Pinedale Elementary 

4229 Edison Ave., Jacksonville, Florida     32233

(904)  381-7490   Fax  (904) 381-7466

Teacher Hours - 7:50 - 3:10

Student Hours - 8:30 - 3:00

Principal -  Alan Due                                               Vice-Principal  -   Marquita Wright

 

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Pinedale's NCLB              School Public                   Accountability Report      2007-2008

Pinedale's School Demographic,               Assessment, and Accountability Data

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Pinedale's  NCLB SCHOOL PUBLIC ACCOUNTABILITY REPORT
2007-2008
The School Public Accountability Report contains several types of data (indicators) designed to inform parents and the general public about the progress of Florida's public schools. This report meets the public reporting requirements of the federal No Child Left Behind (NCLB) Act and includes certain additional information of interest on the status of Florida's schools.

STUDENT DEMOGRAPHICS

October membership

The following table provides information on the composition of the student population at the school, district, and state levels.
Racial/
Ethnic Group		 Number of Students
Enrolled in October		 School % District % State %
  Female Male 2007-08 2006-07 2007-08 2006-07 2007-08 2006-07
WHITE 29 36 17.3 15.0 40.9 42.3 45.9 46.8
BLACK 118 170 76.6 80.1 44.2 43.6 23.1 23.1
HISPANIC 3 5 2.1 2.4 6.7 6.4 24.7 24.2
ASIAN 6 0 1.6 1.1 3.9 3.7 2.4 2.3
AMERICAN INDIAN 0 0 0.0 0.0 0.2 0.2 0.3 0.3
MULTIRACIAL 4 5 2.4 1.3 4.2 3.8 3.6 3.3
DISABLED 32 83 30.6 29.1 14.3 14.8 14.4 14.7
ECONOMICALLY
DISADVANTAGED		 134 175 82.2 84.1 39.0 41.4 45.9 45.4
ELL 3 0 0.8 1.5 4.1 4.2 11.9 11.8
MIGRANT 0 0 0.0 0.0 0.0 0.0 0.5 0.7
FEMALE 160   42.6 46.6 49.5 49.3 48.7 48.6
MALE   216 57.4 53.4 50.5 50.7 51.3 51.4
TOTAL 376 100 100 100 100 100 100

READINESS TO START SCHOOL
Florida requires that communities and schools collaborate to prepare children and families for children's success in school.
Kindergarten students were screened during the first 30 calendar days of the beginning of school using the Florida Kindergarten Readiness Screener (FLKRS). The FLKRS is made up of a subset of the Early Childhood Observation System (ECHOS): an observational instrument that is used to monitor the skills, knowledge, and behaviors a student demonstrates or needs to develop; and two probes of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Letter Naming Fluency (LNF) and Initial Sound Fluency (ISF).

 

The benchmarks used in scoring for the ECHOS include the following:
 
  Consistently Demonstrating The student is consistently demonstrating acquisition of this skill or behavior.
  Emerging/Progressing The student is at an early stage of growth but appears to be showing growth towards the skill or behavior.
  Not Yet Demonstrating The student is not exhibiting any learning in the benchmark.

 

The benchmarks used in scoring for the DIBELS are as follows:
  Above Average At or above the 60th percentile.
  Low Risk At grade level.
  Moderate Risk Moderately below grade level and in need of additional intervention.
   High Risk Seriously below grade level and in need of substantial intervention.

 

The following table shows results of the early screening inventory for Kindergarten students.
Category Number of
students
Evaluated and
where they
were placed		 School % District % State %
  2007-08 2007-08 2006-07 2007-08 2006-07 2007-08 2006-07
ECHOS Ready* 37 88 93 84 85 88 86
ECHOS Not Ready 5 12 7 16 15 12 14
Total ECHOS 42 100 100 100 100 100 100
               
DIBELS-LNF Ready** 24 65 66 78 76 72  
DIBELS-LNF Not Ready 13 35 34 22 24 28 30
Total DIBELS-LNF 37 100 100 100 100 100 100
               
DIBELS-ISF Ready** 22 59 47 65 64 65 63
DIBELS-ISF Not Ready 15 41 53 35 36 35 37
Total DIBELS-ISF 37 100 100 100 100 100 100
* To be considered 'ready' on this measure, the student must score Consistently Demonstrating or Emerging/Progressing.
** To be considered 'ready' on either of these two measures, the student must score Above Average or Low Risk.


STUDENT PERFORMANCE
Florida's students are expected to compete at the highest levels nationally and internationally and become prepared to make well-reasoned, thoughtful, and healthy lifelong decisions.


Standardized Tests
Although test scores should not be used to draw absolute conclusions about student learning and performance, they provide measured results of student progress toward educational goals. The tests administered to Florida students are described below.


Florida Comprehensive Assessment Test (FCAT)
The FCAT measures student performance in writing, reading, and mathematics. The FCAT has two main parts: one part consisting of tests that measure skills prescribed by the Sunshine State Standards and the other part consisting of norm-referenced tests that rank student performance on a percentile basis.


Alternate Assessments for Students with Disabilities
An alternate assessment for students with disabilities is a performance-based assessment designed to evaluate the progress of students with disabilities on the Sunshine State Standards for Special Diploma measures. Alternate assessments are used with students whose demonstrated cognitive functioning ability prevents them from achieving the Sunshine State Standards and who require extensive direct instruction in the areas of domestic, community living, leisure, and vocational activities. Alternate assessments for students with disabilities are given for writing/communication, reading, and math.


Alternate Assessments for Students who are English Language Learners
Students who are English Language Learners (ELL) and who have been in an English for Speakers of Other Languages (ESOL) program for less than one year may be individually exempted from the FCAT. In these limited circumstances, locally developed alternate assessments are used to evaluate the academic performance of the student. Alternate assessments for ELL students are given for writing, reading, and math.


I. FCAT Sunshine State Standards Tests
The FCAT Sunshine State Standards (SSS) tests measure student performance on selected benchmarks defined by the Sunshine State Standards. Students who take an alternate assessment have their results reported in categorical classifications that include the designation of ''Proficient'' so that their performance is counted with those of other students.
Note. Assessment results on the following tables reflect FCAT Sunshine State Standards data combined with alternate assessment data. Results show proficiency attainment for students who were in attendance during both semesters of the school year.


Writing Assessment
For this assessment, students are given 45 minutes to read their assigned topic, plan what to write, and then write their responses. Scores range from 1.0 (lowest) to 6.0 (highest). Alternate assessments have been merged with the FCAT scores for reporting purposes.
Writing Assessment Results
(Sunshine State Standards and Alternate Assessments)
  Percent of Students Scoring 3 and Above
School District State
2007-08 2006-07 2007-08 2006-07 2007-08 2006-07
ALL STUDENTS 81 52 91 92 92 93
WHITE   50 93 94 94 94
BLACK   51 90 90 90 90
HISPANIC     89 89 91 91
ASIAN     94 94 95 96
AMERICAN INDIAN     95 93 93 94
MULTIRACIAL*   100 93 93 94 94
DISABLED   16 73 71 76 75
ECONOMICALLY
DISADVANTAGED		 81 56 88 88 89 89
ELL     79 81 81 83
MIGRANT*         85 84
FEMALE*   69 94 95 95 95
MALE*   38 88 89 89 90
* Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.


Reading and Mathematics Assessment
On the FCAT SSS reading and mathematics tests, students can attain one of five possible achievement levels, ranging from Level 1 (lowest) to Level 5 (highest).
Student Achievement Level Descriptions
Level 5: Performance at this level indicates that the student has success with the most challenging content of the Sunshine State Standards. A Level 5 student answers most of the test questions correctly, including the most challenging questions.
Level 4: Performance at this level indicates that the student has success with the challenging content of the Sunshine State Standards. A Level 4 student answers most of the test questions correctly, but may only have some success with questions that reflect the most challenging content.
Level 3: Performance at this level indicates that the student has partial success with the challenging content of the Sunshine State Standards, but performance is inconsistent. A Level 3 student answers many of the test questions correctly, but is generally less successful with questions that are the most challenging.
Level 2: Performance at this level indicates that the student has limited success with the challenging content of the Sunshine State Standards.
Level 1: Performance at this level indicates that the student has little success with the challenging content of the Sunshine State Standards.
Results of alternate assessments have been merged with the FCAT scores for reporting purposes.
Reading Assessment Results
(Sunshine State Standards and Alternate Assessments)
  Percent of Students Scoring at Level 3 and Above
School District State
2007-08
Results		 State
Objective		 % Not
Tested		 2007-08
Results		 State
Objective		 % Not
Tested		 2007-08
Results		 State
Objective		 % Not
Tested
ALL STUDENTS 35 58 1 57 58 2 60 58 3
WHITE   58   71 58 2 71 58 3
BLACK 33 58 1 43 58 3 42 58 3
HISPANIC   58   55 58 2 53 58 2
ASIAN   58   71 58 1 75 58 2
AMERICAN INDIAN   58   69 58 4 64 58 3
MULTIRACIAL*   58   68 58 1 68 58 3
DISABLED 21 58 2 33 58 4 34 58 4
ECONOMICALLY
DISADVANTAGED		 33 58 1 45 58 2 48 58 2
ELL   58   33 58 2 37 58 2
MIGRANT*   58     58   36 58 3
FEMALE* 40 58 0 59 58 2 62 58 2
MALE* 30 58 1 55 58 2 58 58 3
* Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.
 
Mathematics Assessment Results
(Sunshine State Standards and Alternate Assessments)
  Percent of Students Scoring at Level 3 and Above
School District State
2007-08
Results		 State
Objective		 % Not
Tested		 2007-08
Results		 State
Objective		 % Not
Tested		 2007-08
Results		 State
Objective		 % Not
Tested
ALL STUDENTS 34 62 1 60 62 2 66 62 3
WHITE   62   74 62 2 76 62 3
BLACK 31 62 1 45 62 3 47 62 3
HISPANIC   62   59 62 2 61 62 2
ASIAN   62   80 62 1 85 62 2
AMERICAN INDIAN   62   70 62 4 71 62 3
MULTIRACIAL*   62   68 62 1 70 62 3
DISABLED 26 62 2 33 62 4 38 62 4
ECONOMICALLY
DISADVANTAGED		 33 62 1 47 62 2 54 62 2
ELL   62   42 62 2 47 62 2
MIGRANT*   62     62   49 62 3
FEMALE* 30 62 0 60 62 2 66 62 2
MALE* 38 62 1 61 62 3 66 62 3
* Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.
For additional FCAT information, refer to 093SPAR-Y0708.pdf.
For 'Students Scoring at Each FCAT Achievement Level', refer to 093SPAR-Y0708B.pdf.

Assessment Results by Grade: Percent Scoring at Level 3 or Above

(FCAT Sunshine State Standards and Alternate Assessments)

  Reading
School District State
2007-08 2006-07 2007-08 2006-07 2007-08 2006-07
Grade 3 23 35 70 66 73 69
Grade 4 43 28 68 66 70 69
Grade 5 41 53 68 71 68 72
 
  Mathematics
School District State
2007-08 2006-07 2007-08 2006-07 2007-08 2006-07
Grade 3 32 41 71 66 77 74
Grade 4 45 19 64 63 71 69
Grade 5 26 16 56 55 62 59


II. FCAT Norm-Referenced Test (NRT)
The FCAT NRT measures student achievement on a test that was given to a national sample of students. Percentile scores on a norm-referenced test show a student's performance in relation to the performance of students in the national sample. For example, a score in the 60th percentile means the student has scored higher than 60% of the students in the national sample.


NRT Reading, Mathematics
The median national percentile rank (NPR) represents the middle percentile score of the students for whom results are presented. A median NPR of 50 equals the national average.
NRT
READING		 Number Tested Median National Percentile Rank
School School District State
Grade 3 47 27 58 60
Grade 4 45 46 69 69
Grade 5 39 49 72 73
 
NRT
MATHEMATICS		 Number Tested Median National Percentile Rank
School School District State
Grade 3 48 19 58 63
Grade 4 45 43 66 71
Grade 5 39 51 71 77
 

SCHOOL SAFETY AND ENVIRONMENT

Schools and communities must provide an environment that is drug free and protects the health, safety, and civil rights of everyone in the school.

School environmental safety: reported incidents*

The most recent full-year school-level data on reported incidents is available at the Florida School Indicators Report website at http://data.fldoe.org/fsir. (See Incidents of Crime and Violence)
District-level reports are available at http://www.fldoe.org/safeschools/sesir.asp

School Evaluation for Unsafe School Choice Option Requirements, Preliminary Evaluation

The No Child Left Behind Act provides for an Unsafe School Choice Option, which ensures that students who attend a school that has been identified as persistently dangerous are allowed the option of attending another school within the same district. For the 2007-08 school year, no Florida public school was identified as persistently dangerous.*

* pending review of complete full year data.

TEACHERS AND STAFF

New Staff

The table shows the number and percentage of instructional staff and school-based administrators who were newly hired at this school in 2007-08.
Staff Type Total Number
for 2007-08		 Number Newly
Hired for
2007-08		 School % District % State %
Instructional Staff 37 8 21.6 19.9 19.6
School-Based Administrators 2 2 100.0 23.8 20.1
Total 39 10 25.6 20.1 19.7

The Professional Qualifications of Teachers
 


Degree Level

This table shows the number and percentage of teachers at each degree level.
Degree Level Number School % District % State %
2007-08 2006-07 2007-08 2006-07 2007-08 2006-07
Bachelor's Degree 28 77.8 73.8 71.6 71.6 66.0 66.1
Master's Degree 8 22.2 23.8 26.9 27.1 30.9 31.1
Specialist's Degree 0 0.0 2.4 0.6 0.5 2.1 1.9
Doctorate 0 0.0 0.0 1.0 0.8 1.0 0.9
Total 36 100.0 100.0 100.0 100.0 100.0 100.0

 

Percentage of Teachers Teaching with Emergency or Provisional Credentials

Florida has no non-certified teachers, although some teachers may be temporarily assigned to areas outside their field of specialization. Data on classes taught by teachers out of field is provided in the following table.


In-Field and Out-of-Field Teachers

The following chart shows the percentage of core academic classes taught by teachers teaching in-field compared to the percentage of classes taught by teachers teaching out-of-field. When a teacher in a district school system is assigned teaching duties in a class dealing with subject matter that is outside the field in which the teacher is certified, outside the field that was the applicant's minor field of study, or out of the field in which the applicant demonstrated sufficient subject area expertise, as determined by district school board policy in the subject area to be taught, that teacher is teaching out-of-field. Core academic subjects are English, reading, language arts, mathematics, science, foreign languages, civics, government, economics, arts, history, and geography.
  School % District % State %
Percentage of Classes
with Teachers Teaching
In-Field		 86.2 73.6 91.2
Percentage of Classes
with Teachers Teaching
Out-of-Field		 13.8 26.4 8.8


Classes Not Taught by Highly Qualified Teachers

The chart below shows the percentage of classes not taught by ''Highly Qualified Teachers'' in core academic subjects as defined in federal statute. A ''highly qualified teacher'' has earned at least a bachelor's degree and holds a Florida teaching certificate with appropriate certification for each core academic area of assignment. Core academic subjects are English, reading, language arts, mathematics, science, foreign languages, civics, government, economics, arts, history, and geography.
  School % District % State %
All
Schools		 High
Poverty
Schools*		 Low
Poverty
Schools*		 All
Schools		 High
Poverty
Schools*		 Low
Poverty
Schools*
Classes Not Taught by
Highly Qualified
Teachers		 10.6 19.1 20 18.5 9.1 10.1 8.8
* High poverty schools are schools ranking in the top 25% of schools based on the percentage of students eligible for free/reduced-price lunch. Low poverty schools rank in the bottom quartile of schools based on free/reduced-price lunch eligibility. That is, low poverty schools have the lowest enrollment in free/reduced-price lunch as a percentage of total membership. Revised: 9/25/07

2007-08 School Performance Grade*: C

*Certain school grades may be subject to modification pending appeal.

 

Adequate Yearly Progress (AYP)

Adequate Yearly Progress (AYP) is based primarily on student FCAT performance, the graduation rate (for high schools), and the school performance grade.

 

Basic AYP requirements are as follows:
  • A school must test at least 95% of students in each subgroup.
  • A school with less than 90% of the membership scoring 3 or above in FCAT Writing must demonstrate at least a 1% increase in the percentage of students proficient in writing vs. the previous year (based on percentages rounded to whole numbers.
  • High schools with graduation rates less than 85% must demonstrate at least a 1% increase in the graduation rate vs. the previous year.
  • The school must have a performance grade other than D or F.
  • Students in every subgroup must achieve proficiency targets in FCAT Reading and Math
The following chart shows whether the School, District and State achieved AYP.
  School % District % State %
Achieved AYP N N N

 

Key:
  N   Did not make AYP.
  Y   Made AYP.
  T   School Too Small.
 
  I   Incomplete.

 

For more detailed information about this school’s AYP, refer to 093AYP-Y0708.pdf.

 

   
A. Notice of School Improvement Status and Options
  School districts are responsible for identifying Title I schools that fail to make AYP in consecutive years as schools in need of improvement (SINI). School districts must notify parents when their child's school has been identified for school improvement, for corrective action, or for restructuring. The school district must also include explanation of the parents' option to transfer their child to another public school, with transportation provided when required, or to obtain supplemental educational services. Sec. 1116(b)(6)
  School improvement status is indicated by the school performance grade included herein and AYP status.
   
B. State's Obligation to Assist Schools and Districts in Reporting
  The Department of Education shall ensure that each school district collects appropriate data and includes in each school's annual report the information included in the state annual report card as well as the number of schools identified for school improvement and how long the schools have been so identified. Sec. 1111(h)(2)(B).
   
C. Notice of Local Education Agency (LEA) Improvement Status
  Parents of students attending a school in a district identified for improvement are entitled to know why the school district was identified for improvement. The State is responsible for providing an explanation to parents in an easily understood format. The explanation must include information on how parents can assist in the improvement efforts. Sec. 1116(c)(6).

 

Additional required information is included in the Adequate Yearly Progress Report.

 

Additional statistics and information of interest may be found in the Florida School Indicators Report on the department's website at http://www.fldoe.org or at http://data.fldoe.org/fsir.

 

Notice of Availability of School Financial ReportFor information on revenues and expenditures for your school and district, contact your local school board or your school's administrative office. An online listing of district offices is available at www.fldoe.org/eias/flmove/county.asp. A directory of schools is also available at www.fldoe.org/schools/schoolmap/flash/schoolmap_text.asp.

 

For additional information about this School Public Accountability Report, refer to 093SPAR-Y0708.pdf

 

 

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School Grade

2007-2008

"C"

Congratulations to the Faculty, Staff and Students.

Early Dismissal

November 5

Dismissal begins at 1:30

Ready to Learn Parent and Child program

November 18, 2008

December 2, 2008

6:00 - 7:00

 
 

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