##### Revised - March 7, 2006

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

*U.S. Department of Education*

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

Name of Principal [Mrs. Donna Hoover]{.underline}

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

Official School Name [Tarpon Springs Fundamental Elementary
School]{.underline}

(As it should appear in the official records)

School Mailing Address [400 E. Harrison
Street]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_[Tarpon Springs]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Florida]{.underline}*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_*[34689-]{.underline}\_[4599]{.underline}\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County [Pinellas]{.underline} State School Code Number\*
[524661]{.underline}

Telephone [( 727 ) 943-5508]{.underline} Fax [( 727 )
942-5443]{.underline}

Website/URL [www.tarponfund-es.pinellas.k12.fl.us]{.underline} E-mail
[hooverd@pcsb.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\* [Dr. Clayton Wilcox]{.underline}

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

District Name [Pinellas]{.underline} Tel.[( 727 ) 586-1818]{.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. Carol J.
Cook]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(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: [82]{.underline} Elementary
schools

[22]{.underline} Middle schools

[0]{.underline} Junior high schools

[16]{.underline} High schools

[6]{.underline} Other

[126]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,167]{.underline}

Average State Per Pupil Expenditure: ­­­­[\$6,483]{.underline}­­­­­

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

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

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

4\. [15]{.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**       14        26                     **40**       **8**                             

  **1**       17        28                     **45**       **9**                             

  **2**       20        26                     **46**       **10**                            

  **3**       24        22                     **46**       **11**                            

  **4**       27        29                     **56**       **12**                            

  **5**       31        24                     **55**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   288
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [89]{.underline} % White

the students in the school: [6]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

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

\% American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      4
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      3
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    7
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 288
                            the school as of October 1  

  **(5)**                   Total transferred students  .01
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           1
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

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

Specify languages: Japanese

9\. Students eligible for free/reduced-priced meals: [6]{.underline} %

Total number students who qualify: [18]{.underline}

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

10\. Students receiving special education services: [14]{.underline} %

[40]{.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 [6]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [12]{.underline} Specific Learning Disability

[2]{.underline} Emotional Disturbance [18]{.underline} Speech or
Language Impairment

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> [1]{.underline} Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [13]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [3]{.underline} [6]{.underline}

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_\_\_\_ [9]{.underline}
>
> Total number [17]{.underline} [15]{.underline}

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

students in the school divided by the FTE of classroom teachers:
[22:1\_]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.

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

  Daily student attendance  95%         96%         96%         96%         96%

  Daily teacher attendance  96%         95%         97%         96%         96%

  Teacher turnover rate     5%          5%          15%         5%          15%

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

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

**PART III ‑ SUMMARY**

Established in 1980, Tarpon Springs Fundamental Elementary School was
one of the first fundamental schools in Pinellas County, Florida. The
doctrine of fundamental policy is that all teachers, parents, and
students must sign a commitment letter agreeing to abide by all
established school board policies, attend monthly PTA meetings, attend
three parent conferences, adhere to a more stringent dress code, support
a four night-a-week homework policy (parents sign the homework nightly),
and provide transportation to and from school. Even with these
additional requirements, we have a waiting list for each grade level we
service. All Pinellas County elementary children are encouraged to
enroll through our district's Choice Program. Student registration is
awarded by a blind computer lottery held before parents have to make
their final school choice for the new school year. Students not selected
by the lottery are held in a waiting list and are contacted when an
opening becomes available. Our school has a very stable population; over
90% percent of our kindergarteners graduate from our school as fifth
graders.

Our students, parents, staff and community are united in helping us
pursue our school mission -- "to maintain our structured, nurturing
learning environment in order to encourage optimum achievement for all
students." Faithfulness to this mission is demonstrated by the
extraordinary parental participation in our volunteer program. While we
have less than 160 families in our school, over 8,000 volunteer hours
were logged in last year's records. These volunteers were curriculum
mentors, teacher assistants, library media aides, cafeteria or clinic
helpers, program developers, food preparers for teacher workshops,
technology "gophers," and workers on various committees. They served the
school in direct student contact as well as in easing the detail load
for teachers so that teachers could spend more time with students. They
raised money for programs, developed programs, and helped implement
programs under the instruction of our professional staff. Through their
help and the help of our nine local businesses, we are able to inspire
our students to succeed to their highest potential. Our community
partners are also integral to our students success: The Citizen's
Alliance for Progress and Cops and Kids work with us to provide
remediation for our students who attend their after-school programs; the
YMCA provides before and after-school care along with extra curricular
programs such as yoga, dance, and Spanish instruction; the Tarpon
Springs Chamber of Commerce honors students of the month by hosting a
monthly luncheon; Carrabbas Restaurants supplement gift certificate
purchases for staff recognition; the Tarpon Springs Police Department
authored a grant allowing us to have a resource officer on campus; and
Entenmann's Bakery donates food items for various student and staff
events.

The Tarpon Springs Fundamental staff takes these community resources and
high parental involvement and uses these strengths to create an
environment where students can receive exactly what they need in order
to thrive. Students are monitored with performance diagnosis throughout
their stay at our school. If they are under performing, the data will
show deficiencies and a cadre of professionals will pinpoint the
problem(s) and devise strategies to help the child overcome learning
challenges. But, concern is not limited only to those not succeeding.
All students are monitored to be sure they are motivated to achieve to
the best of their abilities.

Tarpon Springs Fundamental Elementary believes that to be successful in
educating our population we must also create an opportunity for them to
learn to live harmoniously by promoting teamwork, focusing on
responsibility and mutual respect, and by demonstrating to students that
they must take responsibility for their own learning. To promote these
tenets we give the students opportunities to work on committees to help
the less fortunate (collections for hurricane victims, food banks at
Thanksgiving, toy drives for Christmas, etc.), provide them with real
life problems to solve (care of the landscape around the school, growing
a garden, etc.), inspire them to be risk-takers, and encourage them to
ask questions when they do not understand.

While Tarpon Springs Fundamental has maintained an "A" grade by the
rigorous Florida grading system, we do not hold this as our highest
honor. That distinction is given when our many returning students come
back to us with success stories, particularly the ones that come through
our halls as newly certified teachers.

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

1.  **Assessment Results in Reading and Math:**

Our state website providing information about Florida's educational
assessment system may be found at: www.firn.edu/doe/sas/fcat.htm

The Florida Comprehensive Assessment Test (FCAT) is part of Florida's
overall plan to increase student achievement by implementing higher
standards. The FCAT, administered to students in Grades 3-11, contains
two basic components: 1. Criterion-referenced tests (CRT) which measure
selected benchmarks in mathematics, reading, science, and writing from
the Sunshine State Standards (SSS); and 2. Norm-referenced tests (NRT)
in reading and mathematics which measure individual student performance
against national norms. The Sunshine State Standards portion of the FCAT
measures the curriculum benchmarks established by the Florida State
Board of Education. The assessment includes performance-based questions
in grades 3 through 5 which require students to write responses or
explain a solution for solving a mathematical problem. FCAT scores are
reported in five Achievement Levels. If a student's Achievement Level
improves from one year to the next, that student has clearly made
progress. A student also makes progress by scoring within the same
Achievement Level for two years in a row. This is because the content
assessed at the higher grade is more difficult. Students who score at
Levels 3, 4, or 5 are performing at or above expectations and meet the
requirements of the Sunshine State Standards. Students who score in
Level 1 and Level 2 are performing below expectations and need
additional instruction in the content assessed at his or her grade. The
Stanford Achievement Test 10, published by Harcourt Assessment, is the
currently used norm-referenced test (NRT) to compare the performance of
Florida students to the performance of students across the nation. This
battery of tests is delivered to Florida students in early March each
year. Using the information from these tests, Florida public schools are
graded using a scale of "A" to "F". Tarpon Springs Fundamental has
consistently scored "A" for five of the six years the test has been
used. Adequate Yearly Progress (AYP), as required by No Child Left
Behind, has also been achieved by our school since its implementation.

Tarpon Springs Fundamental has consistently scored above both state and
county levels since the inception of the FCAT. The table below provides
the percent of students at our school scoring 3 and above in FCAT
reading and mathematics assessments.

  --------- ----------- ------ ------ ------ ------ ---------- ------ ------ ------ ------
  **Grade   **Reading                               **Math                          
  Level**   Scores**                                Scores**                        

            2001        2002   2003   2004   2005   2001       2002   2003   2004   2005

  3         NA          84     91     89     96     NA         89     83     87     91

  4         79          80     97     91     95     NA         76     92     88     93

  5         NA          84     89     93     94     75         66     81     77     92
  --------- ----------- ------ ------ ------ ------ ---------- ------ ------ ------ ------

NA indicates the test was not given for that year or grade level, or
achievement levels had not been established.

Tarpon Springs Fundamental does not have enough students in any of the
No Child Left Behind subgroups to comprise a group large enough to
gather data. 100% of our 3-5 grade students took the FCAT assessment,
but only our white student population was reported in the NCLB Adequate
Yearly Progress report. Looking at all of our scores, the results
indicate all 9 students at Level 1 or Level 2 in 2004 and all 7 students
in 2005 made 10% gain in both reading and math. We are particularly
impressed with the gain made by all students in their math scores.

2.  **Using Assessment Results:**

Our assessment action plan begins in April for the following school
year. Teachers, specialists, and administrators meet for cross grade
level discussions of individual students. This series of meetings help
the present teacher provide continuity for the child's next teacher.
During these discussions, the present teacher reviews the status
(academic, maturity, and special needs levels) of each of her students
to both of the teachers in the next grade. This information, as well as
all the assessment information generated over the preceding year, is
passed on to the new teacher. The upper level teacher will then have a
basis for planning individual student expectations for the next school
year. During this time period the faculty is busy putting the final
touches on its School Improvement Plan. The plan reflects activities the
staff feels should be modified to enhance academic achievement for the
upcoming school year.

Over the course of the school year, the students are formally assessed
in reading, writing and math five times. This data is used to generate
spreadsheets and graphs for each student, as well as class and grade
level reports. The teachers use this information as they meet in a
professional learning community format to discuss individual, class and
grade level data. Then each grade level devises an action plan and
reports it to the whole faculty. Based on these results, specialists and
grade level teachers meet weekly to discuss individual students and make
any necessary modifications to the daily curriculum delivery schedules
needed to promote success.

Our administrator monitors the students scoring in the lower 35% on the
FCAT assessment as well as those students showing academic problems in
grades K-2. A service matrix is devised so that an Academic Improvement
Plan can be created for each of these students. Additional testing is
administrated to these students. Some examples of assessments used
include: Diagnostic Indicators of Basic Early Literacy Skills (DIBELS),
Diagnostic Assessment of Reading (DAR), and the Early Readiness
Diagnostic Assessment (ERDA). These tests provide a more specific
description of learning impediments, helping to pinpoint the problems
experienced by our lower 35% so that early remediation can keep these
students on track.

3.  **Communicating Assessment Results:**

Florida schools receive data on FCAT scores just before the end of the
school year. This data sheet reports the student's individual scores,
comparing them to last year's test results and to the state norm. The
report shows how the student did on each component within the test. Our
scores are posted on the state FCAT website, the Pinellas County Schools
website, and in the local newspapers. Parents receive individual
printouts of their child's scores with information that demonstrates how
to judge the child's success on the tests.

Over the course of the school year assessments are shared with the
school population in a variety of manners. Progress reports are
distributed to the children's parents three times during the school
year. Midterm reports are provided within each term. Parents have three
mandatory formal conferences with teachers during the year, but teachers
are available daily for follow-up discussions. During the school year
parents are required to attend eight PTA meetings. During these meetings
parents are exposed to informative sessions related to the school's
curriculum, services available for students, methods of helping students
with learning at home, demonstration of curriculum delivery, and
comparative assessment data. This information allows them to understand
how their child is progressing within the school's curriculum. Graphs
and charts are posted in the classrooms that monitor student
achievement. Students are able to see their progress, write goals, and
build portfolios. Students at all grade levels are responsible for
planning a student-led conference where they present to their parents
their portfolio work, progress reports, and projects, then explain how
their work reflects the grade they received. This format has been very
successful, as both parent and child come to a better understanding of
expectations when they have to verbalize them to each other.

Communication between parents and teachers takes place daily through
planners sent home with the evening's homework assignment. Teachers and
parents are free to make any concerns known as this tool passes between
them. On Fridays, a communication envelope travels home and returns on
Monday. This is a vehicle that allows more specific and lengthy weekly
messages between parents and teachers.

4.  **Sharing Success:**

Tarpon Springs Fundamental teachers are a very active group within our
district. They attend curriculum meetings where they share best
practices used in our classrooms, give presentations for parental
groups, and attend training and articulation meetings with other
fundamental school faculties. Our teachers and specialists welcome
beginning, intermediate, and final interns into their classrooms each
year so that the expertise displayed in their classroom will be
duplicated by future professionals in the field. Not only do they attend
district and state conferences, they also participate by providing break
out sessions and presenting papers. Most of our teachers have long
standing memberships in a variety of professional organizations, many of
them having served as officers and committee chairs. Teachers also serve
as mentors in the district's beginning teacher program, lead
professional learning committees, and compile lists of successful
learning strategies to be shared with other teachers. Our principal
attends the district's monthly Principal's Meeting where ideas are
freely shared.

Our school's School Improvement Plan is posted on the state website
allowing other schools to see how Tarpon Springs Fundamental plans for
success. Our plan details the strategies we will employ for the next
school year and we welcome other schools to take our ideas and build on
them.

Our school is also open for visitation. Parents have advertised our
success throughout the community, resulting in many inquiries for visits
from outside groups. The latest call has been from a school in
Nashville, Tennessee. The principal and two teachers arrived in December
to visit our facility and talk to our instructors. Our staff welcomes
all chances for collaboration, for any contact with other educators will
only result in good ideas and practices to be developed for everyone
involved.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

The Florida State Legislature has mandated that all public school
curriculums be delivered through the specific benchmarks provided in the
Sunshine State Standards. Teachers are required to adhere to these
benchmarks and document evidence of having taught them by citing them in
their daily lesson plans. Pinellas County Schools provides teachers with
a website that not only organizes the standards, but also indicates our
district's Essential Learnings. These Essential Learnings are aligned
with the Sunshine State Standards, Pinellas County Grade Level
Expectations, and Pinellas County's Strategic Directions and Goals. The
Essential Learnings encompass and prioritize all student achievement and
require that students be proficient in reading, writing, mathematics,
and science. They are identified by grade level and include common
assessments that are administered five times a year to monitor student
growth and mastery. This assessment framework provides remedial
activities for students with low scores as well as opportunities for
students who have demonstrated mastery.

Language arts: Our curriculum delivery demands a 90 minute,
uninterrupted period each day for the teaching of reading. The teachers
use this time to teach phonemic awareness, phonics, fluency, vocabulary,
and comprehension. Writing is taught during the writing workshop section
of the school day. The writer's workshop period is divided into several
components: instructional, where teachers provide direct instruction
through a mini-lesson; quiet writing and conferencing time with
individual students, where students practice what has been taught by
composing, revising, and editing their work; and sharing time, which is
when students share their work in pairs or with the entire class. Our
district has further fine-tuned writing instruction by introduction
units of study. These units provide teachers with instructional teaching
points to enhance student writing skills.

Math: Our curriculum focuses on five content strands: (1) Number sense,
concepts and operations; (2) Measurement -- understanding units and
processes of measurement and applying techniques, tools, and formulas to
determine measurements; (3) Geometry and special sense -- analyzing
characteristics of two and three-dimensional shape; (4) Algebraic
thinking -- understanding patterns, relations, and functions; and (5)
Data analysis and probability -- collecting, organizing and displaying
relevant data to answer questions. Focusing on higher level questioning,
per Bloom's Taxonomy, encourages students to apply what they have
learned on a more advanced level as they learn to be competent and
competitive mathematicians.

Social Studies: Our curriculum includes the study of patriotism,
history, current events, heritage, heroes, citizenship, and geography.
Through social studies, students learn to clarify, think critically,
read for detail and main idea, explain ideas, predict, summarize,
describe, retell and support ideas. Our Multi-Cultural Club allows
students to participate in projects that explore other cultures through
speakers, movies, and games. Our character education activities teach
students to hold class meetings to solve interrelationship problems
equitably and to develop personal characteristics of honesty,
motivation, respect, and responsibility.

Science: Effective science learning enables our students to connect and
apply science concepts and processes to everyday events. Students learn
science by being actively engaged in the following ways: quantitative
and qualitative observations, investigation of thoughtful questions,
designing and conducting experiments and other types of investigations,
collecting and organizing data, making logical predictions and offering
reasonable explanations, exploring possible conclusions, and
communicating their understanding.

The Arts: Our art and music curriculum incorporates the Florida Sunshine
State Standards in the Arts. Both art and music curriculums stress
skills and technique instruction, cultural and historical connections,
and aesthetic and critical analysis. Our students receive 40 minutes of
art and 20 minutes of music instruction once a week from teachers who
are certified and highly qualified in their subject areas. Our students
participate in two musical performances a year that showcase our 4^th^
and 5^th^ grade choruses, our violin class, and the instrumental talents
of all of our students. Art students participate in weekly art displays
located throughout the school building. At the end of the year the art
instructor displays art work covering the entire school year at a
Parents Celebrate Art night.

2\. **Reading:**

The reading program at Tarpon Springs Fundamental insures student
learning by using direct and indirect instruction, large group
instruction, small group instruction, individual instruction, and by
incorporating technology resources and skills. Our teachers use a
balanced literacy program for at least 90 uninterrupted minutes a day.
This program has five components: (1) *WordWork*, a method of teaching
phonics and other principles of word construction, provides students
with instruction and practice to foster word recognition and meaning.
(2) *Read Aloud*, where the teacher chooses favorite texts and passages
to read to students, provides one of the critical factors in students
becoming successful and fluent readers. (3) *Shared Reading*, or
students reading to students, allows teachers to show students how to
read and then support them in the reading process*. (4) Guided Reading*,
where students read challenging text, encourages discussion and
reflection and gives the teacher a vehicle for teaching more about the
reading process. (5) *Independent Reading*, where students select their
own reading materials, gives daily, extended periods of reading time to
develop the persistence and stamina needed for optimum performance.

The tools our teachers use for delivery of this instruction includes the
Harcourt Brace textbook series *Trophies*, Scholastic's computer
software *Reading Counts!*, Lexiled classroom libraries (so students can
select appropriately leveled books), and FCAT Explorer (state website
providing FCAT practice). Students are provided a print rich
environment, including classroom word walls, reading centers,
cooperative learning techniques, and assistance in building reading
endurance.

Classroom teachers and specialists meet weekly to evaluate student
performance data in order to insure that instruction challenges or
remediates individual students as necessary. Specific student needs are
addressed as differentiating instruction plans are developed for
providing for each student's needs.

3.  **Mathematics:**

Students in all grades, kindergarten through 5^th^, practice skills and
concepts in each of the five content strands. The curriculum has a
spiral design so students receive continued exposure to critical content
at increasing levels of challenge as they progress through the grades.
There are five standards that describe how the content is taught: (1)
*Problem Solving* or engaging in tasks for which the solution method is
not known in advance; (2) *Reasoning and Proof* or learning to think
analytically; *(3) Communication or* sharing ideas and clarifying
understanding; *(4) Representation* or understanding ways in which
mathematical ideas are represented; and (5) *Connections* or
understanding how mathematical ideas interconnect and build on one
another. To facilitate math curriculum delivery, our teachers use the
8-step Continuous Improvement Model as well as the Essential Learnings
Calendar and Common Assessments. Teachers model reasoning and problem
solving skills and strategies as well as provide manipulatives for
student use during instruction. Instruction includes the use of math
journals and technology programs (Harcourt Math on-line resources,
Harcourt Math electronic assessments and networked software including
Destination Math and FCAT Explorer). Supplemental student support and
challenge is provided with the use of Every Day Counts Calendar Math,
Roads to Reasoning and continuous implementation of Harcourt Math
components. The textbook used by the students is Harcourt Brace's
*Math*.

To guide mathematics instruction and to document that all students are
achieving to their potential, teachers use Pinellas County's Common
Assessment, Harcourt electronic assessments, and FCAT 2005 mathematics
data. As the results of these evaluations are received (Common
Assessments are received three times a year, FCAT once a year, and
Harcourt electronic assessment data is ongoing at the teacher's
professional desecration based on specific needs), teachers are able to
monitor all students' progress, adapt instruction to meet all students'
needs, and evaluate the success of the instruction of our mathematics
objectives.

4.  **Instructional Methods:**

Based on the Plan**-**Do-Study-Act of the Continuous Improvement Model,
our teachers strive to meet the individual student's needs in all areas
of the curriculum. They have at their fingertips best practices,
research-based strategies, scientifically based teaching methods, and
problem solving skills lessons ready to assist students through the
Sunshine State Standards and the Essential Learnings for their grade
level. The teachers must follow the county's pacing calendars for
reading, math, and science, but they may employ any teaching method that
meets their student's learning style to meet that goal. Students are
tested at the beginning of the year to see how they best process
information and then the teachers use this information to choose methods
of curriculum delivery.

Classroom teachers have a variety of technology to deliver curriculum.
They have wireless SchoolPads that allow them to operate their computers
from any part of the room. Visual information (movies, TV broadcasts,
DVDs, computer programs, or overhead projections) are projected through
a ceiling mounted LCD projector. This insures that all students have a
clear and close-up view of the information presented. Each teacher has a
laptop computer for curriculum delivery and three computers for student
access to FCAT Explorer, Reading Counts!, the internet, and various
networked, curriculum based software. Teachers and students also have
access to two computer labs, one located in the media center with 30
workstations, and another on a rolling cart with 29 laptops that may be
used in any of the classrooms.

Teachers on the same grade level collaboratively plan instructional
units, delivery methods and resources. Their classrooms are open to one
another at all times, so students can be leveled across the grade as
different subjects are taught. Using an inclusion model, specialists are
encouraged to enter classrooms as teacher instruction is taking place so
that additional assistance may be offered to students who need extra
assistance and motivation. Each classroom has a small group reading
table; a specialist's servicing area, a classroom library, learning
centers, and a gathering area to give large group instruction in an
intimate, focused manner. Our teachers have tailored their instructional
methods, our facility, and our technology tools to suit the individual
child's learning needs.

5.  **Professional Development:**

Our school's professional development program is based on the annual
School Improvement Plan and on the teacher's Individual Professional
Development Plan. As the School Improvement Plan is developed, new ideas
and strategies are discussed by the staff for use in the following year.
To be sure that all teachers are implementing new ideas efficiently, a
schedule of workshops is developed for the upcoming school year. The
workshops are delivered in the three days before teachers are required
to return to school from the summer, during the six half days provided
for school improvement planning over the course of the school year,
during extended teacher preparation periods on Thursdays or Fridays,
during morning faculty meetings, or on the three days after schools
close for the summer. Topics included during these sessions include
technology integration instruction, best practices support, Essential
Learnings training, Lexile and Sunshine State Reader integration
strategies, county based trainers offering trainings about county
directives, core curriculum training, and teacher assessment trainings.
Teachers use this time to evaluate new directions in education in order
to apply them to our system of curriculum delivery, as well as to use
the data from student assessment to integrate change into their
classrooms.

Workshop content delivery is provided by county trainers, outside
consultants, and our own teachers. Specialists and other teachers
research new methods by reading current journals, attending workshops
and conferences, and through contact with other schools. The body of
knowledge gathered is then shared across our faculty. This diverse
training helps our teachers be cognizant of county directives as well as
new ideas surfacing in the field of education. Benefits form this
training come in many forms. Our teachers are in constant communication
on curriculum related topics, which keeps our educational goals
forefront in their minds. Staff members work in cooperative learning
teams to do book studies. Over the past two years our faculty has read
*Professional Learning Communities at Work* by DuFour, *Art of
Teaching*, by Calkins, *The 7 Habits of Highly Effective People* by
Covey, and *Classroom Discussions Using Math Talk to Help Students
Learn* by Chapin. Using cooperative learning groups as a means of
information delivery, builds mutual respect and dialog within groups of
colleagues. When teachers have open communication, they will find a
wider variety of methods to solve problems, particularly ones dealing
with student achievement. By learning together, our staff has created a
learning environment that has accelerated student achievement.

**Tarpon Springs Fundamental Elementary**

**Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)**

**State Criterion-Referenced Test**

Subject [Reading]{.underline} Grade [3]{.underline} Test: [Third Grade
Reading FCAT SSS]{.underline}

Edition/Publication Year: [­2001 - New edition each year]{.underline}

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

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

  Testing month                     March       March       March       March       March

  **SCHOOL SCORES\***                                                               

  \% At or Above Meets State        96          89          91          84          \*
  Standards**\***                                                                   

  \% At Exceeds State               64          59          52          56          \*
  Standards**\***                                                                   

  Number of students tested         45          46          46          46          46

  Percent of total students tested  100         100         100         100         100

  Number of students alternatively  0           0           0           0           0
  assessed                                                                          

  Percent of students alternatively 0           0           0           0           0
  assessed                                                                          

                                                                                    

  SUBGROUP SCORES                                                                   

  1.White                                                                           

  \% At or Above Meets State        100         88          92          88          \*
  Standards                                                                         

  \% At Exceeds State Standards     69          62          52          61          \*

  Number of students tested         39          42          42          41          40

  2.Not Free and Reduced Lunch                                                      

  \% At or Above Meets State        100         89          94          88          \*
  Standards                                                                         

  \% At Exceeds State Standards     74          61          52          59          \*

  Number of students tested         39          43          43          41          \*

                                                                                    

  STATE SCORES                                                                      

  \% At or Above Meets State        67          65          63          60          \*
  Standards                                                                         

  \% At Exceeds State Standards     34          32          30          28          \*
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\*Data not gathered during this testing period

**Tarpon Springs Fundamental Elementary**

**Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)**

**State Criterion-Referenced Test**

Subject [Reading]{.underline} Grade [4]{.underline} Test: [Fourth Grade
Reading FCAT SSS]{.underline}

Edition/Publication Year: [2001 -- New edition each year]{.underline}

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

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

  Testing month                     March       March       March       March       March

  **SCHOOL SCORES\***                                                               

  \% At or Above Meets State        95          91          97          80          79
  Standards**\***                                                                   

  \% At Exceeds State               67          69          77          44          43
  Standards**\***                                                                   

  Number of students tested         56          56          55          56          56

  Percent of total students tested  100         100         100         100         100

  Number of students alternatively  0           0           0           0           0
  assessed                                                                          

  Percent of students alternatively 100         100         100         100         100
  assessed                                                                          

                                                                                    

  SUBGROUP SCORES                                                                   

  1.White                                                                           

  \% At or Above Meets State        94          92          98          84          80
  Standards                                                                         

  \% At Exceeds State Standards     67          72          78          47          46

  Number of students tested         51          50          51          49          50

  2.Not Free and Reduced Lunch                                                      

  \% At or Above Meets State        94          92          98          84          \*
  Standards                                                                         

  \% At Exceeds State Standards     69          74          77          51          \*

  Number of students tested         51          50          48          49          \*

                                                                                    

  STATE SCORES                                                                      

  \% At or Above Meets State        71          69          60          55          \*
  Standards                                                                         

  \% At Exceeds State Standards     37          34          29          27          \*
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\*Data not gathered during this testing period

**Tarpon Springs Fundamental Elementary**

**Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)**

**State Criterion-Referenced Test**

Subject: [Reading]{.underline} Grade [5]{.underline} Test: [Fifth Grade
Reading FCAT SSS]{.underline}

Edition/Publication Year: [2001 -- New edition each year]{.underline}

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

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

  Testing month                     March       March       March       March       March

  **SCHOOL SCORES\***                                                               

  \% At or Above Meets State        94          93          89          84          \*
  Standards**\***                                                                   

  \% At Exceeds State               66          65          59          52          \*
  Standards**\***                                                                   

  Number of students tested         51          57          56          56          56

  Percent of total students tested  100         100         100         100         100

  Number of students alternatively  0           0           0           0           0
  assessed                                                                          

  Percent of students alternatively 100         100         100         100         100
  assessed                                                                          

                                                                                    

  SUBGROUP SCORES                                                                   

  1.White                                                                           

  \% At or Above Meets State        96          92          90          84          \*
  Standards                                                                         

  \% At Exceeds State Standards     64          68          61          53          \*

  Number of students tested         45          51          49          49          50

  2.Not Free and Reduced Lunch                                                      

  \% At or Above Meets State        96          92          91          88          \*
  Standards                                                                         

  \% At Exceeds State Standards     67          65          62          58          \*

  Number of students tested         45          49          52          47          \*

                                                                                    

  STATE SCORES                                                                      

  \% At or Above Meets State        66          59          58          53          \*
  Standards                                                                         

  \% At Exceeds State Standards     33          28          25          23          \*
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\*Data not gathered during this testing period

**Tarpon Springs Fundamental Elementary**

**Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)**

**State Criterion-Referenced Test**

Subject [Math]{.underline} Grade [3]{.underline} Test: [Third Grade Math
FCAT SSS]{.underline}

Edition/Publication Year: [2001 -- New edition each year]{.underline}

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

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

  Testing month                     March       March       March       March       March

  **SCHOOL SCORES\***                                                               

  \% At or Above Meets State        91          87          83          89          \*\*
  Standards**\***                                                                   

  \% At Exceeds State               47          48          50          54          \*\*
  Standards**\***                                                                   

  Number of students tested         45          46          46          46          46

  Percent of total students tested  100         100         100         100         100

  Number of students alternatively  0           0           0           0           0
  assessed                                                                          

  Percent of students alternatively 100         100         100         100         100
  assessed                                                                          

                                                                                    

  SUBGROUP SCORES                                                                   

  1.White                                                                           

  \% At or Above Meets State        95          86          84          93          \*
  Standards                                                                         

  \% At Exceeds State Standards     51          48          48          56          \*

  Number of students tested         39          42          42          41          40

  2.Not Free and Reduced Lunch                                                      

  \% At or Above Meets State        97          87          84          93          \*
  Standards                                                                         

  \% At Exceeds State Standards     54          52          51          56          \*

  Number of students tested         39          43          43          41          \*

                                                                                    

  STATE SCORES                                                                      

  \% At or Above Meets State        68          64          63          59          \*
  Standards                                                                         

  \% At Exceeds State Standards     34          30          29          25          \*
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\*Data not gathered during this testing period

**Tarpon Springs Fundamental Elementary**

**Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)**

**State Criterion-Referenced Test**

Subject [Math­­]{.underline} Grade [4]{.underline} Test: [Fourth Grade
Math FCAT SSS]{.underline}

Edition/Publication Year: [2001 -- New edition each year]{.underline}

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

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

  Testing month                     March       March       March       March       March

  **SCHOOL SCORES\***                                                               

  \% At or Above Meets State        93          88          92          76          \*
  Standards**\***                                                                   

  \% At Exceeds State               65          49          54          35          \*
  Standards**\***                                                                   

  Number of students tested         56          56          55          56          56

  Percent of total students tested  100         100         100         100         100

  Number of students alternatively  0           0           0           0           0
  assessed                                                                          

  Percent of students alternatively 100         100         100         100         100
  assessed                                                                          

                                                                                    

  SUBGROUP SCORES                                                                   

  1.White                                                                           

  \% At or Above Meets State        92          90          92          80          \*
  Standards                                                                         

  \% At Exceeds State Standards     65          46          55          37          \*

  Number of students tested         51          50          51          49          50

  2.Not Free and Reduced Lunch                                                      

  \% At or Above Meets State        94          90          92          80          \*
  Standards                                                                         

  \% At Exceeds State Standards     67          48          59          39          \*

  Number of students tested         51          50          48          49          \*

                                                                                    

  STATE SCORES                                                                      

  \% At or Above Meets State        64          63          54          51          \*
  Standards                                                                         

  \% At Exceeds State Standards     27          26          20          19          \*
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\*Data not gathered during this testing period

**Tarpon Springs Fundamental Elementary**

**Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)**

**State Criterion-Referenced Test**

Subject [Math]{.underline} Grade [5]{.underline} Test: [Fifth Grade Math
FCAT SSS]{.underline}

Edition/Publication Year: [2001 -- New edition each year]{.underline}

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

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

  Testing month                     March       March       March       March       March

  **SCHOOL SCORES\***                                                               

  \% At or Above Meets State        92          77          81          66          75
  Standards**\***                                                                   

  \% At Exceeds State               64          58          38          41          39
  Standards**\***                                                                   

  Number of students tested         56          57          56          56          56

  Percent of total students tested  100         100         100         100         100

  Number of students alternatively  0           0           0           0           0
  assessed                                                                          

  Percent of students alternatively 100         100         100         100         100
  assessed                                                                          

                                                                                    

  SUBGROUP SCORES                                                                   

  1.White                                                                           

  \% At or Above Meets State        93          83          82          70          80
  Standards                                                                         

  \% At Exceeds State Standards     64          61          39          43          44

  Number of students tested         45          51          49          49          50

  2.Not Free and Reduced Lunch                                                      

  \% At or Above Meets State        93          81          81          71          \*
  Standards                                                                         

  \% At Exceeds State Standards     64          59          41          43          \*

  Number of students tested         45          49          52          47          \*

                                                                                    

  STATE SCORES                                                                      

  \% At or Above Meets State        57                      52          48          48
  Standards                                                                         

  \% At Exceeds State Standards     30                      28          25          26
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\*Data not gathered during this testing period

**[Tarpon Springs Fundamental Elementary]{.underline}**

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

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

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

Florida Comprehensive Assessment Test (FCAT), norm-referenced test (NRT)
-- The reading comprehension and mathematics problem solving portions of
the Stanford Achievement Test Series, Ninth Edition is a Customized
Secure Form; revised and modified annually for Florida, selected to be
administered to Florida students, in grades 3-10.

Edition/Publication Year: [Stanford Achievement Test Series Ninth
Edition, Customized Secure Form, revised and modified annually for
Florida.]{.underline}

Publisher: [Harcourt Educational Measurement]{.underline}

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

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

  Testing month                   March       March       March       March       March

  **SCHOOL SCORES**                                                                

  Total Score                     73          84          81          81          79

  Number of students tested       45          46          46          46          46

  Percent of total students       100         100         100         100         100
  tested                                                                          

  Number of students              0           0           0           0           0
  alternatively assessed                                                          

  Percent of students             100         100         100         100         100
  alternatively assessed                                                          

  SUBGROUP SCORES                                                                  

  1.White                         77          82          81          84          80

  Number of students tested       39          42          42          41          40

  2..Not Free/Reduced Lunch       78          84          81          80          \*

  Number of students tested       39          43          43          42          \*
  ------------------------------- ----------- ----------- ----------- ----------- -----------

\* Data not gathered during this testing period

**[Tarpon Springs Fundamental Elementary]{.underline}**

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

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

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

Florida Comprehensive Assessment Test (FCAT), norm-referenced test (NRT)
-- The reading comprehension and mathematics problem solving portions of
the Stanford Achievement Test Series, Ninth Edition is a Customized
Secure Form; revised and modified annually for Florida, selected to be
administered to Florida students, in grades 3-10.

Edition/Publication Year: [Stanford Achievement Test Series Ninth
Edition, Customized Secure Form, revised and modified annually for
Florida.]{.underline}

Publisher: [Harcourt Educational Measurement]{.underline}

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

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

  Testing month                   March       March       March       March       March

  **SCHOOL SCORES**                                                                

  Total Score                     77          80          87          80          80

  Number of students tested       56          56          54          56          56

  Percent of total students       100         100         100         100         100
  tested                                                                          

  Number of students              0           0           0           0           0
  alternatively assessed                                                          

  Percent of students             100         100         100         100         100
  alternatively assessed                                                          

  SUBGROUP SCORES                                                                  

  1.White                         77          81          88          81          82

  Number of students tested       51          50          50          49          50

  2..Not Free/Reduced Lunch       78          80          88          81          \*

  Number of students tested       50          49          47          49          \*
  ------------------------------- ----------- ----------- ----------- ----------- -----------

\* Data not gathered during this testing period

**[Tarpon Springs Fundamental Elementary]{.underline}**

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

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

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

Florida Comprehensive Assessment Test (FCAT), norm-referenced test (NRT)
-- The reading comprehension and mathematics problem solving portions of
the Stanford Achievement Test Series, Ninth Edition is a Customized
Secure Form; revised and modified annually for Florida, selected to be
administered to Florida students, in grades 3-10.

Edition/Publication Year: [Stanford Achievement Test Series Ninth
Edition, Customized Secure Form, revised and modified annually for
Florida.]{.underline}

Publisher: [Harcourt Educational Measurement]{.underline}

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

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

  Testing month                   March       March       March       March       March

  **SCHOOL SCORES**                                                                

  Total Score                     82          83          79          74          80

  Number of students tested       51          57          56          56          56

  Percent of total students       100         100         100         100         100
  tested                                                                          

  Number of students              0           0           0           0           0
  alternatively assessed                                                          

  Percent of students             100         100         100         100         100
  alternatively assessed                                                          

  SUBGROUP SCORES                                                                  

  1.White                         84          85          80          77          82

  Number of students tested       45          51          49          49          50

  2..Not Free/Reduced Lunch       84          83          79          77          \*

  Number of students tested       45          49          52          47          \*

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

> \* Data not gathered during this testing period

**[Tarpon Springs Fundamental Elementary]{.underline}**

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

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

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

Florida Comprehensive Assessment Test (FCAT), norm-referenced test (NRT)
-- The reading comprehension and mathematics problem solving portions of
the Stanford Achievement Test Series, Ninth Edition is a Customized
Secure Form; revised and modified annually for Florida, selected to be
administered to Florida students, in grades 3-10.

Edition/Publication Year: [Stanford Achievement Test Series Ninth
Edition, Customized Secure Form, revised and modified annually for
Florida.]{.underline}

Publisher: [Harcourt Educational Measurement]{.underline}

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

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

  Testing month                   March       March       March       March       March

  **SCHOOL SCORES**                                                                

  Total Score                     80          80          78          81          75

  Number of students tested       45          46          46          46          46

  Percent of total students       100         100         100         100         100
  tested                                                                          

  Number of students              0           0           0           0           0
  alternatively assessed                                                          

  Percent of students             100         100         100         100         100
  alternatively assessed                                                          

  SUBGROUP SCORES                                                                  

  1.White                         83          79          78          83          77

  Number of students tested       39          42          42          41          40

  2..Not Free/Reduced Lunch       85          81          79          80          \*

  Number of students tested       39          43          43          42          \*
  ------------------------------- ----------- ----------- ----------- ----------- -----------

> \* Data not gathered during this testing period

**[Tarpon Springs Fundamental Elementary]{.underline}**

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

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

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

Florida Comprehensive Assessment Test (FCAT), norm-referenced test (NRT)
-- The reading comprehension and mathematics problem solving portions of
the Stanford Achievement Test Series, Ninth Edition is a Customized
Secure Form; revised and modified annually for Florida, selected to be
administered to Florida students, in grades 3-10.

Edition/Publication Year: [Stanford Achievement Test Series Ninth
Edition, Customized Secure Form, revised and modified annually for
Florida.]{.underline}

Publisher: [Harcourt Educational Measurement]{.underline}

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

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

  Testing month                   March       March       March       March       March

  **SCHOOL SCORES**                                                                

  Total Score                     87          82          86          81          82

  Number of students tested       56          56          54          56          56

  Percent of total students       100         100         100         100         100
  tested                                                                          

  Number of students              0           0           0           0           0
  alternatively assessed                                                          

  Percent of students             100         100         100         100         100
  alternatively assessed                                                          

  SUBGROUP SCORES                                                                  

  1.White                         87          82          87          82          82

  Number of students tested       51          50          50          49          50

  2..Not Free/Reduced Lunch       88          82          87          83          \*

  Number of students tested       50          49          47          49          \*
  ------------------------------- ----------- ----------- ----------- ----------- -----------

> \* Data not gathered during this testing period

**[Tarpon Springs Fundamental Elementary]{.underline}**

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

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

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

Florida Comprehensive Assessment Test (FCAT), norm-referenced test (NRT)
-- The reading comprehension and mathematics problem solving portions of
the Stanford Achievement Test Series, Ninth Edition is a Customized
Secure Form; revised and modified annually for Florida, selected to be
administered to Florida students, in grades 3-10.

Edition/Publication Year: [Stanford Achievement Test Series Ninth
Edition, Customized Secure Form, revised and modified annually for
Florida.]{.underline}

Publisher: [Harcourt Educational Measurement]{.underline}

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

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

  Testing month                   March       March       March       March       March

  **SCHOOL SCORES**                                                                

  Total Score                     82          89          80          83          77

  Number of students tested       51          57          56          56          56

  Percent of total students       100         100         100         100         100
  tested                                                                          

  Number of students              0           0           0           0           0
  alternatively assessed                                                          

  Percent of students             100         100         100         100         100
  alternatively assessed                                                          

  SUBGROUP SCORES                                                                  

  1.White                         84          90          82          84          80

  Number of students tested       45          51          49          49          50

  2.Not Free/Reduced Lunch        84          90          83          85          \*

  Number of students tested       45          49          52          47          \*
  ------------------------------- ----------- ----------- ----------- ----------- -----------

> \* Data not gathered during this testing period