##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Dr. Edwin Vetter

Name of Principal

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

International Baccalaureate School at Bartow High School

Official School Name

(As it should appear in the official records)

1270 South Broadway

School Mailing Address
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Bartow Florida 33830-6498

\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 863 ) 534-7400]{.underline} Fax [( 863 )534-0077]{.underline}

> [www.ib-bhs.com](http://www.ib-bhs.com/) edwin.vetter@polk-fl.net

Website/URL E-mail

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)

Mr. Jim Thornhill

Name of Superintendent\*

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

Polk

District Name Tel. [( 863 )534-0500]{.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 Mr. Jack English

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 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: \_\_ 63\_\_\_Elementary schools

\_\_ 26\_\_ Middle schools

\_\_\_0\_\_ Junior high schools

\_\_15\_\_ High schools

\_\_29\_\_\_ Other (Briefly explain): Alternative Schools

\_\_133\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\$4,192\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\$4,378\_\_\_\_\_\_

**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
>
> \[ \] Suburban
>
> \[ x \] Small city or town in a rural area
>
> \[ \] Rural

4\. [6]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

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

  **K**                                                     **7**                             

  **1**                                                     **8**                             

  **2**                                                     **9**       25        41          66

  **3**                                                     **10**      34        36          70

  **4**                                                     **11**      27        31          58

  **5**                                                     **12**      27        25          52

  **6**                                                     Other       113       133         246

                                    **TOTAL                                                   246
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [79]{.underline} % White

the students in the school: 4 % Black or African American

[5]{.underline} % Hispanic or Latino

12 % Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_.8\_\_\_\_%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 0
              ***to*** the school after October  
              1 until the end of the year.       

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

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

  **(4)**     Total number of students in the    246
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .008
              total in row (4)                   

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

8\. Limited English Proficient students in the school: \_\_\_\_\_\_\_%

\_\_\_0\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_2\_\_\_\_

Specify languages: Spanish, English

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_\_1.5\_\_\_%

\_\_\_\_\_\_4\_\_Total Number Students Who Qualify

> If this method does not produce a reasonably 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:
\_\_38\_\_\_\_\_\_%(Gifted)

\_\_\_\_\_93\_\_\_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\_\_ Autism \_0\_\_\_Orthopedic Impairment

\_0\_\_ Deafness \_0\_\_\_Other Health Impaired

\_0\_\_ Deaf-Blindness \_0\_\_\_Specific Learning Disability

\_0\_\_\_Hearing Impairment \_0\_\_\_Speech or Language Impairment

\_0\_\_\_Mental Retardation \_0\_\_\_Traumatic Brain Injury

\_0\_\_\_Multiple Disabilities \_0\_\_\_Visual Impairment Including
Blindness

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

    **Number of Staff**

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

Administrator(s) \_\_\_\_1\_\_\_ \_\_1\_\_\_\_\_\_

Classroom teachers \_\_\_22\_\_\_ \_\_3\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_0\_\_\_\_ \_\_0\_\_\_\_\_

Paraprofessionals \_\_\_0\_\_\_\_ \_\_0\_\_\_\_\_\_

> Support staff \_\_\_3\_\_\_\_ \_\_0\_\_\_\_\_\_
>
> Total number \_\_\_26\_\_\_\_ \_\_4\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_16.9:1\_\_\_\_\_\_

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.)

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

  Daily student attendance [96+]{.underline}   [96+]{.underline}   [96+]{.underline}   [96+]{.underline}   [96+]{.underline}

  Daily teacher attendance [96]{.underline}    [97]{.underline}    [95]{.underline}    [96]{.underline}    [94]{.underline}

  Teacher turnover rate    [0]{.underline}     [\<1]{.underline}   [\<1]{.underline}   [\<1]{.underline}   [\<1]{.underline}

  Student dropout rate     [0]{.underline}     [.6]{.underline}    [0]{.underline}     [0]{.underline}     [0]{.underline}

  Student drop-off rate    32                  37                  45                  49                  56
  ------------------------ ------------------- ------------------- ------------------- ------------------- -------------------

-   The difference in dropout rate and drop-off rate is due to the
    students electing to return to their zonal high school, transfer out
    of district or out of state.

-   Students often discover the travel time (up to 2 hours one way in
    some situations) is too much, and decide to return to their zoned
    school from which they graduate.

-   14\. **(*High Schools Only*)** Show what the students who graduated
    in Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_44\_\_\_ |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_ 97\_%   |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_ 3%      |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_0\_\_\_% |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_ 0\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_ 0 \_\_\_% |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_0\_\_\_% |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_/0\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III -- SUMMARY**

The mission of the International Baccalaureate School, an academic
magnet school, is to ensure each student has the opportunity to achieve
his or her academic potential and to creatively influence society by
providing students with: an advanced curriculum; stimulating and
challenging learning experiences; instruction that meets individual
needs; a responsive, nurturing environment; full involvement of our
families, and the development of a love for learning.

Our curriculum is one of the most rigorous available to high school
students, with academic requirements of four years of English, five
years of foreign language (French or Spanish), five years of science,
five years of math, four years of history, and either four yeas of art
or one year of psychology.

In addition, the students are required to produce a 4000-word original
research paper and complete a minimum of 170 service hours.

We currently have a student enrollment of 240, grades 9-12 and 25
assigned teachers. All of our teachers will have attended IB teacher
training workshops or AP subject area training by August of 2004.

The International Baccalaureate School at Bartow high is an academic
magnet school for the Polk County School district. Housed on the campus
of Bartow High School, the IB School selects its students from sixteen
middle schools and four private schools in the district.

The school was authorized in June 1996 to offer the International
Baccalaureate Diploma Curriculum and has been recognized locally,
statewide, and nationally for student achievement.

Students participate in all major sports through the host school, Bartow
High.

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

The Florida Comprehensive Assessment Test (FCAT) is the foundation of
the statewide assessment and accountability program. The FCAT program
includes grades 3-10 assessments in reading and mathematics, and grades
4, 8, and 10 assessments on writing. Student achievement data are used
to report educational status and annual progress for individual
students, schools, districts, and the state.

The FCAT reading, mathematics, and writing content has been selected to
match the benchmarks outlined in the *Sunshine State Standards*, which
were developed with input from practicing classroom teachers in Florida.

The construction of each grade level test is a complex, carefully
planned procedure. These items have been reviewed by professional staff
as well as by item bias and sensitivity committees. Items from the field
test are selected for an operational form. The *FCAT Test Item and
Performance Task Specifications,* developed by the Florida Department of
Education, based on the contributions and advice of Florida educators,
describe the test items and performance tasks found in the statewide
assessment. The FCAT specifications for each grade level are aligned to
the *Sunshine State Standards Grade Level Expectations,* also developed
by Florida educators.

The Stanford Achievement Test (version 9) is the Norm-Referenced Test
(NRT) portion of the FCAT. It is administered during the same testing
time, but it is an entirely different test from the *Sunshine State
Standards* portion of the FCAT. The NRT scores compare students in
Florida to other students in the nation who took the same test.
Students' *Sunshine State Standards* test scores and NRT scores are
reported separately. A correlation between the NRT and *Sunshine State
Standards* portions of the FCAT has not been attempted; however, we can
make comparisons of Florida's student performance to a national norm
population and to the tests administered by the National Assessment of
Educational Progress (NAEP).

The Florida Comprehensive Assessment Test (FCAT) measures student
performance on selected benchmarks in reading and mathematics, as
defined by the *Sunshine State Standards.* The Standards articulate
challenging content that Florida students are expected to know and be
able to do. Based on a Scale Score, a student achieves one of five
possible levels. The Scale Score that a student could achieve in each
subject area ranges from 100 to 500.

The highest level, level 5 (Advanced), indicates performance to the
highest achievement. A level 5 student has success with the most
challenging content of the *Sunshine State Standards* and correctly
answers most of the test questions. Level 4 (Advanced) performance
indicates that the student has success with the content of the *Sunshine
State Standards* and correctly answers many of the most challenging test
questions. Level 3 shows proficiency and indicates that the student has
partial success with the content of the *Sunshine State Standards* and
correctly answers many of the questions but is generally less successful
with the most challenging questions. The basic level, level 2, indicates
performance of a student with limited success with the challenging
content of the *Sunshine State Standards.* Performance at level 1
indicates that the student has little success with the challenging
content of the *Sunshine State Standards.*

In addition to the statewide FCAT testing, our school also uses local
assessments, advanced placement and International Baccalaureate tests.
Our in-school assessment is based on teacher made pre-post tests in the
subject areas. These include FCAT type questions and practice A.P. and
I.B. tests. Teachers use these results to provide changes in course work
to meet the needs of the students.

4.  Test data from the FCAT is made available to the school, usually in
    May. Each student's individual report is given to the teacher of
    Math and English, to assess individual strengths and weaknesses in
    reading, writing and mathematics. This information is used to plan
    instruction for the following year. If the test results arrive
    before the end of school, our guidance department visits the English
    and Mathematics classes to explain the results to the students. If
    the data arrives after school is out for the summer, the student's
    results along with explanation are mailed to the parents along with
    the report card.

> Disaggregated data from the various sub-tests is provided for teacher
> use in analyzing student strengths and weaknesses. By evaluation of
> the students' previous years' FCAT data, teachers are able to track
> student progress. Last year, this resulted in 86% of our 9^th^ and
> 10^th^ grade students making learning gains in reading, and 80% making
> learning gains in math.
>
> Throughout the month of October, evening meetings are scheduled at our
> school to relate our curriculum and testing scores to parents,
> students and community members interested in entering our school as
> freshmen.

Results of school performance are also published in The Lakeland Ledger
and Polk

Democrat, two local newspapers serving Polk County. Results are also
sent to all schools

In the district

**PART V -- CURRICULUM AND INSTRUCTION**

Our curriculum is perhaps one of the most demanding available to
students in public education. We require four years of English, five
years of a foreign language, four years of History, five years of
Science, five years of Mathematics, Art or Psychology, Theory of
Knowledge, and electives. In addition, our students are required to
develop a Science Fair Project in the ninth grade, complete a 4000 word
original research paper (the Extended Essay) in their senior year, and
complete over 150 hours of creative, action, and service hours. Our
students are expected to take Advanced Placement courses in History
(European, World, or American), English (language and literature),
Science (Chemistry, Physics, Biology), World Language (French, Spanish),
and Mathematics (Calculus).

Our curriculum strives to reflect international contributions to
knowledge. Each subject area is involved with obtaining an understanding
of how other nations and cultures have contributed to the volume of
knowledge in that subject.

The 9^th^ grade teachers have developed a wonderful interdisciplinary
unit tying in Spanish, English, Science, Math and History with the
discovery and settlement of St Augustine, Florida.

All of our instructors will have been trained in International
Baccalaureate courses and/or Advanced Placement, and have established
vertical alignment of subject areas from 9^th^-12^th^ grade. Included in
their alignment are the expectations of building on the knowledge gained
in the previous course(s), and preparation for A.P. and I.B.
examinations.

The four-year English curriculum includes A.P. English Language in
11^th^ grade and A.P. Literature in grade 12. Our Social Science
sequence is American Government and Economics, A.P. World History, A.P.
American History and I.B. History of the Americas. Students may also
take A.P. Psychology. Five years of French or Spanish include A.P. in
either language and the production of International Night, celebrating
the multi-cultures of our students in song, dance and food. The
five-year science requirement includes studies in Biology, Earth and
Space, Physics and Chemistry, and features A.P. testing in Biology,
Chemistry or Physics as well as I.B. exams in those subjects. Five years
of mathematics takes the students through Algebra I, Geometry, then one
of two tracks, depending on their ability: Math methods Track-Trig and
Analytical Geometry, A.P. Calculus; Math Studies Track-Math Analysis and
A.P. Statistics. We also offer a four-year Art sequence that includes
the physical production of artwork and the development of a reflective
workbook by the student. The Art sequence culminates in a one-on-one
student art show with a visiting art examiner orally questioning each
student on his/her works.

We have no students reading below grade level, but we have initiated a
weekly silent reading time, for students to read for enjoyment.

The Theory of Knowledge (TOK) program is central to the educational
philosophy of the International Baccalaureate. It challenges students
and their teachers to reflect critically on diverse ways of knowing and
areas of knowledge, and to consider the role which knowledge plays in a
global society. It encourages students to become aware of themselves as
thinkers, to become aware of the complexity of knowledge, and to
recognize the need to act responsibly in an increasingly interconnected
world.

As a thoughtful and purposeful enquiry into different ways of knowing,
and into different kinds of knowledge, the TOK program is composed
almost entirely of questions. The most central of these questions is
"How do I, or how do we, know that a given assertion is true, or a given
judgment is well grounded?" Assertions or judgments of this sort are
termed 'knowledge claims', while the difficulties that arise in
addressing these questions are the broad areas known as 'problems of
knowledge'. The program entails the application of this central question
to many different, yet interrelated topics.

Questions are the very essence of TOK, both ageless questions on which
thinkers have been reflecting for centuries and new ones, often
challenging to accepted belief, which are posed by contemporary life.
Engaging with students in a critical examination of knowledge, teachers
will foster an appreciation of the quest for knowledge, in particular
its importance, its complexities, and its human implications. As the
students explore TOK, the goal is to bring alive these questions for a
new generation of knowers, and to encourage them to gain and apply their
own knowledge with greater awareness and responsibility.

The questions have been grouped into four broad categories: Knowers and
Knowing, Ways of Knowing, Areas of Knowledge, and Linking Questions.
These categories, and the elements which they encompass, are represented
graphically in a TOK diagram, in which the knowers, that is the
individual or the community, are at the center.

Our instructional strategies are as varied as are our courses and
teachers. We utilize the old stand-by lecture and notes. We use the
computerized Mimio Boards, Graphing Calculators, Power Point
presentations, and student individual and team projects.

We have an annual International Night, when students teach about their
culture through music, poetry, drama and food.

At the beginning of each school year, our teachers have a variety of
in-service offerings available to them through our district office,
school based activities and Advanced Placement and International
Baccalaureate Teacher Training. Teachers are enthusiastically encouraged
to take advantage of all activities they feel are necessary to maintain
outstanding teacher and student achievement.

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**
>
> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_\_9\_\_\_\_
>
> Test\_\_FCAT
> Reading\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_\_2000-2003\_\_ Publisher\_\_\_\_Florida
> Department of Education
>
> Number of students in the grade in which the test was administered
> \_\_\_73,69\_\_\_\_
>
> Number of students who took the test \_\_\_73,69\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?

\_\_\_none\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_\_\_0\_\_\_ Percent excluded\_\_\_0\_\_\_\_\_
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.

# 

# 

# 

# 

# 

# 

# From the 2003-2004 Application

## State Criterion-Referenced Tests

# Grade [9]{.underline} Subject [FCAT Reading]{.underline}

+-------------------------------+------+------+------+--------+------+
|                               | 2    | 2    | 2    | 199    | 1    |
|                               | 002- | 001- | 000- | 9-2000 | 998- |
|                               | 2003 | 2002 | 2001 |        | 1999 |
+-------------------------------+------+------+------+--------+------+
| ##                            |      |      |      |        |      |
| # Testing Month - March/April |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| ###### School Scores          |      |      | \*\* | **NO   | \*\* |
|                               |      |      |      | DATA** |      |
+-------------------------------+------+------+------+--------+------+
| ### To                        |      |      |      |        |      |
| tal -- Percent of students... |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 2           | 100  | 100  |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 3           | 100  | 99   |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 4           | 86   | 76   |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 5           | 50   | 48   |      |        |      |
+-------------------------------+------+------+------+--------+------+
| ### Number of students tested | 73   | 69   |      |        |      |
+-------------------------------+------+------+------+--------+------+
| ### Per                       | 100  | 100  |      |        |      |
| cent of total students tested |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| ##                            | 0    | 0    |      |        |      |
| # Number of students excluded |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| ###                           | 0    | 0    |      |        |      |
|  Percent of students excluded |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| ##### Subgroup Scores \*      |      |      |      |        |      |
|                               |      |      |      |        |      |
| **(no data supplied if less   |      |      |      |        |      |
| than 10 students)**           |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| 1\. **Hispanic**              |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| ###  At or above Level 2      |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 3           |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 4           |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 5           |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| 2\. **Asian**                 |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| ###  At or above Level 2      |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 3           |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 4           |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 5           |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
|                               |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| #### State Scores             |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| #### To                       |      |      |      |        |      |
| tal -- Percent of Students... |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 2           | 57   | 56   |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 3           | 31   | 29   |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 4           | 13   | 12   |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 5           | 5    | 4    |      |        |      |
+-------------------------------+------+------+------+--------+------+

\* We are a small school of 246 students grades 9-12, with 4% Black, 5%
Hispanic and 12% Asian.

No testing group had 10 or more members of any single subgroups.

> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_\_9\_\_\_\_
>
> Test\_\_\_\_\_\_\_\_\_\_FCAT
> Math\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year_2001-2003 Publisher \_\_\_Florida Department
> of Education
>
> Number of students in the grade in which the test was administered
> \_\_\_73,69\_\_\_\_
>
> Number of students who took the test \_\_\_73,69\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_\_none\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_\_\_\_\_\_ Percent excluded\_\_\_\_\_\_\_\_
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.

# From the 2003-2004 Application

## State Criterion-Referenced Tests

# Grade [9]{.underline} Subject [FCAT Math\_\_\_]{.underline} 

+-------------------------------+------+------+------+--------+------+
|                               | 2    | 2    | 2    | 199    | 1    |
|                               | 002- | 001- | 000- | 9-2000 | 998- |
|                               | 2003 | 2002 | 2001 |        | 1999 |
+-------------------------------+------+------+------+--------+------+
| ##                            |      |      |      |        |      |
| # Testing Month - March/April |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| ###### School Scores          |      |      | \*\* | **NO   | \*\* |
|                               |      |      |      | DATA** |      |
+-------------------------------+------+------+------+--------+------+
| ### To                        |      |      |      |        |      |
| tal -- Percent of students... |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 2           | 100  | 100  |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 3           | 100  | 100  |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 4           | 99   | 100  |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 5           | 52   | 54   |      |        |      |
+-------------------------------+------+------+------+--------+------+
| ### Number of students tested | 73   | 69   |      |        |      |
+-------------------------------+------+------+------+--------+------+
| ### Per                       | 100  | 100  |      |        |      |
| cent of total students tested |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| ##                            | 0    | 0    |      |        |      |
| # Number of students excluded |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| ###                           | 0    | 0    |      |        |      |
|  Percent of students excluded |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| ##### Subgroup Scores \*      |      |      |      |        |      |
|                               |      |      |      |        |      |
| **(no data supplied if less   |      |      |      |        |      |
| than 10 students)**           |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| 1\. **Hispanic**              |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| ###  At or above Level 2      |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 3           |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 4           |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 5           |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| 2\. **Asian**                 |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| ###  At or above Level 2      |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 3           |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 4           |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 5           |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
|                               |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| #### State Scores             |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| #### To                       |      |      |      |        |      |
| tal -- Percent of Students... |      |      |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 2           | 77   | 77   |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 3           | 51   | 47   |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 4           | 23   | 21   |      |        |      |
+-------------------------------+------+------+------+--------+------+
| At or above Level 5           | 6    | 6    |      |        |      |
+-------------------------------+------+------+------+--------+------+

\* We are a small school of 246 students grades 9-12, with 4% Black, 5%
Hispanic and 12% Asian.

No testing group had 10 or more members of any single subgroups.

> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_\_10\_\_\_
>
> Test\_\_FCAT
> Reading\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year_2001-2003 Publisher \_\_\_Florida Department
> of Education
>
> Number of students in the grade in which the test was administered
> \_\_\_60,60,55\_\_\_\_
>
> Number of students who took the test \_\_\_60,60,55\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_\_none\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_\_0\_\_\_\_ Percent excluded\_\_\_\_\_0\_\_\_
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.

# From the 2003-2004 Application

## State Criterion-Referenced Tests

# Grade [10]{.underline} Subject [FCAT Reading]{.underline}

+--------------------------------+------+------+------+-------+------+
|                                | 2    | 2    | 2    | 1999  | 1    |
|                                | 002- | 001- | 000- | -2000 | 998- |
|                                | 2003 | 2002 | 2001 |       | 1999 |
+--------------------------------+------+------+------+-------+------+
| #                              |      |      |      |       |      |
| ## Testing Month - March/April |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| ###### School Scores           |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| ### T                          |      |      |      |       |      |
| otal -- Percent of students... |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| At or above Level 2            | 100  | 100  | 100  | 100   | 100  |
+--------------------------------+------+------+------+-------+------+
| At or above Level 3            | 100  | 98   | 96   | 92    | 98   |
+--------------------------------+------+------+------+-------+------+
| At or above Level 4            | 95   | 80   | 66   | 56    | 70   |
+--------------------------------+------+------+------+-------+------+
| At or above Level 5            | 75   | 53   | 44   | 29    | 48   |
+--------------------------------+------+------+------+-------+------+
| ### Number of students tested  | 51   | 60   | 55   | 49    | 50   |
+--------------------------------+------+------+------+-------+------+
| ### Pe                         | 100  | 100  | 100  | 100   | 100  |
| rcent of total students tested |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| #                              | 0    | 0    | 0    | 0     | 0    |
| ## Number of students excluded |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| ##                             | 0    | 0    | 0    | 0     | 0    |
| # Percent of students excluded |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| ##### Subgroup Scores \*       |      |      |      |       |      |
|                                |      |      |      |       |      |
| **(no data supplied if less    |      |      |      |       |      |
| than 10 students)**            |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| 1\. **Hispanic**               |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| ###  At or above Level 2       |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| At or above Level 3            |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| At or above Level 4            |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| At or above Level 5            |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| 2\. **Asian**                  |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| ###  At or above Level 2       |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| At or above Level 3            |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| At or above Level 4            |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| At or above Level 5            |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
|                                |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| #### State Scores              |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| #### T                         |      |      |      |       |      |
| otal -- Percent of Students... |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| At or above Level 2            | 67   | 68   | 69   | 65    | 71   |
+--------------------------------+------+------+------+-------+------+
| At or above Level 3            | 36   | 36   | 37   | 29    | 33   |
+--------------------------------+------+------+------+-------+------+
| At or above Level 4            | 16   | 15   | 17   | 10    | 12   |
+--------------------------------+------+------+------+-------+------+
| At or above Level 5            | 8    | 7    | 9    | 4     | 5    |
+--------------------------------+------+------+------+-------+------+

\* We are a small school of 246 students grades 9-12, with 4% Black, 5%
Hispanic and 12% Asian. No testing group had 10 or more members of any
single subgroups.

> Change the sample table to fit the state's assessment system.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_\_10\_\_\_
>
> Test\_\_FCAT
> Math\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year_2000-2003 Publisher \_\_\_Florida Department
> of Education
>
> Number of students in the grade in which the test was administered
> \_\_\_60,60\_\_\_\_
>
> Number of students who took the test \_\_\_60,60\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_\_none\_\_\_\_\_\_\_\_\_\_

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_\_0\_\_\_\_ Percent excluded\_\_\_\_\_0\_\_\_
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.

# From the 2003-2004 Application

## State Criterion-Referenced Tests

# Grade [10]{.underline} Subject [FCAT Math\_\_\_]{.underline} 

+--------------------------------+------+------+------+-------+------+
|                                | 2    | 2    | 2    | 1999  | 1    |
|                                | 002- | 001- | 000- | -2000 | 998- |
|                                | 2003 | 2002 | 2001 |       | 1999 |
+--------------------------------+------+------+------+-------+------+
| #                              |      |      |      |       |      |
| ## Testing Month - March/April |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| ###### School Scores           |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| ### T                          |      |      |      |       |      |
| otal -- Percent of students... |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| At or above Level 2            | 100  | 100  | 100  | 100   | 100  |
+--------------------------------+------+------+------+-------+------+
| At or above Level 3            | 100  | 100  | 100  | 100   | 98   |
+--------------------------------+------+------+------+-------+------+
| At or above Level 4            | 99   | 100  | 98   | 96    | 98   |
+--------------------------------+------+------+------+-------+------+
| At or above Level 5            | 68   | 62   | 49   | 46    | 44   |
+--------------------------------+------+------+------+-------+------+
| ### Number of students tested  | 51   | 60   | 55   | 48    | 50   |
+--------------------------------+------+------+------+-------+------+
| ### Pe                         | 100  | 100  | 100  | 100   | 100  |
| rcent of total students tested |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| #                              | 0    | 0    | 0    | 0     | 0    |
| ## Number of students excluded |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| ##                             | 0    | 0    | 0    | 0     | 0    |
| # Percent of students excluded |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| ##### Subgroup Scores \*       |      |      |      |       |      |
|                                |      |      |      |       |      |
| **(no data supplied if less    |      |      |      |       |      |
| than 10 students)**            |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| 1\. **Hispanic**               |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| ###  At or above Level 2       |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| At or above Level 3            |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| At or above Level 4            |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| At or above Level 5            |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| 2\. **Asian**                  |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| ###  At or above Level 2       |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| At or above Level 3            |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| At or above Level 4            |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| At or above Level 5            |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
|                                |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| #### State Scores              |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| #### T                         |      |      |      |       |      |
| otal -- Percent of Students... |      |      |      |       |      |
+--------------------------------+------+------+------+-------+------+
| At or above Level 2            | 81   | 81   | 80   | 74    | 77   |
+--------------------------------+------+------+------+-------+------+
| At or above Level 3            | 60   | 60   | 59   | 51    | 50   |
+--------------------------------+------+------+------+-------+------+
| At or above Level 4            | 36   | 35   | 35   | 28    | 25   |
+--------------------------------+------+------+------+-------+------+
| At or above Level 5            | 9    | 8    | 10   | 6     | 4    |
+--------------------------------+------+------+------+-------+------+

-   

> \*We are a small school of 246 students grades 9-12, with 4% Black, 5%
> Hispanic and 12%
>
> Asian. No testing group had 10 or more members of any single
> subgroups.