NCLB SPAR 2009: ENTERPRISE LEARNING ACADEMY

ENTERPRISE LEARNING ACADEMY

255

NCLB SCHOOL PUBLIC ACCOUNTABILITY REPORT
2008-2009

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	2008-09	2007-08	2008-09	2007-08	2008-09	2007-08
WHITE	270	257	49.5	48.8	40.2	40.9	45.3	45.9
BLACK	161	176	31.7	34.5	44.1	44.2	23.0	23.1
HISPANIC	37	50	8.2	6.6	7.0	6.7	25.0	24.7
ASIAN	30	16	4.3	4.5	4.1	3.9	2.5	2.4
AMERICAN INDIAN	2	3	0.5	0.6	0.2	0.2	0.3	0.3
MULTIRACIAL	31	31	5.8	5.0	4.4	4.2	3.9	3.6
DISABLED	31	72	9.7	12.2	14.0	14.3	14.3	14.4
ECONOMICALLY DISADVANTAGED	207	218	39.9	39.9	45.7	39.0	49.6	45.9
ELL	6	19	2.3	1.7	4.0	4.1	11.8	11.9
MIGRANT	0	0	0.0	0.0	0.0	0.0	0.5	0.5
FEMALE	531		49.9	50.5	49.3	49.5	48.7	48.7
MALE		533	50.1	49.5	50.7	50.5	51.3	51.3
TOTAL	1064		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 %
	2008-09	2008-09	2007-08	2008-09	2007-08	2008-09	2007-08
ECHOS Ready*	122	80	80	86	84	88	88
ECHOS Not Ready	30	20	20	14	16	12	12
Total ECHOS	152	100	100	100	100	100	100

DIBELS-LNF Ready**	128	77	75	79	78	77	72
DIBELS-LNF Not Ready	38	23	25	21	22	23	28
Total DIBELS-LNF	166	100	100	100	100	100	100

DIBELS-ISF Ready**	102	61	68	66	65	68	65
DIBELS-ISF Not Ready	64	39	32	34	35	32	35
Total DIBELS-ISF	166	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.

NOTE: Percentages are rounded to the nearest whole integer after individual categories are tabulated.

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.

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.

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
	2008-09	2007-08	2008-09	2007-08	2008-09	2007-08
ALL STUDENTS	94	89	93	91	94	92
WHITE	94	87	95	93	95	94
BLACK	93	90	92	90	92	90
HISPANIC			90	89	93	91
ASIAN			94	94	96	95
AMERICAN INDIAN			94	95	94	93
MULTIRACIAL*			95	93	96	94
DISABLED			76	73	80	76
ECONOMICALLY DISADVANTAGED	92	87	91	88	92	89
ELL			81	79	86	81
MIGRANT*					89	85
FEMALE*	95	94	96	94	96	95
MALE*	93	83	91	88	91	89

* Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.

Note: A blank indicates that no test results were reported.

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
	2008-09 Results	State Objective	% Not Tested	2008-09 Results	State Objective	% Not Tested	2008-09 Results	State Objective	% Not Tested
ALL STUDENTS	76	65	1	58	65	3	62	65	2
WHITE	81	65	1	72	65	2	72	65	1
BLACK	66	65	1	43	65	3	44	65	2
HISPANIC		65		58	65	3	57	65	1
ASIAN		65		73	65	2	77	65	1
AMERICAN INDIAN		65		74	65	2	66	65	2
MULTIRACIAL*		65		69	65	1	70	65	1
DISABLED		65	0	34	65	5	36	65	3
ECONOMICALLY DISADVANTAGED	71	65	1	48	65	3	52	65	2
ELL		65		33	65	3	42	65	1
MIGRANT*		65			65		40	65	2
FEMALE*	82	65	2	61	65	2	64	65	1
MALE*	70	65	0	56	65	3	59	65	2

* Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.

Note: A blank indicates that no test results were reported.

Mathematics Assessment Results (Sunshine State Standards and Alternate Assessments)
	Percent of Students Scoring at Level 3 and Above
	School			District			State
	2008-09 Results	State Objective	% Not Tested	2008-09 Results	State Objective	% Not Tested	2008-09 Results	State Objective	% Not Tested
ALL STUDENTS	72	68	1	63	68	3	67	68	2
WHITE	79	68	1	77	68	2	77	68	1
BLACK	58	68	1	48	68	3	49	68	2
HISPANIC		68		63	68	3	64	68	1
ASIAN		68		84	68	2	86	68	1
AMERICAN INDIAN		68		70	68	3	72	68	2
MULTIRACIAL*		68		71	68	1	71	68	1
DISABLED		68	0	36	68	5	39	68	3
ECONOMICALLY DISADVANTAGED	64	68	1	51	68	3	57	68	2
ELL		68		46	68	3	51	68	2
MIGRANT*		68			68		53	68	2
FEMALE*	72	68	2	63	68	2	67	68	1
MALE*	72	68	0	64	68	3	68	68	2

* Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.

Note: A blank indicates that no test results were reported.

Science Assessment Results (Sunshine State Standards and Alternate Assessments)
	Percent of Students Scoring at Level 3 and Above
	School			District			State
	2008-09 Results	State Objective	% Not Tested	2008-09 Results	State Objective	% Not Tested	2008-09 Results	State Objective	% Not Tested
ALL STUDENTS	39	0	1	41	0	4	43	0	4
WHITE	52	0	2	59	0	4	55	0	3
BLACK	24	0	0	23	0	5	22	0	5
HISPANIC		0		38	0	4	35	0	3
ASIAN		0		58	0	3	61	0	2
AMERICAN INDIAN		0		55	0	6	46	0	4
MULTIRACIAL*		0		53	0	2	48	0	3
DISABLED		0		22	0	7	23	0	6
ECONOMICALLY DISADVANTAGED	29	0	2	27	0	5	29	0	4
ELL		0		17	0	5	17	0	3
MIGRANT*		0			0		19	0	3
FEMALE*	40	0	0	39	0	4	40	0	3
MALE*	37	0	1	44	0	5	45	0	4

* Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.

Note 1: The State Objectives for this test are not available.

Note 2: A blank indicates that no test results were reported.

For additional FCAT information, refer to 255SPAR-Y0809.pdf.

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

(FCAT Sunshine State Standards and Alternate Assessments)

	Reading
	School		District		State
	2008-09	2007-08	2008-09	2007-08	2008-09	2007-08
Grade 3	80	30	68	0	72	0
Grade 4	76	0	73	0	75	0
Grade 5	73	0	69	0	72	0

	Mathematics
	School		District		State
	2008-09	2007-08	2008-09	2007-08	2008-09	2007-08
Grade 3	85	0	74	0	78	0
Grade 4	75	0	73	0	76	0
Grade 5	54	0	60	0	63	7

For information reporting the percentage of students scoring at each FCAT achievement level, please see 255LVL-Y0809.pdf.

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

Note: 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.

Note: For the 2008-09 school year, no Florida public school was identified as persistently dangerous.*

* pending review of complete full year data.

TEACHERS AND STAFF

Schools, districts, and the state ensure that teachers and staff are professionally qualified. School boards must provide a learning environment conducive to teaching and learning.

New Staff

The table shows the number and percentage of instructional staff and school-based administrators who were newly hired at this school in 2008-09.

Staff Type	Total Number for 2008-09	Number Newly Hired for 2008-09	School %	District %	State %
Instructional Staff	73	13	17.8	16.5	14.8
School-Based Administrators	3	1	33.3	20.9	17.6
Total	76	14	18.4	16.7	14.9

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 %
Degree Level	Number	2008-09	2007-08	2008-09	2007-08	2008-09	2007-08
Bachelor's Degree	61	85.9	87.1	71.5	71.6	65.3	66.0
Master's Degree	9	12.7	11.4	26.7	26.9	31.9	30.9
Specialist's Degree	0	0.0	0.0	0.6	0.6	1.7	2.1
Doctorate	1	1.4	1.4	1.1	1.0	1.0	1.0
Total	71	100.0	100.0	100.0	100.0	100.0	100.0

Percentage of Teachers Teaching with Emergency or Provisional Credentials

All Florida teachers are certified, 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	78.3	77.4	93.5
Percentage of Classes with Teachers Teaching Out-of-Field	21.7	22.6	6.5

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 %
	School %	All Schools	High Poverty Schools*	Low Poverty Schools*	All Schools	High Poverty Schools*	Low Poverty Schools*
Classes Not Taught by Highly Qualified Teachers	18.9	12.8	11.5	12.5	6.1	6.4	5.8

* 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

Florida School Performance Grade and Adequate Yearly Progress (AYP)

Public schools in Florida are graded annually based on student performance on the FCAT and the percentage of students making learning gains. Schools are assigned a letter grade (A through F) corresponding with their rated performance, with grade A representing the highest performance rating and grade F represenging a failing rating. A rating of 'I' indicates that grading is incomplete. A grade of 'N' indicates that the school is not graded. While the vast majority of Florida's schools receive a performance grade, certain types of schools are exempt from grading, including exceptional student education (ESE) centers and Department fo Juvenile Justice (DJJ) facilities.

2008-09 School Performance Grade*: B
*Certain school grades may be subject to modification pending appeal.

NCLB Adequate Yearly Progress (AYP) Report

Federal NCLB legislation requires schools to report Adequate Yearly Progress based on annual objectives for student in reading, mathematics, and writing, as well as the high school graduation rate. In Florida, this is based primarily on student FCAT performance, the graduation rate (for high schools), and the school performance grade.A separate report is available that explains AYP results for your school, your school district, and the state. These reports are available from the school board office or http://schoolgrades.fldoe.org/default.asp. For more detailed information about this school’s AYP, refer to 255AYP-Y0809.pdf.

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.


	Reporting Requirements of Federal NCLB Legislation
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 255SPAR-Y0809.pdf

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NCLB SCHOOL PUBLIC ACCOUNTABILITY REPORT2008-2009

STUDENT DEMOGRAPHICS

October membership

READINESS TO START SCHOOL

STUDENT PERFORMANCE

Standardized Tests

Florida Comprehensive Assessment Test (FCAT)

Alternate Assessments for Students with Disabilities

Alternate Assessments for Students who are English Language Learners

FCAT Sunshine State Standards Tests

Writing Assessment

Reading and Mathematics Assessment

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

(FCAT Sunshine State Standards and Alternate Assessments)

SCHOOL SAFETY AND ENVIRONMENT

School environmental safety: reported incidents*

TEACHERS AND STAFF

New Staff

The Professional Qualifications of Teachers

Degree Level

Percentage of Teachers Teaching with Emergency or Provisional Credentials

In-Field and Out-of-Field Teachers

Classes Not Taught by Highly Qualified Teachers

Florida School Performance Grade and Adequate Yearly Progress (AYP)

NCLB Adequate Yearly Progress (AYP) Report

Reporting Requirements of Federal NCLB Legislation

NCLB SCHOOL PUBLIC ACCOUNTABILITY REPORT
2008-2009