decision making for instructional
planning purposes using a continuum of skills for phonological
awareness, phonics and spelling that is explicit and targeted to meet
students' needs based on assessment data. Teachers were provided with
intensive staff development, a reading consultant to model lessons, and
an on-site reading coach to help disaggregate data and provide
instructional support. Small group differentiated reading instruction is
used in all classrooms to enable students to practice comprehension
strategies at the appropriate reading level and facilitate students
becoming more fluent readers. Several supplemental programs have been
implemented to meet the needs of our high economically disadvantaged
population. Kindergarten and first grade classes use the Waterford
Reading Early Intervention Program. All second, third and forth grade
classes use the computer-based QuickReads program to supplement fluency
and comprehension instruction. Through data analysis, vocabulary has
been identified as an area of extreme weakness for our school population
and as a result Warfield has implemented Isabel Beck's Elements of
Reading: Vocabulary in all kindergarten through third grade classes. Our
students with disabilities and students with significant reading
problems are using Fast ForWord, which utilizes methods that are based
firmly in scientifically validated findings from neuroscience and
neuro-psychology. The Fast ForWord program helps children with language
and reading problems make, on average, 1 to 2 year gains in language
skills in only 4 to 8 weeks of training.

All strategies, skill continuums, and supplemental programs are research
based and recommended by the Florida Center of Reading Research (FCRR).
In addition to the instructional piece of the reading curriculum, we
have a school wide independent practice component. The media specialist
organizes monthly incentives to motivate all students to become
independent, lifelong readers. A student's effort in becoming a lifelong
reader results in being recognized with their name and photo on the
Reading Wall of Fame located in the front hallway making their successes
highly visible for both peers and parents.

**3. Mathematics**

Warfield's mathematics curriculum is derived from the Florida Sunshine
State Standards and includes benchmarks covering five strands of
instruction: number sense, measurement, geometry, algebraic thinking,
and data analysis/probability. These standards identify content and
skills expected at each level.

The mission statement for Warfield Elementary includes "providing
successful experiences for all students." To realize this goal, an
instructional calendar has been developed for each grade level that
incorporates the content and skills for each grade level with suggested
activities to facilitate student understanding of content, and problem
solving strategies to assist students in advancing their critical
thinking abilities. As strands are taught, the students are assessed and
an item analysis of the results is completed. Teachers can identify
those students that require remediation of specific concepts as well as
those that are ready for enrichment. Students are grouped and provided
appropriate differentiated instruction in small groups. These calendars
and activities are developed by the classroom teachers with the
assistance of an in-house mathematics resource teacher who is available
to model lessons and research additional activities to facilitate the
mastery of the benchmarks.

Students performing in the lowest quartile on standardized tests receive
additional remediation through the HOSTS, a program that is designed to
support teachers and classroom instruction by matching students with
mentors. Students entering a HOSTS mentoring center are evaluated by a
certified teacher to determine instructional levels and learning
objectives. Instruction and learning are regularly monitored and
appropriate adjustments are made on a regular basis in order to
accelerate learning and measure student progress. The HOSTS program is
another example of using data to drive instruction.

**4. Instructional Methods:**

The Continuous Improvement Model (CIM) includes a continuous teaching
cycle that includes the following eight steps: 1) disaggregate test
data, 2) develop an instructional timeline, 3) deliver the instructional
focus, 4) administer frequent assessments, 5) re-teach non-mastered
concepts, 6) provide enrichment opportunities for mastery students, 7)
reinforce learning through maintenance, and 8) monitor progress. This
teaching cycle provides the basic framework for Warfield's data-driven
approach to assessment. Teachers have received staff development in best
practices that include effective instructional strategies for
economically disadvantaged and limited English proficient learners,
primarily, Robert Marzano's research-based nine high yield strategies
for increasing student achievement.

Teachers use graphic organizers, mind maps, and concept maps as a
pictorial or graphical way to organize information for creating a
foundation for learning and enhancing their understanding of the
content. Teachers constantly model the meta-cognitive processes which
occur when learning is taking place. All of these research-based
strategies support and clarify learning for ALL students at Warfield.

**5. Professional Development**

Each year Warfield teachers develop an Individual Professional
Development Plan (IPDP). The IPDP requires teachers to look at the
performance of students in their class, identify areas of weakness, and
target areas for professional growth. Goals are set for students and
professional development activities are chosen that support those
student achievement goals. IPDP information is compiled and a school
wide professional development plan is developed that provides teachers
with professional development opportunities in a variety of formats. At
the present time, there are ten professional study groups organized on
campus. Members of each group have the same self-selected professional
development goals and cross grade levels and specialty areas. Each
professional study group are provided with resources that address their
common need and meet for a total of 16 hours on campus with an
additional 10 hours of outside assignments. By directing their own
professional development and supporting the professional development of
colleagues, motivation is elevated. The principal and assistant
principal visit each group during the on-campus sessions to offer
additional support and participate in the discussions. In addition to
the study groups, Warfield teachers are engaged in action research
projects in which they are implementing new strategies to teach specific
concepts.

Professional development needs are also met by offering specific
workshops that address individual needs. For example, due to our high
limited English population, all teachers were provided with three days
of training entitled "Leaving No English Language Learner Behind" during
the summer of 2003. Whenever possible we utilize the "train the trainer"
method for delivery of professional development to build capacity. By
having trainers on campus for school wide initiatives, we are able to
support new staff that has not had the benefit of previously delivered
staff development. The Warfield staff has had the benefit of extensive
staff development and they work diligently to share their expertise and
mentor new staff members. They receive on-going professional development
in a variety of areas including reading, writing, mathematics,
differentiated instruction, and data analysis. These staff development
services are delivered biweekly during grade level curriculum planning
sessions as well as during monthly school wide workshops. Warfield's
administration and staff believe that our school is a place where not
only our students but also our teachers can grow to the maximum of their
possibilities.

**PART VII - ASSESSMENT RESULTS**

**Subject** [Reading]{.underline} **Grade(s)** [3 and 4]{.underline}
**Test** [Florida Comprehensive Assessment Test (FCAT)]{.underline}

Edition/Publication Year\_\_\_\_\_\_\_
**Publisher[\_]{.underline}**[\_CTB/McGraw-Hill]{.underline}

  --------------------------------- --------------- --------------- --------------- ---------------
  **Grade 3 Reading**               **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**

  Testing month                     March           March           March           March

  **SCHOOL SCORES**                                                                 

  \% at or above basic              81              78              70              74

  \% at or above proficient         66              63              46              51

  \% at or above advanced           14              17              9               7

  Number of students tested         96              123             123             107

  Percent of total students tested  100             100             100             100

  Number of students alternately    4               7               10              6
  assessed                                                                          

  Percent of students alternately   4               6               8               5
  assessed                                                                          

  **SUBGROUP SCORES**                                                               

  **1. Economically Disadvantaged**                                                  

  \% at or above basic              81              78              71              75

  \% at or above proficient         65              63              46              51

  \% at or above advanced           12              17              8               7

  Number of students tested         91              123             121             105

  **2. Black**                                                                       

  \% at or above basic              86              79              60              68

  \% at or above proficient         50              63              36              36

  \% at or above advanced           0               21              12              4

  Number of students tested         14              19              25              28

  **3. Hispanic**                                                                    

  \% at or above basic              79              76              71              79

  \% at or above proficient         66              60              45              57

  \% at or above advanced           13              14              5               9

  Number of students tested         76              95              88              65

  **4. Limited English Proficient**                                                 

  \% at or above basic              73              70              71              NR\*

  \% at or above proficient         56              50              47              NR

  \% at or above advanced           8               8               2               NR

  Number of students tested         59              71              62              NR

  **4. Students With Disabilities**                                                 

  \% at or above basic              58              46              46              33

  \% at or above proficient         35              23              32              20

  \% at or above advanced           4               0               0               0

  Number of students tested         26              22              19              15

  **STATE SCORES**                                                                  

  \% at or above basic              80              78              77              73

  \% at or above proficient         67              65              62              60

  \% at or above advanced           34              32              30              28

  Number of students tested         202976          206435          188414          188387

                                                                                    

  NR\* not reported by the state to                                                 
  district                                                                          

  **Grade 4 Reading**               **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**

  Testing month                     March           March           March           March

  **SCHOOL SCORES**                                                                 

  \% at or above basic              82              81              64              56

  \% at or above proficient         66              56              41              31

  \% at or above advanced           14              6               15              12

  Number of students tested         99              107             123             109

  Percent of total students tested  100             100             100             100

  Number of students alternately    3               4               7               6
  assessed                                                                          

  Percent of students alternately   3               4               6               5
  assessed                                                                          

  **SUBGROUP SCORES**                                                               

  **1. Economically Disadvantaged**                                                 

  \% at or above basic              81              82              65              58

  \% at or above proficient         65              56              41              32

  \% at or above advanced           12              6               15              12

  Number of students tested         91              101             113             101

  **2. Black**                                                                      

  \% at or above basic              86              73              62              56

  \% at or above proficient         50              55              34              28

  \% at or above advanced           0               5               3               16

  Number of students tested         14              22              32              25

  **3. Hispanic**                                                                   

  \% at or above basic              79              83              65              53

  \% at or above proficient         66              54              42              27

  \% at or above advanced           13              5               21              5

  Number of students tested         76              76              73              68

  **4. Limited English Proficient**                                                 

  \% at or above basic              78              77              41              NR\*

  \% at or above proficient         63              46              15              NR

  \% at or above advanced           18              2               6               NR

  Number of students tested         67              48              32              NR

  **5. Students With Disabilities**                                                 

  \% at or above basic              70              68              37              37

  \% at or above proficient         50              16              11              20

  \% at or above advanced           3               0               0               13

  Number of students tested         30              19              19              15

  **STATE SCORES**                                                                  

  \% at or above basic              80              83              75              70

  \% at or above proficient         67              69              60              55

  \% at or above advanced           34              34              29              27

  Number of students tested         195680          176148          193391          192117

                                                                                    

  NR\* not reported by the state to                                                 
  district                                                                          
  --------------------------------- --------------- --------------- --------------- ---------------

**Subject** [Math]{.underline} **Grade(s)** [3 and 4]{.underline}
**Test** [Florida Comprehensive Assessment Test (FCAT)]{.underline}

Edition/Publication Year\_\_\_\_\_\_\_\_ **Publisher**
[\_\_CTB/McGraw-Hill]{.underline}

  --------------------------------- --------------- --------------- --------------- ---------------
  **Grade 3 Math**                  **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**

  Testing month                     March           March           March           March

  **SCHOOL SCORES**                                                                 

  \% at or above basic              92              91              92              87

  \% at or above proficient         75              75              58              54

  \% at or above advanced           31              21              12              9

  Number of students tested         96              124             123             108

  Percent of total students tested  100             100             100             100

  Number of students alternately    4               7               10              6
  assessed                                                                          

  Percent of students alternately   4               6               8               5
  assessed                                                                          

  **SUBGROUP SCORES**                                                               

  **1. Economically Disadvantaged**                                                 

  \% at or above basic              93              93              93              88

  \% at or above proficient         75              75              57              54

  \% at or above advanced           31              21              12              9

  Number of students tested         91              124             121             106

  **2. Black**                                                                      

  \% at or above basic              93              90              92              89

  \% at or above proficient         72              58              52              50

  \% at or above advanced           29              21              4               11

  Number of students tested         14              19              25              28

  **3. Hispanic**                                                                   

  \% at or above basic              93              93              90              91

  \% at or above proficient         77              77              54              58

  \% at or above advanced           32              18              10              8

  Number of students tested         76              96              88              66

  **4. Limited English Proficient**                                                 

  \% at or above basic              90              90              90              NR\*

  \% at or above proficient         69              75              52              NR

  \% at or above advanced           36              13              10              NR

  Number of students tested         59              72              62              NR

  **5. Students With Disabilities**                                                 

  \% at or above basic              81              91              79              67

  \% at or above proficient         54              78              37              33

  \% at or above advanced           23              23              5               0

  Number of students tested         26              22              19              15

  **STATE SCORES**                                                                  

  \% at or above basic              85              83              81              79

  \% at or above proficient         68              64              63              59

  \% at or above advanced           34              30              29              25

  Number of students tested         203038          206534          188595          188606

                                                                                    

  NR\* not reported by the state to                                                 
  district                                                                          
  --------------------------------- --------------- --------------- --------------- ---------------

  --------------------------------- --------------- --------------- --------------- ---------------
  **Grade 4 Math**                  **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**

  Testing month                     March           March           March           March

  **SCHOOL SCORES**                                                                 

  \% at or above basic              92              88              79              69

  \% at or above proficient         75              59              50              31

  \% at or above advanced           31              16              9               11

  Number of students tested         99              107             123             109

  Percent of total students tested  100             100             100             100

  Number of students alternately    3               4               7               6
  assessed                                                                          

  Percent of students alternately   3               4               6               5
  assessed                                                                          

  **SUBGROUP SCORES**                                                               

  **1. Economically Disadvantaged**                                                 

  \% at or above basic              93              89              80              70

  \% at or above proficient         75              60              50              33

  \% at or above advanced           31              16              9               11

  Number of students tested         91              101             114             102

  **2. Black**                                                                      

  \% at or above basic              93              90              81              48

  \% at or above proficient         72              54              47              20

  \% at or above advanced           29              9               6               8

  Number of students tested         14              22              32              25

  **3. Hispanic**                                                                   

  \% at or above basic              93              84              78              74

  \% at or above proficient         77              58              52              31

  \% at or above advanced           32              15              10              8

  Number of students tested         76              76              73              69

  **4. Limited English Proficient**                                                 

  \% at or above basic              91              90              59              NR\*

  \% at or above proficient         76              76              28              NR

  \% at or above advanced           12              13              0               NR

  Number of students tested         68              48              32              NR

  **5. Students With Disabilities**                                                 

  \% at or above basic              97              91              53              50

  \% at or above proficient         73              78              26              19

  \% at or above advanced           10              23              0               0

  Number of students tested         30              19              19              16

  **STATE SCORES**                                                                  

  \% at or above basic              85              84              77              74

  \% at or above proficient         68              63              54              51

  \% at or above advanced           34              26              20              19

  Number of students tested         195868          176316          193503          192394

                                                                                    

  NR\* not reported by the state to                                                 
  district                                                                          
  --------------------------------- --------------- --------------- --------------- ---------------

The Brigance Inventory of Basic Skills is used for alternative
assessment for ESE students. It is designed for students whose
achievement level is between kindergarten and 6th grade level. It
provides a systematic performance record for diagnosis and evaluation.
The areas assessed include readiness skills, speech, word recognition,
oral reading, reading comprehension, word analysis, vocabulary,
handwriting, grammar, mechanics, spelling, reference skills, numbers,
operations, measurement (time, money, calendar, linear, liquid, weight),
and geometry.