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

*U.S. Department of Education*

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

Name of Principal \_\_\_\_\_[Mrs. Janis
Johnson\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_]{.underline}

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

Official School Name \_\_\_ [DeSoto Trail Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_\_[2930 Velda Dairy
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_[Tallahassee]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_[Florida]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[32309-2170]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_\_\_[Leon]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School
Code Number\*\_\_\_\_\_\_[0511]{.underline}\_\_\_\_\_\_\_\_\_\_

Telephone ( [850 )488-4511]{.underline} Fax [( 850
)487-1623]{.underline}

Website/URL [www.desototrail.leon.k12.fl.us]{.underline} E-mail
[johnsonja@mail.desototrail.leon.k12.fl.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. William J. Montford, III]{.underline}

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

District Name [Leon]{.underline} Tel. [( 850 ) 487-7110]{.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. Shelia Costigan .]{.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)

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_[25\_]{.underline} Elementary
schools

\_[9]{.underline}\_\_ Middle schools

\_[N/A]{.underline}\_ Junior high schools

\_\_[6]{.underline} \_ High schools

\_[15]{.underline} \_ Other

\_[55]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: [\$4,385]{.underline}\_\_

Average State Per Pupil Expenditure: [\$4,488]{.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\. [9 years]{.underline} Number of years the principal has been in
her/his position at this school.

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

5\. Number of students as of October 1 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**    29        10                     **39**       **7**                             

  **K**       48        48                     **96**       **8**                             

  **1**       47        52                     **99**       **9**                             

  **2**       56        50                     **106**      **10**                            

  **3**       49        49                     **98**       **11**                            

  **4**       65        49                     **114**      **12**                            

  **5**       53        71                     **124**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   676
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [81]{.underline} % White

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

[\_\_\_4]{.underline} % Hispanic or Latino

\_\_\_[5]{.underline} % Asian/Pacific Islander

[\_\_\_1]{.underline} % 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:
\_\_\_[8]{.underline}\_\_\_%

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  21
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           31
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   52
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 676
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .08
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          8%
  --------- -------------------------------------------- ------------------

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

\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_[0]{.underline}\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_[8]{.underline}\_\_\_%

Total number students who qualify: \_\_\_[52]{.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:
\_\_\_[29]{.underline}\_\_\_%

\_\_[198]{.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.

\_[7]{.underline}\_\_Autism \_[3]{.underline}\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness \_[26]{.underline}\_Specific Learning Disability

\_[2]{.underline}\_ Emotional Disturbance \_[131]{.underline}Speech or
Language Impairment

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

> \_[2]{.underline}\_ Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness

\_[3]{.underline}\_\_Physically Impaired \_[22\_]{.underline}
Developmentally Delayed

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 \_\_[32]{.underline} \_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_[10]{.underline}\_\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_[0]{.underline}\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_[32]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[76]{.underline}\_\_ \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[21:1]{.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.)

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance   96%         95%         96%         94%         95%

  Daily teacher attendance   94%         95%         96%         93%         94%

  Teacher turnover rate      5%          5%          20%         4%          5%

  Student dropout rate       n/a %       n/a%        n/a%        n/a%        n/a%
  (middle/high)                                                              

  Student drop-off rate      n/a %       n/a%        n/a%        n/a%        n/a%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

DeSoto Trail Elementary School, located in our state's capital,
Tallahassee, Florida, is one of twenty-five public elementary schools in
Leon County. We opened our doors in 1989 serving students in
pre-kindergarten through fifth grades and collaboratively developed our
vision statement \-\--"We believe all children are unique. Working
together, parents, community, and school can provide a nurturing,
learning environment that challenges students to take risks and explore
the outer reaches of their potential." The school's vision is clearly
demonstrated in our daily expectations and interactions with students
and staff. Our community of learners is made up of high performing
students, committed staff, supportive parents, and business partners all
striving to make our school a special place for children.

The 676 students at DeSoto Trail Elementary primarily come from middle
class families in which both parents work outside the home. The
composition of the school is generally homogeneous with a small cluster
of minority and foreign students. The school is also recognized as
having an effective Exceptional Student Education program, serving
students with learning disabilities, physical/mental handicaps, and
autism spectrum disorders. Students functioning in the high academic
range are served by our gifted education program.

The high rate of parental involvement in school activities and volunteer
opportunities contribute greatly to the success of the students at
DeSoto Trail Elementary. The hard work and dedication of our students,
parents, faculty, staff, volunteers, community, and others associated
with DeSoto Trail have resulted in our successful performances on the
state tests. We have earned state recognition as an A+ school for the
fifth consecutive year and earned Adequate Yearly Progress since its
inception. This continues to reflect the quality of instruction and the
high expectations set for each child.

Our faculty values continuing professional development by attending
workshops and conferences that strengthen and broaden our teaching
experiences. We are a learning community of teachers, always seeking new
ways to increase student learning. We enjoy the benefits of three local
universities and one community college by utilizing interns and block
students who come ready to explore the newest strategies and methods at
our school. We emphasize meeting the needs of the "whole" child by
exposing them to a variety of learning experiences.

Our faculty is unique in their professional qualifications. Research
shows "highly qualified teachers are an important determinant of a
child's education and of a good school" (No Child Left Behind Act,
2003). Fifty-six percent of our teachers hold Specialist and/or Masters
degrees. In addition, we have the greatest number of National Board
Certified teachers at one site in our county (28% of the faculty). The
teachers at DeSoto Trail have an average of twenty years teaching
experience. Furthermore, 90% have been at DeSoto Trail for at least ten
years. This longevity contributes to the positive and collaborative
educational relationship with our community and families.

As a school, we recognize education incorporates more than just
academics. Music, Art, Guidance, Media, Physical Education, Technology,
Strings, Chorus, and DARE (Drug Abuse Resistance Education) classes are
included in the students' day. Special events, such as Science Fair,
Spelling Bee, Tropicana Speech Competition, Brain Brawl, Walk-a-thon for
Technology, Olympics, "Her" Story Bowl, "Reading Counts" Assemblies,
Book Character Day, Character Education programs, and curriculum driven
musical productions, are all examples of academic extensions provided to
our students. Children are taught the importance of giving to others
through our "Holiday Giving Tree", "Reading is Giving" which provided
3000 books for students of Florida's hurricane disasters, "Supplies to
our Troops", "Hurricane Charley Book Drive" which collected 2300 books
for children in Charlotte County, Florida, and collected donations for
the Tsunami Relief Effort.

As a result, our learning community fulfills our mission
statement\-\--"to blaze a successful trail to the future!"

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

1.  **Describe in one page the meaning of the school's assessment
    results in reading (language arts or English) and mathematics in
    such a way that someone not intimately familiar with the tests can
    easily understand them. Explain disparities among subgroups. If the
    school participates in the state assessment system, briefly explain
    the state performance levels and the performance level that
    demonstrates meeting the standard. Provide the website where
    information on the state assessment system may be found.**

The Florida Comprehensive Assessment Test (FCAT) was developed to
measure achievement of Florida's students. It is comprised of two parts,
the FCAT-NRT (Norm-Referenced Test) and FCAT-SSS (Sunshine State
Standards). The FCAT--SSS is designed to measure students' knowledge of
writing, reading, mathematics, and science as outlined in the Florida
Sunshine State Standards. The FCAT-NRT is a norm-referenced test used to
compare student performance in reading, and mathematics with performance
of students nationwide. All Florida public school students in grades
3-10 are required to take both the FCAT-NRT and the FCAT-SSS. Both tests
are administered in early March of each year. Only a few students fall
into the exemption category and those students are given an approved
alternative assessment.

Preparation for the assessments is the teaching and learning of the
Florida Sunshine State Standards. These tests are one measure of how
students learned grade level material and how prepared they are to move
on to the next grade. Reports of the results are given to parents with
information about achievement and learning gains. The
criterion-referenced portion of FCAT-SSS reports each student's scale
score, which is then assigned an achievement level from 1 to 5 (Level
1-Below Basic, Level 2-Basic, Level 3 & 4- Proficient, Level
5-Advanced). The FCAT-NRT portion reports each student's national
percentile. Both types of reporting are used for the school's data
analysis to identify school strengths and needs, goals for school
improvement, as well as, students' readiness for promotion. This
information was acquired from [www.fldoe.org](http://www.fldoe.org/).

An analysis of reading and math scores for DeSoto Trail Elementary over
the past five years shows continuous improvement. For the purpose of
evaluating the effectiveness of the school program, data for students
who were enrolled in the school during both the months of October and
February are analyzed. These students are called "Standard Matched
Curriculum". As seen in the chart below, reading scores indicate that in
the school year 1999-2000, 85% of the students in grades 3-5 scored 3 or
above on the FCAT, while the 2003-2004 results showed 96% scored 3 or
above. Florida public schools are graded using a scale of "A" to "F".
DeSoto Trail Elementary has received an "A" grade for the past five
years.

DeSoto Trail Elementary results for Standard Matched Curriculum Students
(students at the school site during October and February) in Grades 3-5
FCAT-NRT:

Year Scoring [\>]{.underline} 3 in Reading Scoring [\>]{.underline} 3
Mathematics School Grade

1999 - 00 85% 77% A

2000 - 01 88% 79% A

2001 - 02 91% 88% A

2002 - 03 96% 92% A

2003 -- 04 96% 95% A

Informal and formal classroom assessments, questions, and observations
are used regularly by teachers to gather data which assist them in
making instructional adjustments and assignments. As evidenced,
consistent excellence in academics flourishes at DeSoto Trail Elementary
School, which can be directly attributed to data driven decision making,
a dedicated and nurturing staff, and supportive parents.

2.  **Show in one-half page (approximately 300 words) how the school
    uses assessment data to understand and improve student and school
    performance.**

Our school's philosophy is: "We believe all children are unique. Working
together, parents, community, and school can provide a nurturing,
learning environment that challenges students to take risks and explore
the outer reaches of their potential." Since we have high achieving
students, it is paramount that we identify strengths as well as
weaknesses from assessment data. Our curriculum planning is purposeful
to extend strengths and improve weaknesses. Our School Improvement Plan
reflects strategies to accomplish short and long range results in all
academic areas. In addition, we utilize individualized reading and
mathematics performance based computer instruction to enhance our
classroom pedagogies.

National and state assessments, such as SAT/9-NRT, FCAT-NRT and
FCAT-SSS, our school climate survey, and other parent and staff input
are used to develop the School Improvement Plan and evaluate the overall
success of learning gains. Criterion-referenced assessments are utilized
to evaluate how well students perform specific skills or deal with
specific concepts. Samples of student work and classroom observations
are also used to assess student performance. Using assessments to drive
instruction is a critical element in improving student achievement.
Dynamic Indicators of Basic Early Literacy Skills, \[DIBELS\] and the
Scholastic Reading Inventory are utilized as classroom-based
instructional assessments to drive the instruction in improving the
reading achievement of students who demonstrate reading difficulties.
The ESI-K, Early Screening Inventory-Kindergarten, is an assessment used
to identify kindergartners who may need further evaluation in order to
determine if they are at risk for school failure. Alternative
assessments used include Kaufman Test of Educational Achievement (KTEA),
Burns and Roe Reading Assessment, Brigance, and Pre-School Language
Scale.

Annually, teachers are provided summary scores on the SAT-9 NRT and the
FCAT-NRT from their previous year's students, as well as summary scores
on their current students. Teachers, working with administrators,
analyze the data, identify strengths and needs, and develop student
performance objectives as part of their annual Individualized
Professional Development Plan. Professional development opportunities
for our teachers and program changes are aligned to areas of need,
always with the goal of improving student performance.

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

Data on student performance is shared regularly with students, parents,
and administrators. Individual standardized test results are sent home
with students at the end of the school year or mailed via U.S. Mail.
School results are published on the district website, as well as
provided to all parents and the greater community through a document
called the School Public Accountability Report. This report is available
electronically on the school website and as a paper document. The School
Improvement Plan process requires sharing assessment results with our
School Advisory Council made up of parents, teachers, administration,
and partners.

In Florida, all public schools are graded as part of the state's
accountability system. School grades and test results are published by
the local newspaper and are available on the Department of Education
website.

Individual student classroom performance is regularly communicated to
parents through "Weekly / Daily Folders." Teachers also communicate with
parents regularly in conferences, by email and phone, through school or
classroom newsletters, notes, and report cards each nine weeks.
Individual student and group accomplishments are recognized in school
wide newsletters, posted on the marquee, and published in the local
newspaper.

Student planners in grades 3-5 are used to communicate daily homework
assignments. Progress Alerts are sent at mid-term to parents of students
experiencing difficulty in academics, work/study skills, and/or
behavior.

Communication with our families is an on-going process to inform and
enhance the educational success of our students.

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

Believing that professional collaborations are important and meaningful
for student success, the faculty of DeSoto Trail prides itself in its
participation in many professional endeavors. Faculty members have
served on committees and task forces at the state and local level.
Teachers share their best practices as presenters at state and local
conferences. Our staff also participates as subject area advocates,
science cadre leaders, workshop presenters, and curriculum trainers at
the county level. Many teachers have longstanding memberships to various
professional organizations, such as those listed below, which allow for
opportunities to share. In addition, our teachers serve as liaisons
between the local universities and our school by co-teaching with
interns and participants. Teachers also serve as mentors in the
district's beginning teacher program, leading FOCS groups to help
facilitate their organizational skills, curriculum planning, and
teaching strategies. Not only is success shared through all these
ventures, but much knowledge is gained through increased collegial
conversations.

LAST- Leon Association of Science Teachers

CEC- Council for Exceptional Children

IRA-International Reading Association

NCTM-National Council of Teachers of Mathematics

LCTM-Leon County of Teachers of Mathematics

FACE-Florida Association of Computers in Education

ASA- Autism Society of America

ASCD-Association for Supervision and Curriculum Development

LNBCT-Leon County National Board Certified Teachers

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards.
    Include art and foreign languages in the descriptions (foreign
    language instruction as a part of the core curriculum is an
    eligibility requirement in grades seven and higher).**

DeSoto Trail Elementary maintains educational excellence as a top
priority with high expectations for all students. All curriculum areas
are based on the Florida Sunshine State Standards, which provide a
framework for grade level expectations. Assessments are ongoing, and
differentiated instruction is utilized to target individual student
needs. These assessments provide useful information used by teachers to
plan for students' continued progress. An integrated approach is used to
enhance the relationships between subjects.

Our **[language arts]{.underline}** curriculum includes reading,
writing, and listening, viewing, and speaking. Beginning in
pre-kindergarten, students are surrounded by print rich environments and
given many experiences with books, oral language games, and songs, which
ensures the developmental reading process. Daily formal reading
instruction time highlights phonemic awareness, phonics, fluency,
vocabulary development, and comprehension. Formal and informal writing
is taught at all grade levels, and includes instruction in prewriting,
drafting, revising, and editing, with four formal assessments given
during the year. Listening and speaking skills are integrated throughout
the curriculum, with an extra intermediate focus on speech delivery.

**[Mathematics]{.underline}** instruction is based on five critical
areas of mathematics, which includes number sense, measurement, data
analysis and probability, algebraic thinking, and geometry. Textbooks,
technology, and supplemental materials and programs such as, Sunshine
Math, Mini-MU, and AIMS, support a highly challenging program where
students are encouraged to think critically and solve problems as they
discover the impact of mathematics on their lives. Opportunities are
provided for students to make subject matter connections, see the
relevance of mathematics in their world, and appreciate mathematics. Our
program has a spiraling curriculum designed to provide mastery of skills
and concepts over time.

Our **[science]{.underline}** program encourages students to understand
and engage in scientific issues. The curriculum engages students in a
variety of inquiry based activities as they learn earth and space
science, life science, and physical science. Using text books,
supplemental materials, lab equipment, computer software, and the
internet, students are engaged on a regular basis in the scientific
process. They can apply this knowledge by participating in our annual
science fair. Some activities extending beyond the classroom are:
"Sea-to-See", trip to Kennedy Space Center, trips to the Challenger
Learning Center, the High Magnetic Lab, the planetarium, St. Mark's
Wildlife Refuge, and on-site labs from Florida State University's
Science on the Move program.

In our **[social studies]{.underline}** program, students learn about
the past and present, and how these impact their future. Historical
awareness is threaded throughout the grades in an integrated approach as
students experience music, dance, art, games, and literature of the
past. Academic competitions like, the Black History Bowl, Women\'s
"Her"story Bowl, and GeoBee, provide an extension of social studies
concepts coordinated through our **[media]{.underline}** program.
School-wide themes such as the \"Olympics\" bring other cultures to life
through participation in opening ceremonies, athletic competitions, and
class-created guided web tours. Our character education program assists
teachers to create a classroom environment where students can practice
democracy and our Student Council provides a forum for student
leadership.

Instruction in **[the arts]{.underline}** is a valued component for a
well-rounded student centered program. Students receive musical
instruction which includes singing, playing instruments, performing
rhythms, reading music notation, movement and dance, as well as,
appreciation for a wide variety of music genres. Our visual arts
curriculum is delivered to ensure the development of the whole brain
using the discipline based arts education approach. The content of the
program uses media such as: painting, printing, drawing, constructing,
ceramics, and fibers to develop personal skills in the creation,
expression, and appreciation of ideas. Instruction in the arts is
correlated with grade level themes or has a school-wide focus.

The classroom developmental **[guidance]{.underline}** program is based
on the six pillars of character. Emphasis is placed on conflict
resolution, enhancing self-esteem, effective communication, and
decision-making skills. In addition, kindergarten, second, and fourth
graders are taught personal safety awareness. The guidance program
reaches beyond the classroom with such endeavors as the Red & Gold club
(a service club for at-risk students), the Giving Tree (assistance to
families in need), and the weekly school store*.*

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

The DeSoto Trail Reading Curriculum is based on the philosophy that all
children can and will learn to read. Teachers are dedicated to ensuring
that all students are successful in the process of becoming literate and
life-long readers. The core of our reading curriculum is [Houghton
Mifflin Reading: A Legacy of Literacy]{.underline}. This basal program
was selected because it uses on-going assessments and research-based
instruction aligned with the Florida Sunshine State Standards. It
teaches systematic instruction of the major reading skill areas:
phonemic awareness, phonics, vocabulary, fluency, and comprehension,
using high quality, authentic literature. It is also a comprehensive
language arts program with a special focus on Florida topics and Florida
Comprehensive Assessment Test skills.

As experienced educators, DeSoto Trail teachers have incorporated
various other strategies into the core reading program. General teaching
practices include reading aloud regularly, providing opportunities for
application, and integrating reading, writing, listening, viewing, and
speaking into their daily instruction. Children are encouraged to read
independently through participation in the Scholastic's Reading Counts!
Program. This program allows for assessment of fiction and non-fiction
literature read independently. Children also work to strengthen reading
skills by participating in the computer-based program, Pearson
SuccessMaker.

Teachers instruct reading through the content areas using elements of
thematic instruction. A strong emphasis on using technology to
strengthen reading in all content areas is evidenced through research
projects and student designed presentations. This necessitates the
instruction of the reading skills: scanning, organizing, evaluating, and
sharing information with others.

This is our third year in the program and teachers are seeing growth in
students' ability to read fluently, understand text, and use reading as
a tool for learning. As the children progress from year to year in the
program they are becoming successful independent readers who are
learning to read and are reading to learn.

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

##### Students and teachers use a variety of technology to support learning: Internet access, school-wide network, two computer labs, two computers per classroom, two "mobile" class sets of AlphaSmart portable keyboards that are used throughout the school to enhance writing skills, networked printers, DVD/VCR players, stage sound system, production studio, and Smart TV's that project images from the computers, digital cameras, data projectors, and document cameras. 

##### 

##### Technology is an integral part of learning at all grade levels and in all academic areas at DeSoto Trail. Starting with our pre-kindergarten level, our students are exposed to literature by navigating and gaining comprehension through "Living Books" software. Our Varied Exceptionalities' classes use technology as a means of communication.  These students, with limited/nonexistent verbal abilities, use the "Boardmaker Picture Communication Program" for communicating. Higher functioning students use computers and adaptive technologies to assess reading skills, to practice spelling words, identify letters, and reinforce math concepts.

##### 

##### Our primary grades use technology to enhance reading, writing, and math skills. Specific software programs and Internet research utilize keyboarding skills. Older students utilize more advanced applications for problem solving in Math using networked software from our current math series. Intermediate grades work daily in the Pearson SuccessMaker lab on courses in reading and math. Our statewide FCAT Explorer website is also used in our intermediate grades to reinforce reading and math skills. Teachers and students monitor progress through Scholastic\'s computerized Reading Counts! Program. Utilizing the Internet to access the most current and relevant information for assignments and projects in Social Studies, Science, and the Arts, students become information-literate. They use word processing for language arts/writing skills in the production of newsletters, reports, and PowerPoint presentations. 

##### 

##### Technology is vital in communicating issues, curriculum, events, and student achievement. Our list serve, newsletters, calendars, and email are all avenues to connect the school and home, keeping all our stakeholders informed.

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

Due to the complexity of needs, we use a variety of instructional
methods and strategies that improve and enhance student learning. These
methodologies include technology, curriculum integration across all
levels, and community resources. Technology resources are integrated
into the learning environment and support both teacher instruction and
learner outcomes. In the classroom, teachers have access to two class
sets of AlphaSmart portable keyboards and at least one computer
dedicated for students to access FCAT Explorer, internet resources, word
processing programs, and other grade level curriculum software. Outside
the classroom, teachers and learners have access to two computer labs.
One computer lab is teacher directed and supports the academic program.
Another computer lab is dedicated to Pearson SuccessMaker's individual
learning system which is student directed. Curriculum instruction is
enhanced by resources that include libraries of fiction and non-fiction
books, math manipulatives, science kits, and other learning aids.

School wide activities, such as science fair, Mini MU Math contests,
weekly news programs, author visits, Grandparents' Day, and Reading
Counts celebrations also support the rigorous academic program. In
addition, each grade level plans cooperative units of instruction with
culminating activities to improve student learning such as Sunshine
State Young Readers' Club, holiday celebrations, Book Character
Festivals, Character Counts, special guest speakers, and presentations.
In addition to on campus activities, we have a weekly Community
Leisure's Activities for Youth (CLAY) for our students with special
needs. This program provides our exceptional students with community
based instruction with functional daily living skills.

All teachers use a variety of whole and individualized grouping, to
better meet students' instructional needs. Subject area specialists
provide instruction in music, art, physical education, and guidance to
all students. The school endorses an open media concept where the media
specialist is available to assist students and teachers with media
resources and skills. Reading instruction is provided to eligible
students through the Great Leaps remedial reading program,
accommodations and modifications are made for Exceptional Student
Education students, and a Gifted program is also available for eligible
students.

Teachers collaboratively plan instructional units, delivery methods, and
identify needed resources to promote student achievement. By using a
variety of methods and strategies, based on research and teachings "best
practices," students at DeSoto Trail are "blazing a successful trail" to
the future.

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

At DeSoto Trail Elementary professional development opportunities are
numerous and diverse. We are a community of learners who collaborate
with each other daily to keep abreast of the latest developments in the
field of education. Annually, we create a needs assessment to identify
academic areas of focus for planning school-wide training. As part of
the teacher evaluation process, administrators meet with teachers to
create goals for Individualized Professional Development Plans, which
are tied to measurable student performance. At our school, we currently
have active study groups focusing on technology and literacy. Support
staff participates in specialized training pertaining to their assigned
duties. On-going administrative training is coordinated through our
district office. We organize staff-development activities, attend
committee meetings, and read professional literature. At the district
level, we are active in monthly meetings for a variety of curriculum
areas such as music, media, art, science, language arts, and
mathematics. During the summer, teachers serve on district-wide teams to
develop curriculum, sample test items, anchor responses, and scoring
rubrics. Many of our faculty, including administrators, are members of
professional organizations (see page 9) and attend state and national
conferences as a means to strengthen instructional strategies and
contribute to the school\'s intellectual life.

**[DeSoto Trail Elementary]{.underline}**

**[Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)]{.underline}**

**[State Criterion-Referenced Test]{.underline}**

Edition/Publication Year [2001-2003,]{.underline} \* New Edition each
year

Publisher [Florida Department Of Education]{.underline}

Third Grade Reading FCAT SSS

No groups were excluded from the testing.

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

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

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               98          97          98                      

  \% At or Above Proficient          95          93          94                      

  \% At Advanced                     14          16          18                      

  Number of students tested          95          122         104         136         

  Percent of total students tested   100         100         100         100         

  Number of students alternatively   0           1           1           []{.mark}   []{.mark}
  assessed                                                                           

  Percent of students alternatively  N/A         100         100         []{.mark}   []{.mark}
  assessed                                                                           

  []{.mark}                                                                          

  SUBGROUP SCORES                                                                    

  1.Black                                                                            

  \% At or Above Basic               92          \*          \*                      

  \% At or Above Proficient          92          \*          \*                      

  \% At Advanced                     8           \*          \*                      

  Number of students tested          12          6           9           12          

  2\. White                                                                          

  \% At or Above Basic               99          96          98                      

  \% At or Above Proficient          95          91          96                      

  \% At Advanced                     11          17          19                      

  Number of students tested          74          110         90          120         

  3.Free/Reduced Lunch                                                               

  \% At or Above Basic               \*          \*          \*                      

  \% At or Above Proficient          \*          \*          \*                      

  \% At Advanced                     \*          \*          \*                      

  Number of students tested          6           5           3                       

  4\. Not Free/reduced Lunch                                                         

  \% At or Above Basic               99          97          98                      

  \% At or Above Proficient          96          93          94                      

  \% At Advanced                     13          16          19                      

  Number of students tested          89          116         101                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               78          77          73                      

  \% At or Above Proficient          65          62          59                      

  \% At Advanced                     6           5           5                       
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

\* No data are reported when less than ten students were tested.

The Florida Comprehensive Assessment Test (FCAT) reports each student's
Scale Score, which is then assigned an achievement level from 1 to 5

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

**[DeSoto Trail Elementary]{.underline}**

**[Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)]{.underline}**

**[State Criterion-Referenced Test]{.underline}**

Edition/Publication Year [1999-2003, \* New Edition each
year]{.underline}

Publisher [Florida Department Of Education]{.underline}

Fourth Grade Reading FCAT SSS

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

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

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               98          98          91          94          

  \% At or Above Proficient          89          93          75          84          

  \% At Advanced                     15          20          16          13          

  Number of students tested          127         106         129         122         

  Percent of total students tested   100         100         100         100         

  Number of students alternatively   2           1           7                       
  assessed                                                                           

  Percent of students alternatively  100         100         100                     
  assessed                                                                           

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. Black                                                                          

  \% At or Above Basic               90          100         100         \*          

  \% At or Above Proficient          70          100         82          \*          

  \% At Advanced                     20          20          18          \*          

  Number of students tested          10          10          11          8           

  2\. White                                                                          

  \% At or Above Basic               98          98          89          95          

  \% At or Above Proficient          91          92          73          85          

  \% At Advanced                     14          21          17          12          

  Number of students tested          110         90          114         106         

  3\. Free/Reduced Lunch                                                             

  \% At or Above Basic               91          \*          \*                      

  \% At or Above Proficient          82          \*          \*                      

  \% At Advanced                     0           \*          \*                      

  Number of students tested          11          6           5                       

  4\. Not Free/Reduced Lunch                                                         

  \% At or Above Basic               98          98          91                      

  \% At or Above Proficient          89          93          76                      

  \% At Advanced                     16          20          17                      

  Number of students tested          116         99          124                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               84          75          70          69          

  \% At or Above Proficient          70          60          55          53          

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

\* No data are reported when less than ten students were tested.

The Florida Comprehensive Assessment Test (FCAT) reports each student's
Scale Score, which is then assigned an achievement level from 1 to 5

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

**[DeSoto Trail Elementary]{.underline}**

**[Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)]{.underline}**

**[State Criterion-Referenced Test]{.underline}**

Edition/Publication Year [2001-2003, \* New Edition each
year]{.underline}

Publisher [Florida Department Of Education]{.underline}

Fifth Grade Reading FCAT SSS

No groups were excluded from testing.

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

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

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               96          95          98                      

  \% At or Above Proficient          89          86          93                      

  \% At Advanced                     9           12          8                       

  Number of students tested          99          128         120         144         

  Percent of total students tested   100         100         100         100         

  Number of students alternatively   1           6           2                       
  assessed                                                                           

  Percent of students alternatively  100         100         100                     
  assessed                                                                           

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. Black                                                                          

  \% At or Above Basic               100         100         \*                      

  \% At or Above Proficient          91          90          \*                      

  \% At Advanced                     9           20          \*                      

  Number of students tested          11          10          8           8           

  2\. White                                                                          

  \% At or Above Basic               95          94          98                      

  \% At or Above Proficient          88          85          94                      

  \% At Advanced                     10          11          8                       

  Number of students tested          83          115         103         123         

  3\. Free/Reduced Lunch                                                             

  \% At or Above Basic               \*          \*          \*                      

  \% At or Above Proficient          \*          \*          \*                      

  \% At Advanced                     \*          \*          \*                      

  Number of students tested          3           7           5                       

  4\. Not Free/Reduced Lunch                                                         

  \% At or Above Basic               96          94          98                      

  \% At or Above Proficient          90          86          94                      

  \% At Advanced                     9           12          9                       

  Number of students tested          95          121         115                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               76          75          72                      

  \% At or Above Proficient          59          57          54                      

  \% At Advanced                     6           4           4                       
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

> \*No data are reported when less than ten students were tested.

The Florida Comprehensive Assessment Test (FCAT) reports each student's
Scale Score, which is then assigned an achievement level from 1 to 5

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

**[DeSoto Trail Elementary]{.underline}**

**[Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)]{.underline}**

**[State Criterion-Referenced Test]{.underline}**

Edition/Publication Year [2001-2003,]{.underline} \* New Edition each
year

Publisher [Florida Department Of Education]{.underline}

Third Grade Math FCAT SSS

No groups were excluded.

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

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

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               99          99          99                      

  \% At or Above Proficient          92          96          91                      

  \% At Advanced                     12          29          17                      

  Number of students tested          95          122         104         137         

  Percent of total students tested   100         100         100         100         

  Number of students alternatively   0           1           1                       
  assessed                                                                           

  Percent of students alternatively  100         100         100                     
  assessed                                                                           

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. Black                                                                          

  \% At or Above Basic               100         \*          \*                      

  \% At or Above Proficient          83          \*          \*                      

  \% At Advanced                     8           \*          \*                      

  Number of students tested          12          6           9           12          

  2\. White                                                                          

  \% At or Above Basic               99          99          99                      

  \% At or Above Proficient          92          95          95                      

  \% At Advanced                     11          29          17                      

  Number of students tested          74          109         90          121         

  3\. Free/Reduced Lunch                                                             

  \% At or Above Basic               \*          \*          \*                      

  \% At or Above Proficient          \*          \*          \*                      

  \% At Advanced                     \*          \*          \*                      

  Number of students tested          6           5           3                       

  4\. Not Free/Reduced Lunch                                                         

  \% At or Above Basic               99          99          99                      

  \% At or Above Proficient          93          96          91                      

  \% At Advanced                     11          29          16                      

  Number of students tested          89          117         101                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               83          81          79                      

  \% At or Above Proficient          64          62          59                      

  \% At Advanced                     7           7           5                       
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

\* No data are reported when less than ten students were tested.

The Florida Comprehensive Assessment Test (FCAT) reports each student's
Scale Score, which is then assigned an achievement level from 1 to 5

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

**[DeSoto Trail Elementary]{.underline}**

**[Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)]{.underline}**

**[State Criterion-Referenced Test]{.underline}**

Edition/Publication Year [2001-2003, \* New Edition each
year]{.underline}

Publisher [Florida Department Of Education]{.underline}

Fourth Grade Math FCAT SSS

No groups were excluded.

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

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

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               99          96          96                      

  \% At or Above Proficient          92          87          80                      

  \% At Advanced                     12          17          12                      

  Number of students tested          127         106         129         122         

  Percent of total students tested   100         100         100         100         

  Number of students alternatively   2           1           7                       
  assessed                                                                           

  Percent of students alternatively  100         100         100                     
  assessed                                                                           

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. Black                                                                          

  \% At or Above Basic               90          100         100                     

  \% At or Above Proficient          70          80          55                      

  \% At Advanced                     0           10          9                       

  Number of students tested          10          10          11          8           

  2\. White                                                                          

  \% At or Above Basic               100         99          96                      

  \% At or Above Proficient          94          90          84                      

  \% At Advanced                     13          18          13                      

  Number of students tested          110         90          114         106         

  3\. Free/Reduced Lunch                                                             

  \% At or Above Basic               91          \*          \*                      

  \% At or Above Proficient          55          \*          \*                      

  \% At Advanced                     0           \*          \*                      

  Number of students tested          11          6           5                       

  4\. Not Free/Reduced Lunch                                                         

  \% At or Above Basic               100         96          96                      

  \% At or Above Proficient          96          86          83                      

  \% At Advanced                     13          18          13                      

  Number of students tested          116         100         124                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               85          78          74                      

  \% At or Above Proficient          64          55          50                      

  \% At Advanced                     6           4           4                       
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

\* No data are reported when less than ten students were tested.

The Florida Comprehensive Assessment Test (FCAT) reports each student's
Scale Score, which is then assigned an achievement level from 1 to 5

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

**[DeSoto Trail Elementary]{.underline}**

**[Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)]{.underline}**

**[State Criterion-Referenced Test]{.underline}**

Edition/Publication Year [2001-2003, \* New Edition each
year]{.underline}

Publisher [Florida Department Of Education]{.underline}

Fifth Grade Math FCAT SSS

No groups were excluded.

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

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

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               98          98          98          94          

  \% At or Above Proficient          90          82          79          75          

  \% At Advanced                     22          16          14          9           

  Number of students tested          99          128         120         144         

  Percent of total students tested   100         100         100         100         

  Number of students alternatively   1           6           2                       
  assessed                                                                           

  Percent of students alternatively  100         100         100                     
  assessed                                                                           

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. Black                                                                          

  \% At or Above Basic               100         100         \*          \*          

  \% At or Above Proficient          82          70          \*          \*          

  \% At Advanced                     27          0           \*          \*          

  Number of students tested          11          10          8           8           

  2\. White                                                                          

  \% At or Above Basic               98          97          98          95          

  \% At or Above Proficient          92          81          78          79          

  \% At Advanced                     22          17          10          9           

  Number of students tested          83          115         103         123         

  3\. Free/Reduced Lunch                                                             

  \% At or Above Basic               \*          \*          \*                      

  \% At or Above Proficient          \*          \*          \*                      

  \% At Advanced                     \*          \*          \*                      

  Number of students tested          3           7           5                       

  4\. Not Free/Reduced Lunch                                                         

  \% At or Above Basic               98          98          98                      

  \% At or Above Proficient          91          81          80                      

  \% At Advanced                     22          17          15                      

  Number of students tested          95          121         115                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               79          77          75          73          

  \% At or Above Proficient          52          51          48          48          

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

\* No data are reported when less than ten students were tested.

The Florida Comprehensive Assessment Test (FCAT) reports each student's
Scale Score, which is then assigned an achievement level from 1 to 5

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

**[DESOTO TRAIL ELEMENTARY]{.underline}**

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

**[ASSESSMENT 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;]{.underline}

[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}\_

No groups were excluded.

  ----------------------------------------------------- ---- ----------- ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------
                                                             2003-2004         2002-2003         2001-2002         2000-2001      1999-2000      1998-1999

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

  **SCHOOL SCORES**                                                                                                                              

  Total Score                                                86                84                89                82                            

  Number of students tested                                  94                122               104               136                           

  Percent of total students tested                           100               100               100               100                           

  Number of students alternatively assessed                  0                 1                 1                 []{.mark}      []{.mark}      

  Percent of students alternatively assessed                 100               100               100               []{.mark}      []{.mark}      

  SUBGROUP SCORES                                                                                                                                

  1.\_\_\_[Black]{.underline}\_\_\_\_ (specify          77               \*                \*                73                                  
  subgroup)                                                                                                                                      

  Number of students tested                             11               6                 9                 12                                  

  2.\_\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_   87               85                90                82                                  
  (specify subgroup)                                                                                                                             

  Number of students tested                             74               109               90                120                                 

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

  Number of students tested                             5                5                 3                                                     

  4[. Not Free/Reduce Lunch]{.underline}(specify        87               85                89                                                    
  subgroup)                                                                                                                                      

  Number of students tested                             89               117               101                                                   
  ----------------------------------------------------- ---- ----------- ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------

\* No data are reported when less than ten students were tested

**[DESOTO TRAIL ELEMENTARY]{.underline}**

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

**[ASSESSMENT 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;]{.underline}

[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}\_

No groups were excluded.

  ----------------------------------------------------- ----- ----------- ---- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------
                                                              2003-2004        2002-2003         2001-2002         2000-2001      1999-2000      1998-1999

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

  **SCHOOL SCORES**                                                                                                                              

  Total Score                                                 82               83                78                80                            

  Number of students tested                                   128              105               129               122                           

  Percent of total students tested                            100              100               100               100                           

  Number of students alternatively assessed                   2                1                 7                                               

  Percent of students alternatively assessed                  100              100               100                                             

  SUBGROUP SCORES                                                                                                                                

  1.\_\_\_[Black]{.underline}\_\_\_\_ (specify          70                83               67                \*                                  
  subgroup)                                                                                                                                      

  Number of students tested                             10                10               11                8                                   

  2.\_\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_   83                83               78                81                                  
  (specify subgroup)                                                                                                                             

  Number of students tested                             111               89               114               106                                 

  3.\_[Free/Reduced Lunch]{.underline}\_\_ (specify     65                \*               \*                                                    
  subgroup)                                                                                                                                      

  Number of students tested                             11                6                5                                                     

  4[. Not Free/Reduce Lunch]{.underline}(specify        83                83               78                                                    
  subgroup)                                                                                                                                      

  Number of students tested                             116               99               124                                                   
  ----------------------------------------------------- ----- ----------- ---- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------

> \* No data are reported when less than ten students were tested

**[DESOTO TRAIL ELEMENTARY]{.underline}**

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

**[ASSESSMENT 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;]{.underline}

[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}\_

No groups were excluded.

  ----------------------------------------------------- ---- ----------- ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------
                                                             2003-2004         2002-2003         2001-2002         2000-2001      1999-2000      1998-1999

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

  **SCHOOL SCORES**                                                                                                                              

  Total Score                                                79                75                81                76                            

  Number of students tested                                  100               127               120               144                           

  Percent of total students tested                           100               100               100               100                           

  Number of students alternatively assessed                  1                 6                 2                                               

  Percent of students alternatively assessed                 100               100               100                                             

  SUBGROUP SCORES                                                                                                                                

  1.\_\_\_[Black]{.underline}\_\_\_\_ (specify          74               75                \*                \*                                  
  subgroup)                                                                                                                                      

  Number of students tested                             11               10                8                 8                                   

  2.\_\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_   80               75                81                77                                  
  (specify subgroup)                                                                                                                             

  Number of students tested                             84               114               103               123                                 

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

  Number of students tested                             3                7                 5                                                     

  4[. Not Free/Reduce Lunch]{.underline}(specify        80               76                82                                                    
  subgroup)                                                                                                                                      

  Number of students tested                             96               120               115                                                   
  ----------------------------------------------------- ---- ----------- ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------

\* No data are reported when less than ten students were tested

**[DESOTO TRAIL ELEMENTARY]{.underline}**

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

**[ASSESSMENT 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;]{.underline}

[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}\_

No groups were excluded.

~~2~~ students absent 2002-03

~~1~~ student on Special Pupil Progression received an Alternative
Assessment 2002-03;

~~1~~ student on Special Pupil Progression received an Alternative
Assessment 2001-02

  ----------------------------------------------------- ---- ----------- ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------
                                                             2003-2004         2002-2003         2001-2002         2000-2001      1999-2000      1998-1999

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

  **SCHOOL SCORES**                                                                                                                              

  Total Score                                                88                88                88                82                            

  Number of students tested                                  94                122               104               137                           

  Percent of total students tested                           100               100               100               100                           

  Number of students alternatively assessed                  0                 1                 1                                               

  Percent of students alternatively assessed                 100               100               100                                             

  SUBGROUP SCORES                                                                                                                                

  1.\_\_\_[Black]{.underline}\_\_\_\_ (specify          86               \*                \*                68                                  
  subgroup)                                                                                                                                      

  Number of students tested                             11               6                 9                 12                                  

  2.\_\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_   87               89                89                83                                  
  (specify subgroup)                                                                                                                             

  Number of students tested                             74               109               90                121                                 

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

  Number of students tested                             5                5                 3                                                     

  4[. Not Free/Reduce Lunch]{.underline}(specify        88               88                88                                                    
  subgroup)                                                                                                                                      

  Number of students tested                             89               117               101                                                   
  ----------------------------------------------------- ---- ----------- ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------

\* No data are reported when less than ten students were tested

**[DESOTO TRAIL ELEMENTARY]{.underline}**

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

**[ASSESSMENT 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;]{.underline}

[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}\_

No groups were excluded.

~~2~~ students absent 2002-03

~~1~~ student on Special Pupil Progression received an Alternative
Assessment 2002-03;

~~1~~ student on Special Pupil Progression received an Alternative
Assessment 2001-02

  ----------------------------------------------------- ----- ----------- ---- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------
                                                              2003-2004        2002-2003         2001-2002         2000-2001      1999-2000      1998-1999

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

  **SCHOOL SCORES**                                                                                                                              

  Total Score                                                 83               86                80                82                            

  Number of students tested                                   128              105               129               122                           

  Percent of total students tested                            100              100               100               100                           

  Number of students alternatively assessed                   2                1                 7                                               

  Percent of students alternatively assessed                  100              100               100                                             

  SUBGROUP SCORES                                                                                                                                

  1.\_\_\_[Black]{.underline}\_\_\_\_ (specify          73                83               67                \*                                  
  subgroup)                                                                                                                                      

  Number of students tested                             10                10               11                8                                   

  2.\_\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_   83                87               81                80                                  
  (specify subgroup)                                                                                                                             

  Number of students tested                             111               89               114               106                                 

  3.\_[Free/Reduced Lunch]{.underline}\_\_ (specify     74                \*               \*                                                    
  subgroup)                                                                                                                                      

  Number of students tested                             11                6                5                                                     

  4[. Not Free/Reduce Lunch]{.underline}(specify        84                86               80                                                    
  subgroup)                                                                                                                                      

  Number of students tested                             116               99               124                                                   
  ----------------------------------------------------- ----- ----------- ---- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------

\* No data are reported when less than ten students were tested

**[DESOTO TRAIL ELEMENTARY]{.underline}**

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

**[ASSESSMENT 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;]{.underline}

[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}\_

No groups were excluded.

~~2~~ students absent 2002-03

~~1~~ student on Special Pupil Progression received an Alternative
Assessment 2002-03;

~~1~~ student on Special Pupil Progression received an Alternative
Assessment 2001-02

  ----------------------------------------------------- ---- ----------- ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------
                                                             2003-2004         2002-2003         2001-2002         2000-2001      1999-2000      1998-1999

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

  **SCHOOL SCORES**                                                                                                                              

  Total Score                                                88                82                85                80                            

  Number of students tested                                  100               127               120               144                           

  Percent of total students tested                           100               100               100               100                           

  Number of students alternatively assessed                  1                 6                 2                                               

  Percent of students alternatively assessed                 100               100               100                                             

  SUBGROUP SCORES                                                                                                                                

  1.\_\_\_[Black]{.underline}\_\_\_\_ (specify          90               77                \*                \*                                  
  subgroup)                                                                                                                                      

  Number of students tested                             11               10                8                 8                                   

  2.\_\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_   88               82                83                81                                  
  (specify subgroup)                                                                                                                             

  Number of students tested                             84               114               103               123                                 

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

  Number of students tested                             3                7                 5                                                     

  4[. Not Free/Reduce Lunch]{.underline}(specify        88               82                85                                                    
  subgroup)                                                                                                                                      

  Number of students tested                             96               120               115                                                   
  ----------------------------------------------------- ---- ----------- ----- ----------- ----- ----------- ----- ----------- -- ----------- -- -----------

\* No data are reported when less than ten students were tested