##### *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 [Ms. Lynda Braxton]{.underline}

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

Official School Name [Fleming Island Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [4425 Lakeshore Drive]{.underline} (If address is
P.O. Box, also include street address)

[Orange Park Florida 32003-7713 .]{.underline}

City State Zip Code+4 (9 digits total)

County [Clay]{.underline} School Code Number[\* 0521 .]{.underline}

Telephone [( 904 ) 278-2020]{.underline} Fax [( 904 )
278-2026]{.underline}

Website/URL [www.clay.k12.fl.us/fie/](http://www.clay.k12.fl.us/fie/)
E-mail [lbraxton@mail.clay.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. David L. Owens]{.underline}

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

District Name [Clay County Schools]{.underline} Tel. [( 904 )
284-6500]{.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 Mrs. Carol Studdard

President/Chairperson

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

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

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

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

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

**[PART I ‑ ELIGIBILITY CERTIFICATION]{.underline}**

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

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.

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

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.

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

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.*

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.

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.

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.

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: [19]{.underline} Elementary
schools

[0]{.underline} Middle schools

[5]{.underline} Junior high schools

[5]{.underline} High schools

[1]{.underline} Other (Alternative School)

[30]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$3998.12 .]{.underline}

Average State Per Pupil Expenditure: [\$5712.72 .]{.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\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

[NA]{.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**    32        12                     44           **7**                             NA

  **K**       76        72                     148          **8**                             NA

  **1**       62        80                     142          **9**                             NA

  **2**       83        66                     149          **10**                            NA

  **3**       77        65                     142          **11**                            NA

  **4**       83        76                     159          **12**                            NA

  **5**       85        88                     173          **Other**                         NA

  **6**       82        99                     181                                            

                                    **TOTAL                                                   1138
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [90.70]{.underline} % White

the students in the school: [4.11]{.underline} % Black or African
American

[2.40]{.underline} % Hispanic or Latino

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

[.10]{.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:
[15]{.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***  97
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           75
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   172
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 1144
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .15
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          15
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school: [.01]{.underline}
%

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

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

Specify languages: Greek

9\. Students eligible for free/reduced-priced meals: [5.4]{.underline} %

Total number students who qualify: [61 .]{.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: [28.1]{.underline} %

[320]{.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.

[0]{.underline} Autism [11]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [10]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [57]{.underline} Specific Learning
Disability

[13]{.underline} Emotional Disturbance [205]{.underline} Speech or
Language Impairment

[5]{.underline} Hearing Impairment [1]{.underline} Traumatic Brain
Injury

> [5]{.underline} Mental Retardation [0]{.underline} Visual Impairment
> Including Blindness

[102]{.underline} Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [2]{.underline} [1]{.underline}

Classroom teachers [74]{.underline} [0]{.underline}

Special resource teachers/specialists [5]{.underline} [2]{.underline}

Paraprofessionals [0]{.underline} [9]{.underline}

> Support staff [25]{.underline} [11]{.underline}
>
> Total number [106]{.underline} [23]{.underline}

12\. Average school student-"classroom teacher" ratio: [15:1
.]{.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  96.6 %      96.1 %      96.6 %      96.8 %      96.2 %

  Daily teacher attendance  96.2 %      96.3 %      96.4 %      96.2 %      95.5 %

  Teacher turnover rate     20.9 %      8.3 %       10.3 %      18.6 %      14.8 %

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

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

**Part III Summary:** Fleming Island Elementary is a K-6 school that
opened in the fall of 1996 and currently serves an enrollment of 1138
students. The school lies within the Eagle Harbor Community which
consists of middle to high income families. The school is in Orange Park
which is in close proximity to Jacksonville, Florida. I would classify
it as a suburban, neighborhood school. Our business partnerships and
Parent/Faculty Association are active and successful. Another very
active and integral part of the school operation is the School Advisory
Council. We currently hold the distinction of being a Five Star School
because of this support and have received the Golden School Award every
year based on the number of volunteer hours logged by our parents. We
are one of a select few elementary schools in the state of Florida to
receive the grade of 'A' six consecutive years; every year since the
grading system was implemented.

The majority of the student body lives within walking distance. Other
students are transported by bus for the following programs; three
classrooms of developmentally delayed pre-kindergarten students and two
classes of physically impaired students. Itinerate services are provided
for physical and occupational therapy. We have three varying
exceptionality teachers who teach students with learning disabilities in
both pull out classes and inclusion classes. In addition we have two
teachers of gifted students who provide instruction in math for grades
kindergarten through six and in science for grades three through six.
The primary goal of our gifted program is to provide continuous and
intense mathematics instruction. Our ultimate goal is to integrate the
teaching of math and science in this program.

All students can learn and all students can improve their academic
performance. It is our task as educators to provide the setting,
teaching and curriculum that best enable our students to learn and
perform. These two statements are the school's philosophy and mission.
Our motto is "Academic Excellence." Because we believe that all students
can learn we endeavor to provide the setting necessary to promote
consistent and continuous academic growth for each and every student.
Our students are leveled for mathematics classes in grades two through
six. The leveling, the emphasis on best teaching practices for
mathematics and the specific curriculum we selected for instruction
contribute to our exceptionally high achievement scores in mathematics.
After school mathematics, reading, physical fitness, chess, writing,
Spanish and chorus clubs provide enrichment for our students, while
after school tutoring in reading provides remediation.

All of our kindergarten, first and second grade students complete Level
I and Level II of the SRA Direct Instruction Program. It is a scripted
curriculum that includes explicit phonics instruction. Once students
complete this program they are instructed using the state adopted
literary reading program. A strong emphasis is placed on writing and
vocabulary at each grade level. The opportunity to participate in the
Reading Counts Program is available to all students.

Our teachers are highly skilled and dedicated. Our teachers in fifth and
sixth grade set goals to address the national and state trend of
declining reading scores. While conducting data analysis last year, we
determined that our fifth and sixth grade reading scores were high but
not as high as the fourth grade scores. We know that by making data
driven decisions we can have a positive impact on these scores. At every
grade level we are continually assessing student performance and
identifying additional strategies to allow us to meet our goals.

**Part IV Indicators of Academic Success**

**1. Meaning of School's Assessment Results:** We have earned a school
grade of 'A' for six consecutive years and we have met federal adequate
yearly progress (AYP) under No Child Left Behind each year. We are proud
to hold this distinction. Florida's A+ Plan requires that at least 95%
of the students be tested; we tested 100%. It means that at least 31% of
our students must be reading at or above grade level; we had 95% of our
students reading at or above grade level. Seventy-eight percent of our
students made a year's worth of progress in reading, and 81% of our
struggling students made a year's worth of progress in reading. When the
state said to focus on the bottom quartile, we were looking at 39% and
below. It was my contention that it was necessary to provide the same
assistance to these children. The national trend in declining reading
scores validates my contention. The A+ Plan requires at least 38% of our
students to be at or above grade level in math; we had 93% while 79% of
our students made a year's worth of progress. In writing, 96% of our
students are meeting the state standards. Because of our philosophy that
all students can improve we look carefully at our demographics and
consider it our responsibility to provide the teaching necessary to help
each of our 1138 students grow and excel. Ninety-nine percent of our
students with disabilities were tested. Sixty-five percent were at or
above grade level in reading, and 64% were at or above grade level in
math. We believe these scores reflect quality teaching, successful
inclusion efforts and supportive parents.

We consistently strive to improve and enrich. The fact that our scores
have increased each year attests to the planning and diligence expended
each year by the students, parents, teachers and administration. In
reading, our percentage of students meeting high standards has increased
from 80 in the year 2000 to 88 and then 89, 93 and 95 in 2004.The
percentage of students meeting high standards in math has gone from 71
to 84, 89, 91 and 93 during the same five year period. Our percentage of
students meeting high standards in writing has been 98, 98, 90, 94 and
96.

The Florida Comprehensive Assessment Test (FCAT) assesses student
achievement of the Sunshine State Standards (SSS) benchmarks in reading,
mathematics, science and writing. The FCAT SSS is reported in percentage
of students scoring at levels 1 -- 5 with levels 1 and 2 being at risk,
level 3 being at grade level expectation and levels 4 and 5 above grade
level expectation. The FCAT includes norm-referenced tests (NRT) in
reading comprehension and mathematics problem solving, allowing
percentile comparison of Florida students with students across the
nation. FCAT SSS and NRT tests are administered in grades 3-10. FCAT
writing tests are administered in grades 4, 8 and 10. FCAT science SSS
tests are administered in grades 5, 8 and 10 and will be included in the
school grade for the first time in 2006.

The format for the NRT portion of the FCAT is multiple-choice. The SSS
portion of the FCAT consists of gridded-response questions and
performance tasks using short-response and extended-response. An essay
format is used for FCAT writing. The writing assessment is administered
to students in grades 4, 8 and 10. Fourth grade students write either an
expository or narrative essay for an assigned topic. A holistic rubric
is the basis for scoring. Two trained readers independently score each
essay. The score reported is the average of both readers' scores. The
highest score a student can achieve is 6 and the lowest score is 1.

Information on the state assessment system can be found at
[www.fldoe.org]{.underline}.

**2. Using Assessment Data to Improve School and Student Performance:**
After analyzing the 2002, 2003 and 2004 test data for our school, the
district, the state and the nation, we noted that our students' reading
comprehension scores in fifth and sixth grade, while still high,
declined from these same students' scores in fourth grade. First these
two grade levels met with the administration to create a list of reasons
we thought might contribute to the decline in scores. In the next
meeting we brainstormed strategies we thought might enable us to help
students improve their performance. The fifth grade team then looked at
individual student scores and set curriculum and instruction goals for
reading in the content area. They selected one or two specific skills
for each month and are teaching these skills in each content area
throughout the day. These teachers studied the test focus on the
Department of Education's FCAT web page to determine the priority for
the selection of the goals to work on each month. The sixth grade team
requested new curriculum materials emphasizing the identification of
author's purpose and main idea and chose to increase the teaching and
display of vocabulary words specific to different subject content. The
administration added a half time resource teacher to provide class time
for participation in the Reading Counts Program and implement motivation
strategies for reading. This class is only 30 minutes every six days,
but we have seen an increase in program participation and in the number
of library books being checked out by these two grade levels and expect
that it will make a difference.

A team of teachers, the assistant principal and principal attended four
days of training covering the topic of Data Analysis. A culminating
project was to create and share school wide a PowerPoint presentation
depicting how we use data analysis to foster school improvement.

**3. Communicating Student Performance:** State assessment results are
sent home with the student unless the results are not available until
after the students have left for the school year, in which case they are
mailed home. Letters from the state and our school counselors accompany
the assessment reports that are sent home to help our parents understand
the scores. These scores are screened to identify students who will be
presented awards and students that will be placed on Academic
Improvement Plans. The parents of those students that are placed on an
AIP are requested to come in for a conference and participate in
drafting the plan for their child. Included in the plan are strategies
for the parent to implement at home. The teachers monitor all
assessments and the AIP goals to determine the need for modification of
the plan. The primary grades are screened using the state adopted
DIBELS, DAR and ERDA in lieu of, or in addition to, the standardized
testing required by the state.

Parents of Exceptional Education Students (ESE), English Speakers of
Other Language (ESOL) students, students on 504 plans and students on
Academic Improvement Plans have meetings with their child's teachers to
review current level of functioning and academic goals for the year.
Homeroom teachers meet with all students' parents at conferences and
communicate about performance and individual goals. During Open House
and Grade Level Parent Nights school goals and expectations are
communicated to the parents. Our school sends home a folder with every
child on Tuesdays to promote regular communication.

So far we have been proud to place our school grade on our marquee. The
principal addresses the school grade, Adequate Yearly Progress (AYP) and
testing schedules for the next year in the school newsletter and with
the school advisory council. Local newspapers publish the state testing
results.

**4. Sharing Successes With Other Schools:** Our school is clustered
with other schools in the district for training. A team of teachers and
administrators has completed the Data Analysis Module and are currently
attending training on the School Culture Module. These four day training
sessions presented by the Southern Regional Educational Board allow us
to do some in depth sharing with seven other schools within the
district. We have District Curriculum Council meetings where formal
presentations have been made by each school. At District Principals'
meetings there is an opportunity for limited sharing. The principals of
schools with similar demographic characteristics meet informally to
discuss challenges and ideas. There are district level committees for
reading, math, science and social studies and each school has a
representative who attends. Sharing occurs at these meetings and then is
reported back to the school. There are also county wide grade level
meetings for the express purpose of sharing. At these meetings teachers
present materials and techniques that have been successfully implemented
in their classrooms.

Some of our successes are shared through media publications. The state
has a publication and a web site for schools to share successes.
Academic Leadership Cohort groups consisting of administrators meet
regularly and share on specific topics. In April our school will present
"Communities That Support Schools, What Can The Principal Do?" These
training sessions are moderated by a member of the Florida Crown Region
Consortium.

Schools collaborate on sharing expenses for training so we can afford to
have presenters who are in high demand. State conferences provide an
opportunity for teachers and administrators to share successes on a
broader scale. For example, the Florida Educational Technology
Conference is well known and draws participants from many states on the
east coast. At Fleming Island Elementary we believe collaboration and
combined resources lead to continuous student achievement.

**Part V Curriculum and Instruction:**

**1. Curriculum Overview:** The Sunshine State Standards provide
specific benchmarks for all the core subject areas. Teachers are
required to know the benchmarks and document evidence of having taught
them. The tests provide data for each child regarding mastery of the
benchmark skills.

We provide a print rich environment for our students with the specific
intention of promoting literacy. It goes beyond just having books
everywhere in the school, including the front office, the
administrators' offices, classrooms and even the teacher's lounge. Our
cafeteria behavior incentive program rewards students for good behavior
by having an administrator read to their class. Our students know that
we value reading. Reading Counts is our motivational reading program
that promotes comprehension skills and vocabulary acquisition. We
provide a solid foundation of the beginning skills and make a concerted
effort to provide the instruction, enrichment or remediation that each
child needs.

FCAT Writing was the first state assessment administered to students in
Florida. In the elementary schools this test is given at the fourth
grade level. Our teachers have participated in extensive training with
excellent presenters. We have taken the best strategies from several
curriculum resources. Our teachers provide a workshop for fourth grade
parents each year. They conduct after school writing activities for the
students and they spend two weeks each year rotating the children
through the different teachers' classes for writing activities. The
students love this rotation and get reinforcement from other teachers
who are working in their area of writing expertise. Teachers engage
students in real life activities, such as writing to soldiers in
Afghanistan. It was hard to tell what they liked most, writing the
letters or getting letters in return.

Our gifted program is mathematics content based. We take our students as
high as they can go in these classes. They have the same teacher from
kindergarten through grade six. No other school in our district operates
their program in this fashion. The traditional method of teaching
mathematics has not been successful and neglected ¾ of the components we
believe are necessary for effective teaching. The four components and
more specifics are described later in this document. Each teacher has a
handbook of the math concepts appropriate to the needs of their classes.
All students are encouraged to participate in the Sunshine Math Program.
They are given a challenging sheet of problems weekly and do these at
home. Teachers or parent volunteers review the sheet with the students,
and they earn points and receive awards for correct problems. Grades
three through six have math clubs after school. We have software to
address basic facts and concepts.

We have administered state FCAT tests in science for two years. Test
revisions have been made and a baseline established. One of our teachers
serves on the district science committee. This person communicates with
the other teachers in the school, places orders and inventories
materials that are centrally housed and checked out by the teachers. The
county and the state have provided excellent workshops on best practices
for teaching science. Teachers who attend these workshops provide
training for the school. We also teach social studies based on
benchmarks, although at this time social studies content is not tested
by the state.

Our students receive 30 minutes of instruction in one of the following
curriculum areas each day: art, music, physical education or computer
technology. These resource teachers not only cover their required
content, but often correlate their lessons to one of the academic
content areas.

**2. Reading Curriculum:** In the primary grades kindergarten through
grade two we require that all students complete Reading Mastery Level
II. This curriculum is from SRA Direct Instruction and is a scripted
teacher format. This format ensures that each student is covering the
same material in the same sequence. Our teachers are trained, coached
and formally observed using this method of lesson delivery. By the time
a student has completed Level II they have mastered all the sound
associations needed for a solid phonics foundation and have built a good
sight vocabulary. Vocabulary is reinforced through the use of word
walls, numerous teacher selected materials and the Reading Counts
program. Reading instruction is allocated at least ninety minutes.
Teachers also use the state adopted literary reader which integrates
grammar and spelling with reading. In grades three, five and six
vocabulary is taught as a content while in grade four the vocabulary
instruction is integrated into the intense writing and literary
instruction. We feel that increased exposure to vocabulary and reading
coupled with teachers reading to the students has a positive impact on
student comprehension and test performance. We have always implemented
explicit phonics instruction at this school in kindergarten through
third grade and continue to do so. We have a focus on comprehension and
have increased the teachers' skills in the area of questioning and
promoting higher level critical thinking. We provide opportunities for
the students to apply their reading skills in various media formats,
such as animated videos, the school news show and writing contests. One
assignment some of our students do each year is to interview the oldest
person in their family. Other assignments that challenge our students
involve creating menus or designing a theme park. The results of these
types of assignments are amazing.

**3. Math Curriculum:** Our current adopted textbook for mathematics in
Kindergarten through grade five is *Math Advantage* published by
Harcourt Brace. In sixth grade it is McDougal Littell Middle School
Math. We use an additional text for enrichment and independent practice
in grades K through six, published by Saxon. In grades two through six
the students are ability grouped for mathematics instruction. The lowest
group has the least number of students in the class to enable the
teacher to provide more individual attention to the students. All grades
have a minimum of 60 minutes for math classes. Our concrete approach to
mathematics instruction is supported by best teaching practices,
training, manipulatives, software and enrichment and reinforcement
texts. The Florida Sunshine State Standards serve as our curriculum
guide. Our textbooks are used based on the benchmarks. We establish the
scope and sequence and the duration of time spent on specific benchmarks
that are best suited to our school's needs.

Our gifted program addresses the content of mathematics with all the
qualified students. Those qualified students in grades three through six
are taught science. We have integrated upper level geometry and algebra
textbooks with the fifth and sixth grade gifted students. These same
students use the TI-73 graphing calculator. Our gifted math teacher and
at least one teacher from grades four through six sponsor a math team
that competes in the countywide Math Field Day. Our students have
performed very well in these annual competitions, usually winning first
and or second place at every level. A team of our gifted students
competes annually against approximately twenty-five regional junior high
teams. Our elementary students consistently place higher than most
junior high teams and usually finish about tenth place overall.

**4. Different Instructional Methods:** Since the school opened there
has been an academic focus on mathematics. Effective concrete conceptual
lessons address vocabulary, concept development, algorithmic process and
problem solving. All teachers have received training in each of these
four areas and have been observed presenting a lesson to their class.
Vocabulary to be modeled and taught is identified for each grade level.
Example: (Teacher) "What mathematical operation is used to solve this
problem? (Student response) "Take away." (Teacher) Yes, the correct
operation is subtraction. Concept development introduces new concepts
with manipulatives, overhead projector materials and other visual
materials. If concepts are taught by providing definitions, examples,
and non-examples and by identifying specific attributes, then students
are more likely to acquire complex concepts than if taught in other
ways. The algorithmic process or steps used to calculate and solve
mathematical problems is recognized and taught as one of the four
factors. This was traditionally the focus and many times the limit of
all math instruction. In our hierarchy of four factors it is the least
important. Problem solving to many people equates to math word problems.
We contend that is not the case. Problem solving consists of placing a
wastebasket on a desktop along with materials, some of which are
distracters. The students are then challenged to provide the
circumference of the top of the wastebasket. First they must determine
what circumference is. Once that is accomplished then they must decide
which materials will help them solve the problem. In this case the
materials they will need are the yardstick and the yarn. For those of
you who might be visual learners, the student must wrap the yarn around
the top of the wastebasket and then measure the length of yarn necessary
for the ends to meet using the yardstick.

**5. Staff Development Plan:** Our professional development plan is
derived from test data analysis and surveys of students, parents,
faculty, and staff. We analyze student data throughout the year
resulting in the implementation of specific academic improvement plans
for individual students. We study the classroom and grade level results
on all assessments to identify any gaps or weaknesses in the class or
grade level. We articulate between and among grade levels to establish
an emphasis for whole school or grade level goals. National trends are
also discussed to see if there is any implication for our students.
Utilizing talented and highly experienced teachers on our faculty as
trainers is a priority.

The staff development plan consists of school based workshops on
narrative and expository writing, best teaching practices for
mathematics, reading comprehension, building vocabulary and learning
classroom strategies for differentiating learning in the classroom.
There are monthly small group in-service workshops allowing teachers to
read, discuss and implement strategies from professional literature.
Staff development is provided at the district level in the form of
workshops and at the state level in the form of workshops and
conferences. A variety of training opportunities are included in our
plan.

We hold the same philosophy for teachers that we do for students and
want to provide learning pertinent to each teacher's level of need and
increase their teaching effectiveness at all times. We are constantly
seeking ways to improve student performance for all of our students
regardless of their ability levels. This study and collegial sharing
resulted in making data driven decisions and setting goals specific to
our needs. Because we value the importance of staff development, each
year we allocate School Improvement and internal accounts funds to
augment the staff development budget. This school has used 'A' money for
three years to fund two reading assistants.

**Part VI = Private Schools Only:** Not applicable

**Florida Norm-Referenced Test**

**Subject: MATH** **Grade:** 3 **Test:** Florida Comprehensive
Assessment Test-NRT

**Scores Reported here as (check one):** NCE's \_\_\_\_\_ Scaled Scores
\_\_\_\_\_ Percentiles \_\_[X]{.underline}\_\_\_

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

  **Testing Month:** March                                                        

  **School Scores**                                                               

  Total Score (Mean Percentile)   91          90          88          84          75

  Number of Students Tested       152         173         156         114         214

  Number of Students              2           0           0           0           0
  Alternatively Assessed                                                          

  Percent of Students             0.01        0           0           0           0
  Alternatively Assessed                                                          

                                                                                  

  **Subgroup Scores**                                                             

  1\. Students with Disabilities  70          63          57          NA          NA

  Number of Students Tested       26          22          15          NA          NA
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**Subject: MATH** **Grade:** 4 **Test:** Florida Comprehensive
Assessment Test-NRT

**Scores Reported here as (check one):** NCE's \_\_\_\_\_ Scaled Scores
\_\_\_\_\_ Percentiles \_\_\_[X]{.underline}\_\_

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

  **Testing Month:** March                                                        

  **School Scores**                                                               

  Total Score (Mean Percentile)   84          87          84          83          80

  Number of Students Tested       175         184         125         158         188

  Number of Students              3           0           0           0           0
  Alternatively Assessed                                                          

  Percent of Students             0.02        0           0           0           0
  Alternatively Assessed                                                          

                                                                                  

  **Subgroup Scores**                                                             

  1\. Students with Disabilities  59          67          60          NA          NA

  Number of Students Tested       26          25          11          NA          NA
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**Florida Norm-Referenced Test**

**Subject: MATH** **Grade:** 5 **Test:** Florida Comprehensive
Assessment Test-NRT

**Scores Reported here as (check one):** NCE's \_\_\_\_\_ Scaled Scores
\_\_\_\_\_ Percentiles \_\_[X]{.underline}\_\_\_

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

  **Testing Month:** March                                                        

  **School Scores**                                                               

  Total Score (Mean Percentile)   88          86          86          84          81

  Number of Students Tested       183         150         172         158         200

  Number of Students              0           0           0           0           0
  Alternatively Assessed                                                          

  Percent of Students             0           0           0           0           0
  Alternatively Assessed                                                          

                                                                                  

  **Subgroup Scores**                                                             

  1\. Students with Disabilities  63          60          51          NA          NA

  Number of Students Tested       21          15          32          NA          NA
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**Subject: MATH** **Grade:** 6 **Test:** Florida Comprehensive
Assessment Test-NRT

**Scores Reported here as (check one):** NCE's \_\_\_\_\_ Scaled Scores
\_\_\_\_\_ Percentiles \_\_[X]{.underline}\_\_\_

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

  **Testing Month:** March                                                        

  **School Scores**                                                               

  Total Score                     90          91          89          85          85

  Number of Students Tested       161         197         139         133         195

  Number of Students              0           0           0           0           0
  Alternatively Assessed                                                          

  Percent of Students             0           0           0           0           0
  Alternatively Assessed                                                          

                                                                                  

  **Subgroup Scores**                                                             

  1\. Students with Disabilities  49          70          54          NA          NA

  Number of Students Tested       20          36          19          NA          NA
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**Florida Norm-Referenced Test**

**Subject: READING** **Grade:** 3 **Test:** Florida Comprehensive
Assessment Test-NRT

**Scores Reported here as (check one):** NCE's \_\_\_\_\_ Scaled Scores
\_\_\_\_\_ Percentiles \_\_[X]{.underline}\_\_\_

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

  **Testing Month:** March                                                        

  **School Scores**                                                               

  Total Score (Mean Percentile)   90          84          84          81          71

  Number of Students Tested       153         172         156         114         215

  Number of Students              0           2           0           0           0
  Alternatively Assessed                                                          

  Percent of Students             0           0.01        0           0           0
  Alternatively Assessed                                                          

                                                                                  

  **Subgroup Scores**                                                             

  1\. Students with Disabilities  72          47          45          NA          NA

  Number of Students Tested       26          22          15          NA          NA
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**Subject: READING** **Grade:** 4 **Test:** Florida Comprehensive
Assessment Test-NRT

**Scores Reported here as (check one):** NCE's \_\_\_\_\_ Scaled Scores
\_\_\_\_\_ Percentiles \_\_[X]{.underline}\_\_\_

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

  **Testing Month:** March                                                        

  **School Scores**                                                               

  Total Score (Mean Percentile)   83          82          84          80          78

  Number of Students Tested       176         184         125         158         187

  Number of Students              3           0           0           0           0
  Alternatively Assessed                                                          

  Percent of Students             0.02        0           0           0           0
  Alternatively Assessed                                                          

                                                                                  

  **Subgroup Scores**                                                             

  1\. Students with Disabilities  61          54          61          NA          NA

  Number of Students Tested       26          25          11          NA          NA
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**Florida Norm-Referenced Test**

**Subject: READING** **Grade:** 5 **Test:** Florida Comprehensive
Assessment Test-NRT

**Scores Reported here as (check one):** NCE's \_\_\_\_\_ Scaled Scores
\_\_\_\_\_ Percentiles \_\_[X]{.underline}\_\_\_

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

  **Testing Month:** March                                                        

  **School Scores**                                                               

  Total Score (Mean Percentile)   79          82          75          76          64

  Number of Students Tested       184         150         172         136         199

  Number of Students              0           0           0           0           0
  Alternatively Assessed                                                          

  Percent of Students             0           0           0           0           0
  Alternatively Assessed                                                          

                                                                                  

  **Subgroup Scores**                                                             

  1\. Students with Disabilities  47          52          44          NA          NA

  Number of Students Tested       22          15          32          NA          NA
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**Subject: READING** **Grade:** 6 **Test:** Florida Comprehensive
Assessment Test-NRT

**Scores Reported here as (check one):** NCE's \_\_\_\_\_ Scaled Scores
\_\_\_\_\_ Percentiles \_\_[X]{.underline}\_\_\_

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

  **Testing Month:** March                                                        

  **School Scores**                                                               

  Total Score (Mean Percentile)   79          77          78          73          71

  Number of Students Tested       161         197         138         133         194

  Number of Students              0           0           0           0           0
  Alternatively Assessed                                                          

  Percent of Students             0           0           0           0           0
  Alternatively Assessed                                                          

                                                                                  

  **Subgroup Scores**                                                             

  1\. Students with Disabilities  45          51          47          NA          NA

  Number of Students Tested       20          36          19          NA          NA
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**Florida Criterion-Referenced Test**

**Subject:** **READING** **Grade:** 3 **Test:** Florida Comprehensive
Assessment Test

**Sunshine State Standards**

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

  **Testing Month:** February                                                     

  **School Scores**                                                               

  \% Levels 3 or Above            95          88          86          NA          NA

  \% Levels 4 & 5                 68          61          66          NA          NA

  \% Level 5                      22          16          12          NA          NA

  Number of Students Tested       153         174         156         NA          NA

  Percent of Total Students       100         100         100         NA          NA
  Tested                                                                          

  Number of Students              0           2           0           NA          NA
  Alternatively Assessed                                                          

  Percent of Students             0           0.01        0           NA          NA
  Alternatively Assessed                                                          

  **Subgroup Scores**                                                             

  1\. Students with Disabilities                                                  

  \% Levels 3 or Above            46          52          53          NA          NA

  \% Levels 4 & 5                 21          19          13          NA          NA

  \% Level 5                      7           0           0           NA          NA

  Number of Students Tested       28          21          15          NA          NA

  **State Scores**                                                                

  \% Levels 3 or Above            66          63          60          57          NA

  \% Levels 4 & 5                 32          30          28          25          NA

  \% Level 5                      6           5           5           4           NA
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**Subject:** **READING** **Grade:** 4 **Test:** Florida Comprehensive
Assessment Test

**Sunshine State Standards**

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

  **Testing Month:** February                                                     

  **School Scores**                                                               

  \% Levels 3 or Above            90          89          86          77          NA

  \% Levels 4 & 5                 71          63          57          41          NA

  \% Level 5                      24          22          22          13          NA

  Number of Students Tested       176         184         125         158         NA

  Percent of Total Students       100         100         100         NA          NA
  Tested                                                                          

  Number of Students              3           0           0           0           0
  Alternatively Assessed                                                          

  Percent of Students             0.02        0           0           0           0
  Alternatively Assessed                                                          

  **Subgroup Scores**                                                             

  1\. Students with Disabilities                                                  

  \% Levels 3 or Above            63          55          82          NA          NA

  \% Levels 4 & 5                 26          25          27          NA          NA

  \% Level 5                      4           0           0           NA          NA

  Number of Students Tested       27          20          11          NA          NA

  **State Scores**                                                                

  \% Levels 3 or Above            70          60          55          53          52

  \% Levels 4 & 5                 34          29          27          25          23

  \% Level 5                      7           6           6           7           4
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**Florida Criterion-Referenced Test**

**Subject:** **READING** **Grade:** 5 **Test:** Florida Comprehensive
Assessment Test

Sunshine State Standards

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

  **Testing Month:** February                                                     

  **School Scores**                                                               

  \% Levels 3 or Above            89          88          77          NA          NA

  \% Levels 4 & 5                 59          50          49          NA          NA

  \% Level 5                      17          13          12          NA          NA

  Number of Students Tested       184         150         172         NA          NA

  Percent of Total Students       100         100         100         NA          NA
  Tested                                                                          

  Number of Students              0           0           0           0           0
  Alternatively Assessed                                                          

  Percent of Students             0           0           0           0           0
  Alternatively Assessed                                                          

  **Subgroup Scores**                                                             

  1\. Students with Disabilities                                                  

  \% Levels 3 or Above            45          54          38          NA          NA

  \% Levels 4 & 5                 18          8           13          NA          NA

  \% Level 5                      0           0           6           NA          NA

  Number of Students Tested       22          13          32          NA          NA

  **State Scores**                                                                

  \% Levels 3 or Above            59          58          53          52          NA

  \% Levels 4 & 5                 28          25          23          23          NA

  \% Level 5                      6           4           4           5           NA
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**Subject:** **READING** **Grade:** 6 **Test:** Florida Comprehensive
Assessment Test

Sunshine State Standards

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

  **Testing Month:** February                                                     

  **School Scores**                                                               

  \% Levels 3 or Above            84          80          84          NA          NA

  \% Levels 4 & 5                 48          50          55          NA          NA

  \% Level 5                      16          13          14          NA          NA

  Number of Students Tested       161         197         138         NA          NA

  Percent of Total Students       100         100         100         NA          NA
  Tested                                                                          

  Number of Students              0           0           0           0           0
  Alternatively Assessed                                                          

  Percent of Students             0           0           0           0           0
  Alternatively Assessed                                                          

  **Subgroup Scores**                                                             

  1\. Students with Disabilities                                                  

  \% Levels 3 or Above            60          34          44          NA          NA

  \% Levels 4 & 5                 21          9           0           NA          NA

  \% Level 5                      4           3           0           NA          NA

  Number of Students Tested       23          32          18          NA          NA

  **State Scores**                                                                

  \% Levels 3 or Above            54          53          51          52          NA

  \% Levels 4 & 5                 24          23          23          23          NA

  \% Level 5                      6           5           5           5           NA
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**Florida Criterion-Referenced Test**

**Subject:** **MATH** **Grade:** 3 **Test:** Florida Comprehensive
Assessment Test

**Sunshine State Standards**

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

  **Testing Month:** February                                                     

  **School Scores**                                                               

  \% Levels 3 or Above            93          89          87          NA          NA

  \% Levels 4 & 5                 70          59          59          NA          NA

  \% Level 5                      30          21          14          NA          NA

  Number of Students Tested       153         172         156         NA          NA

  Percent of Total Students       100         100         100         NA          NA
  Tested                                                                          

  Number of Students              0           2           0           0           0
  Alternatively Assessed                                                          

  Percent of Students             0           0.01        0           0           0
  Alternatively Assessed                                                          

  **Subgroup Scores**                                                             

  1\. Students with Disabilities                                                  

  \% Levels 3 or Above            75          71          47          NA          NA

  \% Levels 4 & 5                 43          38          13          NA          NA

  \% Level 5                      14          0           0           NA          NA

  Number of Students Tested       28          21          15          NA          NA

  **State Scores**                                                                

  \% Levels 3 or Above            64          63          59          52          NA

  \% Levels 4 & 5                 30          29          25          19          NA

  \% Level 5                      7           7           5           3           NA
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**Subject:** **MATH** **Grade:** 4 **Test:** Florida Comprehensive
Assessment Test

**Sunshine State Standards**

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

  **Testing Month:** February                                                     

  **School Scores**                                                               

  \% Levels 3 or Above            90          85          82          NA          NA

  \% Levels 4 & 5                 54          53          49          NA          NA

  \% Level 5                      15          13          14          NA          NA

  Number of Students Tested       175         184         125         NA          NA

  Percent of Total Students       100         100         100         NA          NA
  Tested                                                                          

  Number of Students              3           0           0           0           0
  Alternatively Assessed                                                          

  Percent of Students             0.02        0           0           0           0
  Alternatively Assessed                                                          

  **Subgroup Scores**                                                             

  1\. Students with Disabilities                                                  

  \% Levels 3 or Above            74          65          55          NA          NA

  \% Levels 4 & 5                 11          5           9           NA          NA

  \% Level 5                      4           5           0           NA          NA

  Number of Students Tested       27          20          11          NA          NA

  **State Scores**                                                                

  \% Levels 3 or Above            64          54          51          45          NA

  \% Levels 4 & 5                 26          20          19          16          NA

  \% Level 5                      6           4           4           3           NA
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**Florida Criterion-Referenced Test**

**Subject:** **MATH** **Grade:** 5 **Test:** Florida Comprehensive
Assessment Test

**Sunshine State Standards**

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

  **Testing Month:** February                                                     

  **School Scores**                                                               

  \% Levels 3 or Above            85          86          81          76          NA

  \% Levels 4 & 5                 62          61          65          58          NA

  \% Level 5                      27          29          26          18          NA

  Number of Students Tested       184         150         172         136         NA

  Percent of Total Students       100         100         100         NA          NA
  Tested                                                                          

  Number of Students              0           0           0           0           0
  Alternatively Assessed                                                          

  Percent of Students             0           0           0           0           0
  Alternatively Assessed                                                          

  **Subgroup Scores**                                                             

  1\. Students with Disabilities                                                  

  \% Levels 3 or Above            46          46          44          NA          NA

  \% Levels 4 & 5                 14          8           28          NA          NA

  \% Level 5                      5           0           9           NA          NA

  Number of Students Tested       22          13          32          NA          NA

  **State Scores**                                                                

  \% Levels 3 or Above            52          52          48          48          46

  \% Levels 4 & 5                 28          28          25          26          22

  \% Level 5                      7           7           6           6           5
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**Subject:** **MATH** **Grade:** 6 **Test:** Florida Comprehensive
Assessment Test

**Sunshine State Standards**

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

  **Testing Month:** February                                                     

  **School Scores**                                                               

  \% Levels 3 or Above            81          81          78          NA          NA

  \% Levels 4 & 5                 49          57          56          NA          NA

  \% Level 5                      17          28          21          NA          NA

  Number of Students Tested       161         197         139         NA          NA

  Percent of Total Students       100         100         100         NA          NA
  Tested                                                                          

  Number of Students              0           0           0           0           0
  Alternatively Assessed                                                          

  Percent of Students             0           0           0           0           0
  Alternatively Assessed                                                          

  **Subgroup Scores**                                                             

  1\. Students with Disabilities                                                  

  \% Levels 3 or Above            43          63          26          NA          NA

  \% Levels 4 & 5                 13          28          0           NA          NA

  \% Level 5                      0           13          0           NA          NA

  Number of Students Tested       23          32          19          NA          NA

  **State Scores**                                                                

  \% Levels 3 or Above            46          47          43          40          NA

  \% Levels 4 & 5                 19          20          18          16          NA

  \% Level 5                      5           6           5           4           NA
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**Florida Writing Assessment**

**Subject:** **WRITING** **Grade:** 4 **Test:** Florida Writes/FCAT
Writes

+--------------------------+-------+--------+--------+-------+-------+
|                          | 2003  | 2002-  | 2001-  | 2000  | 1999  |
|                          | -2004 |        |        | -2001 | -2000 |
|                          |       | 2003   | 2002   |       |       |
+--------------------------+-------+--------+--------+-------+-------+
| **School Scores**        |       |        |        |       |       |
+--------------------------+-------+--------+--------+-------+-------+
| Mean Combined            | 4.2   | 4.0    | 4.0    | 3.8   | 3.5   |
+--------------------------+-------+--------+--------+-------+-------+
| Mean Combined Percentile | 96    | 97     | 94     | 93    | 97    |
+--------------------------+-------+--------+--------+-------+-------+
|                          |       |        |        |       |       |
+--------------------------+-------+--------+--------+-------+-------+
| **State Scores**         |       |        |        |       |       |
+--------------------------+-------+--------+--------+-------+-------+
| Mean Combined            | 3.7   | 3.6    | 3.4    | 3.4   | 3.2   |
+--------------------------+-------+--------+--------+-------+-------+
| Mean Combined Percentile | 90    | 89     | 81     | 83    | 77    |
+--------------------------+-------+--------+--------+-------+-------+