EFTA Document EFTA01709788

EFTA01709788 EFTA01709789 Warn Address Date of Birth Immunization Certification: Yes 0 No 0 Special Immunization Programs A NARRATIVE NOTE IS REQUIRED FOR REFERRAL AND OUTCOME ENTRIES STATE OF FLORIDA DEPARTMENT OF HEALTH AND REHABILITATIVE SERVICES CUMULATIVE SCHOOL HEALTH RECORD (This form Is not intended for physician's use) Race Sex • S Father's Name Mother's Name Special Health Problems - See Narrative. Place of Bin Birth Recorded; Yes 0 No 0 Screening and Assessment ' Grades K-3 K 1 2 3 Screening Date Referral Outcome . c E" 4. .9 us 2 0 0 CO Referral Outcome Screening Date I; a) Ce g 8S 0 Screening Date 1, 8 a> CC Outcome Vision ...s" -,7 fa /O Hearing I. .0 Height, Weight & Graphing /196 Nutrition Dental Health Mental Health Communicable Disease Records Review Physical Assessment Other Other Screening and Assessment Grades 4-8 If 4 5 6 7 8 [Screening Date 13 ::15 0 it Outcome Screening Date -0 8 .3) ec Outcome Screening Date Referral Outcome Screening Date Referral Outcome Screening Date P Referral Outcome /ision (J-115.7) r I I SICIR P -tearing -it- 43 ieight, Weight &Gra•hin. 14 - W • lutrition rental Health 'lent& Health communicable Disease lecords Review hysical Assessment coliosis 'ther ther 1S-H Form 3041. MAY 80 (Replaces nravinlio tadifinne ....a • ant nn EFTA01709790 FLORIDA Verification of Receipt 1111 Fr II I (NOTE: This Is not the application for the scholarship.) • I verify that I have received and read the initial eligibility requirements 44 of the Florida Bright Futures S r the year 2004. Name or SCHOLARSHIP PROGRAM Signature Date Please return to your high school guidance counselor EFTA01709791 THE SCHOOL DISTRICT OF 1997-1998 END-OF-YEAR REPORT IIIIIIIIINME."....., ,•••• Elementary School school In a continuing effort to keep you informed, this report card insert is being provided to notify you of your child's progress toward meeting the school district's desired levels of performance in reading, writing, and mathematics. Your child's end-of-year performance level in reading, writing, and mathematics is identified below. READING WRITING (COMPOSITION) MATHEMATICS EKAt or above grade level L1 At or above grade level ErAt or above grade level El Below grade level* El Below grade level* K Below grade level* *If Below grade level has been indicated for reading, writing, and/or mathematics, you will be asked to participate in the development of a plan to improve your child's academic performance. This plan will be developed at the beginning of the 1998-1999 school year. EFTA01709792 SEX RACIAL/ETHNIC GROUP MVVhite, Not Hispanic O Black, Not Hispanic U Hispanic O American STUDENT NUMBER Indian/Natiye Alaskan Islander • Asian/Pacific ADDR , . . al) Verified by Birth Certificate: O Yes If Not, What Type Verification? • • NA THER RESPONSIBLE ADULT AT HOME: P G OA s .11:01•4:1•141•111116•111.1.10100•11101.61•11.-11.•• Name Street City /.._Q-4. . I ma - .4 I Date First Entered This District g —q -1. , Withdrawal Date Withdrawal Date, Withdrawal Date f Grade: FLORIDA PERMANENT RECORD CARD CATEGOAY A - Education Records GRADES K-5 School Year: 19- 19.94 Grade Grade: Grri4 dr : School Year: 19 93 -19 4/,‘ School Year. 19 -19 (4 5 School Year: 19 I -19 School Year -19 - 9 .7 - Days Present: (4,(0 Days Absent: 4 Days Presem: i , 2- Days Abient .3 Days Present: 1113 Days Abukir. '1 Days Present. AR Days Absent: // Days Present: I'D I Days Absent: \-3 Subject Teacher Mark Subject • Mik Subject Teacher I ark Subject Teacher Mark Subject Teacher ark MATHEMATICS MATHEMATICS MATHEMATICS MATHEMATICS II MATHEMATICS 1,y READING READING 11 READING READING READING a LANGUAGE LANGUAGE LANGUAGE JANGUAGE C...- C...• LANGUAGE SPELLING HANDWRITING N, SPFU-ING SPELLING HANDWRITING SPELLING HANENVRITING ‘6 - SPELLING HANDWRITING HANDWRITING STUDIES SOCIAL STUDIES SOCIAL STUDIES SOCIAL STUDIES 7:1 SOCIAL STUDIES % _ROCK! SCIENCE and _HEALTH SCIENCE and JiEALTH 6 SCIENCE and HEALTH V SCIENCE and HEALTH 3 SCIENCE and • HEALTH 'FS BEHAVIOR CODE AVERAGE 3 BEHAVIOR CODE AVERAGE ..3 . BEHAVIOR CODE AVERAGE. BEHAVIOR CODE AVERAGE 3 BEHAVIOR CODE AVERAGE 3 ind,cine: Promote IP) Retain (RI Summer sow, (S51 Indicate: Promote DPI Retain (R) Summer School (SS) p Indicate: Promote IP) Retain (R) Summer Shod as p Indicate: Promote (P) Retain (R) sworn., School MS) ? Indicate: Promote (P1 Retain (R) Summer School MS/ tp IP Grade: OS— Schoot (Grade: School: (Grade: School: (Grade: School: (Grade: School Year 19- C -19 G School Year 19_•19 School Year 19 -19— School Year 19_-19— • School Year 19 .19 Days Present /1 1 Days Absent: q Days Present: Days Absent: Days Present: Days Absent: Days Present: Days Absent: Days Present: Days Absent: Subject Teacher Mark Subject Teacher Mark Subject Teacher Mark Subject Teacher Mark Subject Teacher Mark MATHEMATICS MATHEMATICS MATHEMATICS MATHEMATICS MATHEMATICS READING 9 ) READING READING READING READING LANGUAGE c.l- LANGUAGE LANGUAGE LANGUAGE LANGUAGE SPELLING C.• SPFLI ING SPELT ING SPED ING SPELLING HANDWRITING d HANDWRITING HANDWRITING HANDWRMNG HANDWRITING SOCIAL STUDIES r, SOCIAL SH.IDIES SOCIAL STUDIES SOCIAL STUDIES SOCIAL STUDIES SCIENCE and HEALTH 0 ISi kEiN CE and SCIENCE and HEALTH . SCIENCE and HEALTH SCIENCE and HEALTH BEHAVIOR CODE . AVERAGE s.. BEHAVIOR CODE AVERAGE BEHAVIOR CODE AVERAGE BEHAVIOR CODE AVERAGE BEHAVIOR CODE AVERAGE Indicate: Promote IP) Retain IR) Indicate: Promote (P) Retain (R) Indicate: Promote (P) Retain Mr Indicate: Promote (P) Retain (R) - Indicate: Promote (P) Retain (A) 01-93d0 EFTA01709793 FLORIDA CERTIFICATION OF IMMUNIZATION Legal Authority: FLORIDA STATUTES 232.032, s. 64D-3.011, F.A.0 and s. 65C-22.006, F.A.C. LAST NAME J PARENT OR GUARDIAN D i r e t t i o n C • Enter all appropriate doses and dates below. • Sign and date appropriate certificate (A-I, A-2, R. or C) on reverse side of form. • If the child is pnw•nting for the 7th grade requirement only and has preciously filed a Certificate of Immunization (680A or 680A-I) with their current Florida school, fill in boxed areas below and complete Part .t-2 on the reverse side of this form. For additional information: See Immunization Guidelines for School and Child ('are Facilities for information and instructions on form completion and immunization requirements. Guidelines are updated annually and are mailable from the local county health department. FIRST MI DOB MO/DMYR Child's SS# (optional) SEA IF imMt UATION ID# VACCINE. DTaP/DTP2 DT3 Td' Polies HIB` MMR (Combined)' (Separate)' Hepatitis B' The state immunization ID# is an identifier supplied by the state immunization registry (optional). 2 DTP 5 doses required. If the fourth primary dose is administered on or after the fourth birthday a fifth dose is not required. DTaP is an acceptable alternative for one or more doses of DTP. DT (pediatric) is acceptable if Pertussis vaccine is medically contraindicated. (Complete Part C for Pertussis contraindication.) 4 Td (Adult) Vaccine is recommended for children 7 years of age or older. s Polio 4 doses required. If the third dose is administered on or after the fourth birthday. a fourth dose is not required. IPV is an acceptable alternative for one or more doses of OPV. Polio vaccine is not required for children 18 years of age or older. 6 Hib is required for child care and preschool entry and attendance only. 7 1st dose valid if given on or after 1st birthday. Second dose (measles) valid if given at least I month after Ist dose. A second dose of measles (preferably MMR) is required for students in grades K-4 in the 1997-98 school year, and 7th grade entry and attendance effective with the 1997/98 school year. In each subsequent year thereafter, the next highest grades are included. Includes single measles vaccine (6), single mumps vaccine (H) or single rubella vaccine (I). 9 Hepatitis B vaccine series is required for seventh grade entry and attendance effective with the 1997-98 school year and kinder- garten entry and attendance effective with the 1998-99 school year. In each subsequent year thereafter, the next highest grades are included. EFTA01709794 LAST NAME FIRST Mi DOB (MO/DAIVR) Certificate of Immunization for K-12 ExcludIng7th Grade Requirements PART A-1 (Immunizations are complete for school entry and attendance grades kindergarten through 12 with the exception of the 7th grade requirement.) DOE Code I I have reviewed the records available, and to the best of my knowledge, the above named child has been adequately immunized against diphtheria, tetanus, penussis, polio, measles, mumps, rubella and hepatitis B (for kindergarten effective with the I998.199 school year) for school attendance as docurnemed on the reverse side of this form. Physician or Clinic Name: Physician or (Print or stamp) Authorized Signature. Address. Date. Certificate of Immunization Supplement for 7th Grade Requirement Part A-2 (immunizations are complete for students who enter or attend the 7th grade after the beginning of the 1997/98 school year. Each subsequent year thereafter, the next highest grade will be included in the requirement.) DOE Code 8 I have reviewed the records available, and to the best of my knowledge, the above named child has received the following immunizations required for entry and attendance in 7th grade effective with the 1997.98 school year: tetanus-diph and second dose of measles vaccine as documented on the reverse side of this form (boxed areas Physician or Clinic Name: Physician or (Print or stamp) A thorized Signature: Address Date. Temporary Medical Exemption PART B (For preschool children, children in day care and school children who are incomplete for immunizations in Part A-I or A-2.) Invalid without expiration date. DOE Code 2 I certify that the above named child has received the immunizations documented on the reverse side of this form and has commenced a schedule to complete the required immunizations. Additional immunizations are not medically indicated at this time. Physician or Clinic Name: (Print or Stamp) 7r-r-7 7;""—Expittition Date: (I5 days after net immunization appointment) Physician or Address: Authorized Signature. Date. Permanent Medical Exemption PART C For medically contraindicated immunizations, list each vaccine and state valid clinical reasoning or evidence for exemption: DOE Code 3 1 certify that he physical condition of this child is such that immunizationts)as indicated in Part C above is medically contraindicated. Physician or Clinic Name: (Print or stamp) Physician Signature. Address: flit 610. 8:98 , replace, earlier edition, i Shwa. unibtr : 5740400•06110-40 Date. EFTA01709795 THE SCHOOL DISTRICT OF • NEW/RETURNING STUDENTS REGISTRATION BACK 131) STUDENT uves WITH ICHECIL OKI RIBOTH PARENT} K MOTHER II ---- I FATHER 9 SHARED CUSTOOT 0 011iePt (33) "IlAkSPEATE3 DE 6441/43 ,.I 54 InNopomo4 lo/Lom, schml In Comm N ether dm. pmon0 2.1/435 1331 13 THERE A COURT ORDER BARRIO EITE4R PARENT FROM CONTACTING THE STUDENT DLIRING DIE SCHOOL DAY> 0 IF YES, PLEASE PROVIDE THE SCHOOL THE COURT OROFR Ilf/A0EIN4221 YES IS NO WITH A COPY OF 13A) FATHER/GUARDIAN DOES FATHER HAVE CUSTODY> DYES in NO YES 1351 MOTHER/GUARDIAN DOES MOTHER HAVE CUSTODY> 0 ',Es 0 NO YES ..., TA.. AQUA LAST OPST WA NOW Lau ST ICF0.'non va.s4 Tar RAU OS INII.004INT M RAU CV INP.OTHINT l. Ill IIIIMOSS 443.4 NIGH I VVL U A N l A 0 lmom SOFFAX B 0 SORK FRO. Slat C D. A. O'N 0...• iosAFE, T. of soar° D 0 Tom Tost-FavAwr (ITOFAICAUCOU1411) E 0 TOFEFAA•mtFT•FF.Fm RHAFAIS or MOW H. t 1 ,A El 0.04INTOIT 1004 B Amman T.* D soma rOsTF2ECONCART rrecooscAUcoasoc E I It 0 El SOW re SPOOF Tanta • FFF c 11 t"---. II " c' ICAcc."“ COADUATI •• ESORIT 1361 LEGAL GUARDAN (IF AND DOES LEGAL GUARDIAN NAVE CUSTO K Y D NO num RANI MOORS t. CCOSETTTA MALL Of LISEDDLINT ITALALIS MY , EMERGENCY HEALTH AND SAFETY INFORMATION PART I PC4500151 P 139/ PASSWORD 'Liu T I) C0ARACTERSI (40 mincsalo Poi ellINIIN(Y nba, 14'I NAME PHENF RR AT IONSHLP En an YES E] NO -racielonoin ADDRESS RE.ATIONSHW F—D y YES ENO Au A+ ADDRESS RELATIONSHIP riethei ILA 0 YES No ADDRESS N. RE.ATONSHIP U r•I YES 0 No 145) NAME ADDRESS PHCNE RELATIONSHIP U MI YES D NO (46) PART ll E SCHOOL PERSONNEL ARE UNABLE TO CONTACT YOU PI CASE OF ILIJESS OR ACCIDENT, MAY WE HAVE YOUR PERMISSION TO CALL YOUR DOCTOR OR EMERGENCY SERVICES 191 II FCR TRANSPORT TO DIE HOSPITAL? 66 yes 0 NO (A7) FAMILY DOCTOR RID PHONE NulABER 14H HOSPYAL PREFERENCE ISO) LIST YOLR DOW'S ILLNESSES. A.LERGiEs OR OTHER PHYSICAL LMITATIONS YOUR CHILDREN IN OTHER CHOOLS: :Ill NAME OF CHILD SCHOOL ATTENDING STUDENT NO. (OPTIONAL) GRADE OATH DATE tl 4IN — STUDENT NO. (OPTIONAL) GRADE 1531 NAME OF CHILD SCNOOI ATTENOING STUDENT NO. (OPTIONAL) GRADE BRIM DAVE 1641 NAME OF CHILD 6614001. ATTENDING STUDENT NO. 10PDONAO GRADE BATH DATE . 1651 NAME OF CHIO SCHOCH ATTENDING STUDENT NO. 10PDOMIJ GRADE OREN DATE 1661 J VERIFY THAT THE INICAMATION GIVEN IS TRUE ANC ACCURATE TO THE BEST OF MY KNOKEOGE. S' -(2247 %?' DATE t FOR OFFICE USE ONLY: tsb ttwich. NO. ! I !La iTubENt IFUTTHEI (1.11 STLInNt LANGUAGE EN GO) on US tot) paw GoOf EO1 (Oa (OTIO 0A11 08/19/98 103) SAC COOT O88C (64/ PARENT/GUARDIAN LANGUAGE EN 155) GRAD) (DEL O8 IGO CALENDAR O1 Ibl/ TUCKER 110. an) REASSI13110 DA•ADIA OIDESOL 131.1•1441 I COOP 0 F 3FSF WI TRANSPORTATION OTIS 0 wg 0 1 2 3 6 5 0 1;01 ITRIFICATION Of BIRTH 1 1 3 1 5 6 ) 5 5 T 911 NRS Z A B 2 021 POOAUNTATION °intuit CHEER AND DATE Mi., AMMO; ['CATE IIWALIMEA-FONS 0 DATE VERS:CATi00 OT PINT.. ARCORDS 00ATE SOCIAL. SECOND ( n NC tOITTIGNA. Li 0*IC 64.1251CA4 CAAMS 1131 DATA ENTRY COMPUTED ID. DAIL 1 4636 OM 3/51) EFTA01709796 THE H L DI TRI T F i STUDENT NUMBER: VERIFICATION FOR NEW/RETURNING STUDENTS: TO THE PARENTS OR GUARDIANS: NEW STUDENTS: ;omplete al non- shaded areas on both sides of form RETURNING STUDENTS: Please review both sides for correctness of typed information. II the information printed is incorrect, please correct it by carefully and lightly crossing out the incorrect information and writing the correct information above 1. EW/RETURNING STUDENTS REGISTRATION DISTRIBUTION: GRADE: 06 STDT ...^•, A 2 in a (I, STUDENT 5 < Eat 717.1)f I (2) ALSO RNOVER AS mr 3 LD AL ADC RE SS III MARIN: LIONESS ..,„, , „ 1/2: SIY L3 LOXAHATCHEE FL w,4.> s Dui ....off yr iv* Uri ITY/1 li :oor triV STY.1 Iiii OM IS STUDENTS SO:IA I. SECURITY NO ,OPTIONAL/ :61 HOmi PRONE NO IT SF x F FEMALE MALE - OF IR) . . I FACE AARICAN momm I OR ALASKAN 'miner NLAcA B NOR-HISPARiC I A grFI: RISLANDEP 0 H MSPANIG 0 W mo wt EHISPANIC I M muLTLPAGtAL IS. DATE DE BIRTH MYCliii Hs ,101 PLACE GIRTH U %An (II) RESIDENT STATUS E 2 EMT 0 0 FOREIGN EXCHANGE STUDENT 0 3. IN-CO./NTT 0 I OUT-OF-COUNTI RESIDENT -YE -STATE RESIDENT RESIDENT III) ENTRY DATE MTV USA 113) FEDERAL E TES TES' D YES 0 YES 0 YES IMPACT AID SURVEY n NO A. THE STUDENT n NO B. THE STUDENT M 110 C. ME PARENT 5 NO D. THE PARENT C NO E. ME PARENT il Its. RESIDES ON FEDERAL PROPERTY. RESIDES IN LOW PENT HOUSING. IS IMKOYED ON FEDERAL IS EMPIOYED ON LOW 4EN1 IS N THE UNIFORMED SERVICES IS ME PARENT ON ACTIVE DUTY? AIR PONCE 0 ARMY PROPERTY HUSHES OF I COAST LOCATED IN PALM BEACH COUNTY. LOCATED IN PALM BEACH COATI. THE UNITED STATES. I `ES D NO GUARD D MARINES 0 NATIONAL GUARD I NAVY 1141 1445 THIS CLEO BEEN ENROLLED IN ANY PRISCHULIL7 0 C CHAPTER I 0 U PM-1( OISABIIIIIES D F PRE-I EARLY INTERVENTION I H. HEADSTART E M E II NON (PLEASE PLACE A CHLUMARA ( jor BY EACH PROGRAM WITH M. ASTERSK I 1k) TM PROGRAM ELM CHILI MIGRANT PRE-II -SUBSIDIZED CHILD CARE ATTENDEE. ALSO. INDICATE WAS IN THE LONGEST) I 0. OTHER 0 3 3USSIDIZEC CHILD CARS (IS) IS ME STUDENT A SINGE PARENT? 0 YES NO NO 'IS) CUREItilt GNAW LIAR 06 TRANSFER INFORMATION: (I7) ' (IR. A I N (19) OA'E CF LAST ArENDANCE 3.one off' iqq g (23/ . . 3kS . it AT- (RR, OA' ATTENDED FREE OR REDUCED PRICE LUMI I MIIIIIIIII M (231 HAVE YOU FILLED OUT AN APPLICATION FOR FREI OR REDUCED LUNCH? (APPLICATION IS PROVIDED WITH IRIS REGISTRATION FORM/ YES 0 NO WE REALM SCREENINGS: I GIVE PERMISSION FOR MY OVID TO & GAN HEALTH SCREENINGS. THESE. TESTS MAY BE GIVEN INCIYIOUALLY OR IN GROUPS. gi YES YES I NO (251 SODIELA FLUORIDE: I GM PERMISSION FOR MT CHILD TO PARTICIPATE IN THE SOCIUM FLUORIDE PROGRAM 6if YES TO FREVENT DENTAL MCAT. PERMISSION IS VALID THROUGH GRAM SIX. YES I NO NEW STUDENTS TO HOME LANGUAGE SURVEY (26) WHAT LANGUAGE IS SPOSEN IN THE HOME 51 THE PAFANT or GUARDIAN. En ‘isk (27) WHAT LANGUAGE IS WILDE IN THE NOME BY THE STUDENT? . Eng\ ‘ 31-N 1281 DATE OF ENTRY INTO THE Mt PROGRAM 129) LANGUAGE SLAW I. IS A LANGUAGE OTHER THAN ENGLISH USED IN THE HOME? 2. DOES THE STUDENT NAVE A FIRST LANGUAGE OTHER THAN ENGLISH? 3. DOES THE STUDENT MOST FREDUENTEY SPEAR A LANGUAGE OTHER THAN ENGLISH? ,YES OTES ITES Ei NO g NO rAl NO (30) DISCLOSURES lot ION *Nov Imo this SCHOOL DISTRICT HAS THE STUDENT EVER: I. BEEN EXPELLED ERDM SCHOOL? 2. HAD AN ARREST FESU.TING IN A CHARGE' 3. HAD ANT JUVENILE JUSTICE ACTIONS? I TES OYES OYES RI NO J NO ri NO EFTA01709797 THE SCHOOL DISTRICT OF - NEW/RETURNING STUDENTS REGISTRATION BACK (31) STUDER' IDES WITH COCCI ONE? VBOTH PARENTS D MOTHER 0 FATHER :1 SHARED CUSTODY E OTHER 12) TRANSPORTED BY Stirlen will be tonspertod to, lien I by elem. if ellr thee poten0 (131 IS THERE A COMB ORDER BARRING EITHER PARENT FROM CONTACHNG THE STUDENT OUITUNC THE SCHOOL. DAY) 0 IF YES. PLEASE PROVIDE THE SCHOOL THE cnURTDROFR REMOVING OR YES D NO WITH A COPY OF lialigig m DOES FATHER HAVE CUSTODY? OYES ONO , DOES MOTHER KAYE CUSTODY? D YES 0 NO YES YES FART NAM mom LAST Nor lame MOLT TART CON (A 5 5 4 , m Clete\5 of OCO.PATNN aP4ATAT al unl it...tr .\ thr -%L.:4-43 ry.e. op aNnoToRTNT — II ORII Mats. nee ROPY PEON OWNS,. NOt LIB/ HIGHEST LtVtl OF tDUCATION COMPLETED (OFTIOYAL) A D ....7........x. ..... t0en B ❑0 ,r „,, '„.,r, C 0 PRAINJATO D El 1.0.4 POTT•Sitaear mares. rmaren E 0 ritoNRCAL/COUTOI 01.01.0 n anvil (34 A HIGHEST LEWL OF EDUCATION COMPLETED .OPTIONAL) Ill 0.0.004 9000. BOSOM/ .0. $000 10.104 iNis C 2 17,..,....,,, D0 !ow .44tortusy E II 710.1•CWCaltal 11411 LFOAL GUARDIAN OF ANY) DOES tEGA. CIAARDLAN NAVE CUSTODY, K c 0 No — CON STAT. VP oa .,...” .fa.-N_ utp, .... cNIflos. ... EMERGENCY HEALTH AND SAFETY INFORMATION PART I PERSoNIM OTHER THAN PARENT AuTHOILZEC TO PICK LP STUDENT . 39) PASSWORD AMR 10 CHARACTERS) %ea AcT1. 41,44 Pah 1.5•004-• (III RAW ADDRESS It oaci PRONE RELAT/014SFur 6 -rn.-.1 'non", IWYES 0 NO f- li In YES 0 NO ADDRESS PHONE RELATIONSHIP nonf P Cl ADDRESS PHONE RELATIONSHP cc-, en' s' 2 YES 0 NO ALNLAttSE pnulit RELATIONSHIP U ri YES 0 NO (45) NAME ADDRESS PHONE RELATIONSHP fl YES D No filiti PART II If SCHOOL PERSONNEL ARE UNABLE TO CONTACT you LN CASE Of ILLNESS CR ACCIDENT. MAY NvE NAVE YGJR PERNISSON TO CALL TOUR DOCTOR OR EMERGENCY SERVICES 1911) FOR TRANSPORT TO THE HOSPITAU g YES 0 ND (47) FAMILY DOCTOR (44) PHONE NIARIER (45) HOSPITAL PREFERENCE • Cy c THER PHYSCAL LIMITATIONS Y-L O./‘ YOUR CHILDREN CHILDREN IN OTHER • CNOOLS: 1011 NAVE OF (MILD SCHOOL ATTENOPIG SELL:W.1 NJ. IUPT)NAI GHADt WEIR LATE SILOEhT NO. 1OPTiDNA,) GRADE (531 NAME OF CORD SCHOOL ATTENDHC. ST. °PAT Na (OPTIONAL) GRADE BIRTH DATE 1041 NAME OF (MILD SCH004. AT TENDHG SILULAT MN. (OPTION/NO (*RADE BIRTH DATE 155) NAME OF CHILD SCHOOL ATTEIONG STUDENT ND. (OPTIONAL) GRADE BIRTH DATE (66, I fERIFY THAT THE INFORMATION GIVEN IS TRUE AND ACCURATE TO THE BEST OF MT KNOWLEDGE R I ' 16 - 99 DATE FOR OFFICE USE ONLY: (5); SCROth NE. ISS/ OVERT Nuni0E4 MI sTUCild LAIIEW,TtE EN LW tou US 11,1191iR( tun E01 161) nem JAII 08/16/99 (NN) SL Loaf 088C i6E GRADE ltett 07 (SW CAUSOAR 01 WI TEAMR ND. MU PARINTISUANDIAN LANGPAGI EN Ill) MASSIC/04tHT CODE CIA•AOM CLUE OD-ISO? OM-MAG (G, TRANSPORTATION a l " 0 N4 0 I 2 3 4 0 6 1)C/ 11Alf ICATON OE BIRTH 1 1 3 6 0 0 T S I, T A In, lin; Z U: (72) DDCUMENIATION tnipaiST (NEC% AND EATS WHEN EatvED, DOME IMMUNIENTETINE C 0AT£ VERIA.CAHON of °NTH itecorta5 0 04. 1 SIWIA1, SeC11.41., 0 0A. E PIYSICAL EXAM) NO toproNAL, 1KO DATA tNTRI COMPLETED It; :ATI 0638 Mai. LEST EFTA01709798 T C STUDENT NUMBER: VERIFICATION FOR NEW/RETURNING STUDENTS: TO THE PARENTS OR GUARDIANS: NEW STUDENTS Complete all non —shaded areas on both SideS Of form HE I URNING STUDENTS: Please review both sides for correctness of typed information. If the information printed is inCo red, please correct it by Carefully and lightly crossing out the incorrect information and writing the correct information above it. EW/RETURNING STUDENTS REGISTRATION icSTR IMITCHR Theft 0 09/0• NA oAtl GR6E 1700700 660103 OLDC10i I II/ STJOENT'S LEGAL NAM: / Cl) ALSO KNOWN AS rAc I.n. ...far I:n LOCAL AIDURESS III MAILING ADDRESS _2zarraigt_r________,„„_ LOXAHATCHEE FL •C .4r M) S}Nf.....1 APT 4 < n • I r• in. 7., , IS/ STUDENT'S SOCIAL SECJRITY NO. IOPTIONAJ IS) HOME PHONE NO. (7) I FFIAALF I MALE SEA F (8) . . 0 RACE I AIWErtiCEEN EWAN E OR AL...UM NATIVE 8 MOM-km.s.AN c 2 0 A PlICIFI:3RISLAMOCR H HISPANIC I I W rerosen.ic M MULTIRACIAL IS) DATE Of BIRTH ....,. .... OW PLACE EA biNEN Ut,„ . (II/ RESIDENT STATUS 3 0. FOFEIGN ExCHANCE MOM I. OUT-OF-COUNTY RESIDENT I II 2. Or 3. IN-COUNTY -OF-STATE RESIDENT RESIDENT II2/ ENTRY DATE INTO USA (131 FEDERAL IFS YES YES YES YES IMPACT AID SUFWEY I NO A THE STUDENT I NO D. THE STUDENT 0 NO C lit PARENT I NO 0. THE PARENT I NO E THE PARENT IF YES, RESIDES ON RESIDES IN IS EMPLOYED IS EMPLOYED IS IN THE IS TN( PARENT II AIR FOEICE FERFRAI LOW RENT UN PEEtRAL ON LOW UNIFORMED CFI ACTIVE I ARMY PROPERTY HOUSING. PROPERTY RENT HOUSING SERVICES OF ouTr Li COAST I LOCATED LOCATED THE UNITED YES GUAR) IN PAI. IN STATES I I FE ACH [MATT PALM BEACH COUNTY_ NO MMINES I NATIONAL GUARD I NAY( UV HAS THIS CHILD BEEN ENROLLED NI ANY PRESCHOOL? C. CHAPTER I D. PRE-K DISABILITIES 0 E. PRE-A EARLY INTEREENTION (PLEASE PLACE A EHECKMARK I A.NEBY EACH PROGRAM WITH AN ASTERISK I *I THE PROGRAM YOUR CHILD I II IICADSTART I M. MIGRANT PRE-K I N. NON-SUBSIDIZED CHILD CARE ATTENDED. WAS I I ALSO: INDICATE IN THE LONGEST.) 0. OTHER S. SUBSIDIZED CHILD CARE 11S. IS THE STUDENT A SINGLE PARENT? NO I TES I Nu EIS) CURRENT GRADE IKEA 07 TRANSFER INFORMATION: (Ili NAME or 3cicUoc MANN ERRING (RUM 1110 CITY UR LOCATION CIA DATE OF LAST ATTENDANCE (20) GRADE LEVEL rEll LAST PALM SCHOOL ATTENDED IN PALM BEACH COUN'Y 122) DATE ATTENDED FREE OR REDUCED PRICE LUNCH AND HEALTH INFORMATION: 123/ HATE IOU FILLED OUT AN APPLICATION FOR FACE OR REDUCED LUNCH) kr YES (APPLICATION IS PROTEIN() WITH Tills REGISTRATION TORMI I NO 24) HEALTH SCREENINGS: I GIVE PERMISSION F04 MT CHILD TO BE GIVEN HEALTH SCREENINGS. THESE TESTS MAY SE GI4N INOWIDUALLY OR IN GROUPS. YES I Di 9 ND (ISI SODIUM Co/ORIOE: I tiSt PERMISSION FOR MY CRIED TO PARTICIPATE IN THE SODIUM FLUORIDE PRCGRAM TO PREVENT DENTAL DECAL PERMISSION IS LAUD TNROIFGH GRADE SIX. YES I Et) I NU NEW STUDENTS TO HOME LANGUAGE SURVEY (26) WHAT ANFMAAF II SPOKEN IN THE MIA) 127) WHET I ANADAGE IS SPOKEN NI THE PARENT or GLARCiAN IN THE HONE BY THE Mean? an DATE OF ENTRY INTO THE ESOL PROGRAM CIS) LANGUAGE SURIEY I. IS A LANGUAGE OTHER THAN ENGLISH USEC IN THE HOME? 2 DOES THE STUDENT HATE A FIRST LANGUAGE CITIES THAN EXCUSE? 3. DOES TIE STUDENT MOST FRECUENTEY SPEAK A LANGUAGE OTHER THAN ENGLISH? I YES I YFS DYES I NO I N) I N) OW DISCLOSURES lot Ilru entry sou alt SCHOOL DISTRICT HAS THE STUDENT UFA: I. REIN IMMO FROM 501001? 2. HAD AN ARREST RESULTING IN A CHARGE? 3. HAD ANY JUVENILE JUSTICE ACTIONS? Ills I IS I I I NO I NO 1I NO EFTA01709799 THE SCHOOL DISTRICT OF 9-12 Academic Improvement Plan (AIP) SY: 04 SCH: OUti: FNRT: FCAT: NAP: PRIM: COM GR: 11 ASS: 5 RET: 1 MATH: READ: 360 MATH: 314 5.0 AIP: R-ZL it- Z1 M-LF S-FE LLP: 504: 0 READING ID WRITING ca S2 1— ,-. an oa of K Textbook Assessments E) EDL K FCAT Diagnostic I Practice Tests K Diagnostic Software O Other (see attached) n Palm Beach Writes K Portfolio O Performance Assessments K FCAT Diagnostic/Practice Tests K Diagnostic Sothvare O Other (see attached) ro MATHEMATICS Textbook Assessments 2,efolici 0, SCIENCE ormance Assessments FCAT Diagnostic/Pradice Tests O Diagnostic Software El Other (see attached) gtenter Sense. Concepts and aeons cement aY ac Thinking ata Analysis and Probability O Reading in Content Area Specific Concepts arsodbook Assessments K Porddio w Perfamance Assessments FCAT DlagnostidPractice Tests ID Diagnostic Software O Other (see eteched) 8'1 g Phonemic Awareness ci Rhyming O Syltabkation O Segmenting/Blending Phonics K Sound/Symbol Correspondence K Decodirg/F_ncoiing Fluency CI High Frequency Words El Rate Vocabulary O Structural Analysis O Word Meaning Text Comprehension O Questioning O Summarizing Types of Writing K Ward/Sentenx writing O Paragraph Writing K Compositor) tinting Awareness/Application of FCAT Writing Rubric K Foos K Support K Organization O Convections Compositions E Narrative E Expository K Persiesive A.$0.-Vlekt IstAC rtc•• O The Nature of Matter O Energy O Face and Motion ID Processes that Shape the Earth 0 Earth and Space of Life How Living Things Interact with their Environment IX The Nature of Science concepts Reading In Content Area SpecificConcepts 11,4O;,,o Tutoring O During School Day K Afterte'ore School / Saturday inshictional Alternatives K Temporary Skil Groups D Cooperative Learning Groups O Guided ReadingNWiting Groups O Technology O Other (see attached) Assignment Alternative o Time K Quantity El Product Requirements O Child Study Referrals O instructional Reading Tutoring I:1 During Sdlool Day K AftodBefore School / Saturday Instructional Alternatives ci Temporary Skill Groups K Cooperative Leaning Groups O Guided Readognitrig Groups O Tedmology O Other (see attached) Assignment Alternative O Tine O Quentin/ O Product Requirements O Chid Study Referrals El Instructional Language Ms Tutoring O D School Day ore School/ Saturday lns ctional Alternatives O T Skill Groups ooperative Leaning Groups K fectnology O Other (see attached) Assipment Alternative Winne O Quantity O Product Requirements O Child Study Referrals O Instructional Mathematics rrigitoring LJ During &hail Day El After/Before School / Saturday Instructional Alternatives O Temporary Skil Goole alive Learning Groups Gulled ReadingAYriting Groups O Technology O Other (see attached) Assignment Alternative IT ime Quantty Product Requirements Child Study Referrals K Instructional Reading Student progress will be monitored throughout the school year, and student progress will be reflected on the report card, O Successfully Remodeled El Requires New AIP Next School Year O Special Senices / Placement O Other (see attached) K Suddessfully Remediated O Requires New AP Next School Year K Special Services i Placement O Other (see attached) K Successfully Remediated O Requires New AIP Next School Yea- El Special Services I Placement K Other (see attached) O Successfully Remo:Gated ID Requires New AIP Next School Year O Special Services/Placement O Other (see attached) O Deficiencies due to non-attendance (refer to Attendance Specialst) Parent/Guardian CommItment/Contribution Check all that apply. K Monitor Attendance / Tardies O Check Homework O Encourage Reading at Home O Reinforce Skills O Attend Parent Conferences O Sign Daily/ treekly Notes K Attend Parent Curriculum/ Information Meetings 681 (REV. 8/12/2003) ORIGINAL - Cumulative Folder COPY • Te SIGMA! ant 0. r'AlteNT IGWNQAN er r-• •aren ua wan [Alt EFTA01709800 Studer! leacher: School: Principal: TH FLORIDA KINDERGARTEN REPORT CARD Vnnr 10 C) The areas listed on the checklist as well as music, art and physical education are included in the kindergarten curriculum. The checklist is composed of skills that are essential for students to master if they are to be successful in the primary grades. All activities provided in kindergarten lead toward the attainment of these skills. The teacher determines the appropriate time for the student to begin formal instruction in each skill. Beginning with the second marking period, the checklist is used to report student progress. NONACADEMIC BEHAVIOR GRADES $5 This grade reflects the students overall conduct in all school activities. 4 = Very Good 3 = Good 2 = Fair 1 = Poor Parent conference requested Parent conference requested • Marking Period Isl 2nd 3rd 411 Noracadomic Behavior 2- 3 ,-.5 3 ATTENDANCE Marlon Peri3d Regular attendance and punctuality are essential for quality education. 1st 2rd 3rd 4I1 Days Present 3q 41 42 ihd Days Absent i .5 0 0 Days Tardy 0 0 0 0 INFORMATION INCLUDED 7 TEACHER REOUESTS CONFERENCE 'PLACEMENT Grade Summer School Program It summer school program is indicated, grade placement will be determined by the home school. KINDERGARTEN CHECKLIST MARKING CODES formal instruction has not yet begun student receiving formal instruction to meet specific needs and ex- periencing difficulty with skill student receiving formal instruction and making satisfactory progress student consistently performs skill accurately and efficiently Tho asterisks (*)indicate critical skills. CENTRAL PROCESSING BODY IMAGE Irritates Body Motements Identifies Body Parts Assernsles Bocy Paris GROSS MOTOR Creeps Ruts Jumps Hcps Balances Gallops Barites/Catches Ball HAPTIC Moves Through Obstacle Cense Follows Commands Using Body Identites Othects by Touch 3.3 Sorts/Matches °Betts by loud' 3 4 FINE MOTOR/EYE HAND Stings Beads 4.1 Assert:ties Puzzle 4.2 CAP :`s Shapes 4.3 Matches/ Pastes &rapes 4.4 Ci.ts Circle 4.5 Cclors Objects 4.6 Stgueaces Fingers 4.7 2 2.1 2.2 2.3 2.4 2.5 2.6 2.7 3.1 3.2 tZNQ VISUAL DISCRIMINATION 5.1 5.2 Suns ay Color Sorts ay Shape Sorts by Size Matctes Pictures 5.4 •Ichntilies likenesses/Differ- vv. D ci ences of Numbers S.5 'Identities LlbleCis by Relationships •Idwitities Likenesses/Differ- ences ol Letters 5.7 Identities Sue Relationships 5.8 5.3 2nd 3rd 4th VISUAL MEMORY 'Recalls Colors Sequences Shades 'Sequences Natters •Sequences Letters AUDITORY DISCRIMINATION Names Scunds Identities Likenesses/Diger mum of words 7.2 6.1 6.2 6.3 6.4 Flan' 7.1 MN Identities Rhyming Words 7.3 Identities Likenesses/Differ ences of Sounds 7.4 AUDITORY MEMORY Avows Sound Pattern Repeats Sentence 8.2 'Segue hes Nuptials -Fratorrs DlItC100.1 'Sequences Letters LANGUAGE LISTENING Recalls Information 9.1 Predicts Outcome 92 'Retells Story 93 SPEAKING 'States Full Name 10.1 Descnbes Common Objects 10.2 Uses Complete Sentences with Proper Sarsech Patterns 10.3 PREREADING Interprets Pictures 11.1 Recognzes Lapels 11.2 Recognzes Own Name 11.3 'Illustrates Story 11.4 'Recognzes Lepers 11.5 PREWRITING Demonstrates Mastery A Fine Motor Skills •RW0Ckhes First Name 12 I 122 2n0 3rd raoll NEVI MBA ENVIRONMENTAL AWARENESS Obterves Accurately Makes Comparisons Predicts outcomes Phases Siondisant Questions 13.1 13.2 133 13.4 2nd 3rd 4th man MATHEMATICS NUMERATION 'Matches Ole-D•One 14.1 'Names Numerals 0-10 14.2 'Matches Sets and Numerals to 10 14.3 'identities Ordiral Positron 14.4 FRACTIONS •Identifes One-Nall GEOMETRY Identiles Shapes MEASUREMENT Canons Objects 'Orders Objects Ithohles Use of Measurement hots Measures Objects SPECIAL TOPICS Identifies Cohn States Valt5 01 C0003 dons/Separates Sets 2nd 3rd 4th CO*: IS NJV. MI 15.1 16.1 17.3 17.4 Goldenrod/1st Period Pink/2nd Period Yellow/3rd Period Grnn/41li Pried WhIlo/Oltlee Copy SC 6307 EFTA01709801 SCHL: TCHR SAC: ooec AHA CHEST VISION: F DATR/4 ,4 ?}DARING : (P7 DATE/A ? 4 , SCOLIO : P F DATE Health Codes i f A r i I S h a s i d e t Hip Urn Iling Own Caga Hump Shoves, Spine Scapula RH, L Lumbar tiverp Plaits& Seri - esc14 We Myrna -....r EFTA01709802 2 Address /Address CONSECUTIVE SCHOOLS ATTENDED Date Enrolled Date Withdrawn Signature Sending School* -(4,1, 1'195' TRANSCRIPTS SENT Dm Sot Sigsittri Sanding SChOol* principal or designee of the sending school will sign to Indicate the irds are in compliance with stated requirements at the time they are SECTION 3 CHECKLIST OF CUMULATIVE DATA Contents of the Cumulative Folder should be arranged in the 'onowirq order. Date' q 69c 3 1.flonda Permanent Record Card - Category A K-8 2.Florida Permanent Record Card - Category A 9-12 3.Special Characteristics Card 4.Notice of Psychological Evaluation stapled to back of Special Characteristics Card 5.Registration Forms - most recent on top 6.Cumulative Health Record - Immunizations. Birth Certificate and Physical Examination stapled in- side 7.Other legal information, such as court order, affi- davits and correspondence from community agencies 8.Standardized Test Data Card 9.State Student Assessment Test Record 10.Special Education Information (Staffing, Psy- chological, placements, etc.) 11.Suspension letters/discipline record 12.Teacher/Counselor comments (behavioral ob- servation, anecodotal records) 13.ESOL Student Reporting Form and ESOL Student Record 14 Student Progression/Summer School Informa- tion ELEMENTARY 15.Kindergarten Checklist Purge after 6th grade 16.PREP (SIR) folder Purge after 6th grade 17.CommunicatIons Skills Record Purge after 8th grade 18.Mathematics Record Purge after 8th grade 19.Chapter I Purge after 8th grade SECONDARY 20.Honors and Activities 21.Work Experience 22.Driver Education Certificate 'The individual responsible for the introduction of each item will place initials and date by that item in ink. •• • 4•11•••• • /Or -raft. WN 01-9350 EFTA01709803 ALGEBRA I IX A=SUPERIOR WORK b=ABOVE AVERAGE P.PRT: TS4652 YEAR: 01-02 STUDENT: SUMMER SCHOOL CENTER: HOME SCHOOL CENTER: • SUMMER SCHOUL STUDENT GRADE REPORT PUBLIC SCHOOLS FLORIDA DATE: 07/24/02 TERM: 5 GRADE: 09 FL-I : FL-IO: ----COURSE TITLE---- --COURSE IU-- ----TEACHER---- ABSENCES GRADE CREDIT • 1200310 C•12 314 Pii . TOP COPY: STUDENT COPY A C=AVERAGE D=bELUM AVERAGE MIDDLE CuPY: F=FAILURE W=W I THORAWN I=INCOMPLETE SUMMER SCHOOL LAST COPY: HuME SCHOOL EFTA01709804 &Rape d- nsr "31 4 ma' 7-10 Pala ODIERIWORMATAM CTBS/4 LEVEL 12 FORM A 404 nRars 03 wwm= 4 AGE 8- 9 RIPE NO OIMP INFORMATION CTBSi NAME ,VILLA TUT CATE MY 9 - 9 mum:. cireit r5/4 " LEVEL 14 FORM A NAME alum Kit 10 - 10 r"" CHI f luf MVIION i nald CTRS/4 LEVEL 15 FORM B <COEN TEST RECORD INFORMATION TUTL READ READ COMP KEAVIUIL VOCA MATH MAIM CEA MAIM COMP 74 Q3 Q747 READ uMP ' 95 92 t Q4 Q4 T'PE REAE COMP VOCA MATH LEAH 21E MECH rXPR r Q4 9 I 0 TOTI 6FAO RFAD TEM CCDPE SCOPE 4 11 — 9 "" PROWAI,DN IBS/4 LEVEL CEA 'COMP 64 " ATM ATH ENCE STUD [srr KtAu MAIM rre MIL lANa LANE MFCH LAmis FYPR (multi) 86 04 6 0 8 3 ..._.. ___. . ..._ . ..._ scont nye UM KtAV EAD COMP tAU OCII LULL MATH MATH MATH LEA COMP IMYAW 6 FORM A I 'Pe c17,1r. c 87 I Q4 __. _ . _ I I L_._ ___. 73 Q3 M )280 01 -9330 •-- .. ••••••••..i...manws, urnina •-•••••••• •••• ute,jt ntormon„ arsine. 6, I 01 13m3 Jona ISOdn 01 alit 1AORItt WIRD* Mai 01 Rail 1A0011 VIVIHOR ISM') 01 atm JAONIN JARMO' ISOAK1 01 11,01 JACHla '1AISINOlt 15003 01 /Dal 3A0H3/ ADHESIVE REMOVE LIIIEll SO EXPOSE ADHESIVE, REMOVE LUILk ro EMS( AOMESERE MOVE Erni TG EXPOSE itONEPATE, itEMOvE LINER tO EXPOSE ADHESIVE REMOvE LINER tO UPCSE ADHESIVE. REMOVE 01 Awl 110m3$ OuSittav nom cu n3N11 IAOH33 MOO 01 Stial 1A0111 '1AISINOv 1S)dX3 01 luau Mtn tRAIS)HOR ISOAT3 01 $3111 MOW 'IMMO Ma) 01 Owl WPM EFTA01709805 Pose, of, IONE Wetln bmary.) 2005 215 PM YOU NEED TO COME TO GUIDANCE NO LATER THAN 2/10 WITH THE GRADE AND IF BOOKS WERE ISSUED FOR 2/9,2005 EFTA01709806 eaiirt-TS1576 Grade Sex 11 FEMALE The School District of SECONDARY STUDENT WITHDRAWAL hool Year 04/05 FL Race WHITE Birthdate Withdrawal Date Code Printed-02/08/05 FORM This is NOT an official transcript. Please send request to school center for an official transcript. Reason • crtra-4,,,,,. EACH TEACHER: Mark grades to present date. Record number of unexcused absences in upper left half of absence box; record total absences in lower right half of absence box. Collect book(s) and note return. Do all work in ink. Prds Course Sec Bldg-rm Title 01 2001340 001 ENV SCI 04-214 Signature of 02 1001400 004 ENG IV. 01-222 ^". Signature of 03 2102380 203 AMERICAN 02-103 P 5 7 Signature of 04 8301620 003 WORK EXP 04-108 Signature of 05 1001370 015 ENG 03-217 Signature of 06 8301650B 001 WORK EXP-OJT CC-OJT Signature of 07 8301650A 001 WO CC-OJT Signature of ECON EXP 3D7 III 1st Abs 2nd Abs Ex 3rd Abs 4th Abs Book Gr Ex/Un Gr Ex/tin Gr Gr Ex/Un Gr Ex/U Rt'd A 9 11/ 15/ I r IF 10/ 2 F 10/ N 17/ IF IC I c Title of books'not returned Book* Condition Price Other. Outstanding Obligations Media Specialist: Assistant Principal: Occupational Spc: Counselor/Stdt Serv: Data Processor/Date: - / / Parent: Form# PBSD 0756 (Rev. 9/90) 7r sa(74)42 7 EFTA01709807 Rprt-TS1576 The School District of • SECONDARY STUDENT WITHDRAWAL FORM hool Year 04/05 Race WHITE C p Printed -02/08/05 This is NOT an official transcript. Please send request to school center for an official transcript. Grade Sex Birthdate Withdrawal Date Code Reason 11 FEMALE E t a/V.:2r b_a5- EACH TEACHER: Mark grades to present date. Record number of unexcused absences in upper left half of absence box; record total absences in lower right half of absence box. Collect book(s) and note return. Do all work in ink. Prds Course Sec Bldg-rm Title 01 2001340 001 ENV SCI 04-214 Signature of 02 1001400 004 01-222 Signature of 03 2102380 203 AMERICAN ECON EXP 02-103 P 3 Signature of 04 8301620 003 WORK EXP 21)7 04-108 Signature of 05 1001370 015 ENG III 03-217 Signature of 06 8301650B 001 WORK EXP-OJT OC-OJT Signature of 07 8301650A 001 WORK EXP-OJT OC-OJT Signature of Gr Ex/Un Gr Ex/Un Gr Or Ex/Un Gr Ex/U 1st Abs 2nd Abs Ex 3rd Abs 4th Abs tIgpr '4 15/ / I F IF lc Ic Title of books/not returned Book# Condition Price Other.Outstanding Obligations, Media Specialist: Assistant Principal: Occupational Spc: Counselor/Stdt Sere: Data Processor/Date: - / / Parent: Form# 0756 (Rev. 9/90) EFTA01709808 ;Page: 1 Document Name: untitled PANEL: STDT: START: A17. ABSENCE DETAIL Tuesday February 8, 2005 8:52 am 011005 PERIODS A DATE DLY 12345678901234 011005 AAAAAA 011105 A AAAAAAA 011205 A AAAAAAA 011305 A AAAAAAA 011405 A AAAAAAA 011805 A AAAAAAA 011905 AA A 012005 AAAA AA 012105 AAAA AA 012405 A AAAAAAA 012505 A AAAAAAA 012605 A AAAAAAA 012705 A AAAAAAA 012805 A AAAAAAA 013105 AA AAAA YEAR: 05 SCHL:IIIIIGR: 11 ST: A CAL: VIEW: SCHL CAL PF1=HELP 3=EXIT 5=REFRESH 6=KEYBOARD 7=BKWD 8=FWD 12=ESCAPE PAGE FULL. ..CONTINUE. FY 01 05 01 05 01 05 01 05 01 05 01 05 01 05 01 05 01 05 01 05 01 05 01 05 01 05 01 05 01 05 TERML: DQ36 Date: 2/8/2005 Time: 8:53:29 AM EFTA01709809 Page: 1 Document Name: untitled PPM: A17. ABSENCE DETAIL Tuesday February 8, 2005 8:53 am SCHL: CAL: PERIODS 12345678901234 SCHL 01 CAL YEAR: 05 GR: 11 ST: A VIEW: _ FY STDT: START: 011005 A DATE DLY 020105 AA AAAA 01 05 020205 A AAAA O1 05 020305 A AAAA 01 05 020405 AA A AA 01 05 020705 AAAAAA 01 05 PF1=HELP 3=EXIT 5=REFRESH 6=KEYBOARD 7=BEND 8=FWD 12=ESCAPE NO ADDITIONAL PAGES...NEXT? TERML: DQ36 Date: 2/8/2005 Time: 8:53:32 AM EFTA01709810 Page 1 of I From: Sent: Wednesday, Februa 09, 2005 7:43 AM To: Cc: Subject: W/D W/D 2/8/05 due to non-attendance Please come down to Guidance and sign off on this Withdrawal Thanks • • 2/9/2005 EFTA01709811 FCAT Huila Comprehensive Assesmnil Tnt Spring 2003 FLORIDA COMPREHENSIVE ASSESSMENT TEST (FCAT) MATHEMATICS SUNSHINE STATE STANDARDS PERFORMANCE TASKS Student Report Grade 10 This report provides your results on the FCAT 2003 Mathematics performance tasks. Each performancetask on FCAT requires you to respond with either a short response or a longer, more detailed response. Short-response tasks are scored on a 2-point rubric and extended-response tasks are scored on a 4-point rubric. One of the short-response tasks Is shown below with a copy of your answer. The number of points you earned for your answer Is shown in the box to the right. FCAT 2003 MATHEMATICS PERFORMANCE TASKS Student Name Student Number School Name School Number District Name District Number This Performance Task Response Al Mathematics Performance Task Responses Points Possible 2 16 Points Earned 0 4 • The students in the senior class at Paradise Island High School have decided to raise money by selling graphing calculators and geometry tool kits. They have set aside 53,000 to purchase the items they need to selL They will spend 515 for each calculator, and 520 for each tool kit. Prom past experience, they know that twice as many students vii0 buy the calculators as will buy the tool kits. The inequality and equation below can be used to determine the number of each item the senior class should have available to sell, where c is the number of calculators and t is the number of tool kits. 75c t 20t s 3,000 c = 2t How many tool kits should the senior class purchase? Show your work Number of tool kits a a. Data Run Date: 05/07/2003 0063696 854200035 EFTA01709812 Spring 2003 FLORIDA COMPREHENSIVE ASSESSMENT TEST (FCAT) READING SUNSHINE STATE STANDARDS PERFORMANCE TASKS Student Report Grade 10 This report provides your results on the FCAT 2003 Reading performance tasks. Each performancetask on FCAT requires you to respond with either a short response or a longer, more detailed response. Short-response tasks are scored on a 2-point rubric and extended-response tasks are scored on a 4-point rubric. One of the short-response tasks Is shown below with a copy of your answer. The number of points you earned for your answer Is shown in the box to the right. This task required you to read a passage about an American zoologist's attempts to rehabilitate two young gorillas in Africa. Describe how Coco and Pucker change as a result of their experience with Dian Fossey. Use details and information from the story to explain your answer. FCAT 2003 READING PERFORMANCE TASKS Student Name Student Number School Name School Number District Name District Number This Performance Task Response All Reading Performance Task Responses Points Possible 2 12 Points Earned 1 5 CP-cs) ona roc arm \ -NeraWnycx- ott "rnesi lecon -‘-ruc:A. bun/O.ns. CC O. Data Run Date: 05/07/2003 C033897 853200837 EFTA01709813 Florida VirtualSchool Official Final Grade Report • 2/26/2004 Student: Student Number: Course: Biology I Grade Level: Course Code: 2000310 Date of Birth: Instructor: School: Student Address: Fl District: Honors Credit: No Semester: Final Grade: WM Credit Earned: 0.0 FLVS Code: 71.0600 prg • This is to report your Final Grade for the above course. Your grade is being mailed to your district to be included on your official transcripts. EFTA01709814 FCAT Reports Separate reports are produced for the Sunshine State Standards tests in FCAT Reading and Mathematics, Science, and Writing. A separate report is also printed for the norm-referenced tests in Reading and Mathematics. FCAT Norm-Referenced Test (NRT) Report The FCAT NRT report shows reading and mathematics scores on a Florida version of the SAT9 (published by Harcourt Educational Measurement). Student scores are compared to a national "norm" group, where a percentile rank score of 50 is average. Sunshine State Standards (SSS) Reports The FCAT SSS Reading, Mathematics, and Science reports show test scores from Florida's tests of academic standards. These reports contain subject scores and content scores. Subject scores describe the overall achievement, and content scores give the number of points earned in specific skilt areas. Success on the Reading and Mathematics tests can be best understood by using the achievement levels where a 3 or higher is on or above grade level. Achievement Levels Five categories of achievement describe the success students have with the content tested on the FCAT Reading and Mathematics. Level 5 is the highest and Level 1 is the lowest. Since science achievement levels have not been determined, science scores are ranked as to whether they fall in the lowest, middle, or highest third of statewide student performance. 5 This student has success with the most challenging content of the Sunshine State Standards. A student scoring in Level 5 answers most of the test questions correctly, including the most challenging questions. 4 This student has success with the challenging content of the Sunshine State Standards. A student scoring in Level 4 answers most of the test questions conectly, but may have only some success with questions that reflect the most challenging content. 3 This student has partial success with the challenging content of the Sunshine State Standards, but performance Is Inconsistent. A student scoring in Level 3 answers meny of the test questions correctly, but is generally less successful with questions that are the most challenging. 2 This student has limited success with the challenging content of the Sunshine State Standards. 1 This student has little success with the challenging content of the Sunshine State Standards. FCAT Certificates Students who earn Level 5 scores or whose science scale scores are greater than 400 receive Certificates of Achievement. For writing, certilicates are given to all students with scores of 5.5 or 6 and to fourth graders with scores of 5, 5.5, and 6. Certificates are not awarded based on the FCAT Norm-Referenced Test scores. Informes FCAT (Spanish) Se preparan informes separatlos para los exåmenes del FCAT de lectura y metei/Alices, ciencias y redaccien según las normas estatales Sunshine State Standards. También se imprime otro informe por separado para los exåmenes de lectura y mateméticas de acuerdo a las normas de aplicación nacional. Informe sobre el FCAT cefiido a normas de aplicación nacional (NRT) El informe del FCAT NRT presenta los resultados de lectura y matemåticas en una versión del estado de Florida del SAT9 (publicada por Harcourt Educational Measurement). Los resultados obtenidos por los estudiantes se comparan con el grupo modelo o "norma', en el que la dasiticación es de un 50% del promedio. Informes según las normas estatales Sunshine State Standards (SSS) Los informes según las normas estatales SSS del FCAT presentan las calificaciones de los exåmenes de lectura, matemåticas y ciencias de las normas académicas de Florida. Estos informes contienen calificaciones por materias y calificaciones por contenido. Las calificaciones por materia proporcionan un resumen general del rendimiento y las calificaciones por contenido que proveen el numero de puntos obtenidos en åreas de habilidades especflicas. El éxito de los exåmenes de lectura y matemåticas puede entenderse mejor utilizando los niveles de rendimiento en los que una calificacien de 3 o superior astå al nivel del grado o por encima. Niveles de rendimiento El éxito que un estudiante ha logrado en el contenido examinado en el FCAT de lectura y matemeticas se describe por medio de cinco categorfas. El nivel 5 es el mås alto y el nivel 1 es el mås bajo. Como los niveles de rendimiento en ciencias no se han determinado, las calificaciones de ciencias se clasifican con respecto a si entran dentro del tercio inferior, medio o superior del rendimiento estudiantil a nivel estatal. 5 Este estudiante tiene éxito con el contenido mås diffdl de las normas Sunshine State Standards. Un estudiante del Nivel 5 responde a la mayorfa de las preguntas del examen correctamente, incluyendo las preguntas mås difíciles. 4 Este estudiante liens éxito con el contenido däld de las normas Sunshine State Standards. Un estudiante del Nivel 4 responde a la mayorfa de las preguntas correctamente, pero es posible que solo tenga cierto éxito con las preguntan que reflejan el contenido mås difícil. 3 Este estudiante tiene un éxito parcial con el contenido clinch de las normas Sunshine State Standards, pero su rendimiento es inconsistente. Un estudiante del Nivel 3 responde muchas de las preguntas del examen correctamente, pero por lo general tiene menos éxito con las preguntas que son mås dificiles. 2 Este estudiante tiene éxito limitado con eltontenido difícil de las normas Sunshine State Standards. 1 Este estudlante tiene poco éxito con el contenido difícil de las nornas Sunshine State Standards. Certificados del FCAT Los estudiantes que se clasifiquen en el Nivel 5 o cuyos resultados de ciencias seen superiores a 400, reciben Certificados de rendimiento. En redacción, los certificados se otorgan a lodos los estudiantes que han obtenido calificaciones de 5.5 y 6, y a los estudiantes de cuarto grado que han obtenldo 5, 5.5 y 6. Los certificados no se otorgan basados en los resultados del FCAT cefildo a normas de aplicación nacional. Rapò FCAT (Haitian Creole) Yo prepare rap& apa pou egzamen lekti ak matematik, syans ak redaksyon FCAT bay swivan prensip Sunshine State Standards yo. Yo ekri yon rapò apa tou pou lekti ak matematik pou "mode] egzamen ofisyél FCAT itilize pou fe evalyasyon" an. Rapò egzamen ofisyél FCAT itilize pou fé evalyasyon (NRT) Rapd FCAT NRT a montre nät Iekti ak matematik nan vésyon Florida genyen pou SAT9 la (Se Harcourt Educational Measurement ki pibiliye Ii.) Yo konpare nät elev la ak yon gwoup nät yo konsidere Ithrn "modél pou egzamen ofisyél" la, kota swivan klasman pa pousantaj la, nät mwayén nan se 50. Rapo Sunshine State Standards (SSS) Rob FCAT SSS pou lekt', matematik ak syans lan montre nöt elév yo fé nan egzamen Florida bay sou prensip akadenlik yo. Rapb sa yo gen not pou matyé ak not pou kontni ladan yo. Nöt pou matyé yo dekri tout sa elev la reyalize anjeneral epi nät pou kontni yo bay kantite pwen elev la fe nan yon matyé byen detémine. Ou ka konprann kisa elév la reyalize nan egzamen lekti ak matematik la pi byen si w itilize yon nivo siksé kote 3 oswa plis se yon nöt ki nan nivo klas la oswa yon nät ki pi wo pase nivo klas la. Nivo slksé elev yo Gen senk kategori siksé ki dekri nivo siks& elev yo pota nan kontni yo teste nan egzamen lekti ak matematik FCAT la. Pi gwo nivo a se nivo 5 epi pi piti nivo a se nivo 1. Piske yo poko detéminen nivo siksé nan egzamenn syans lan, yo klase nät pou syans lan swivan si Ii tonbe pi ba, nan mitan oswa pi wo yon tyé [Atomens elev toupatou nan eta a. 5 Elev sa a gen siksé nan matyé ki te gen pi plis difikilte ladan yo nan egzamen Sunshine State Standards la. Yon elev ki nan 5yém Nivo reponn pik) kesyon egzamen yo korekteman, elev la menm reponn kesyon ki gen pi plis difikilte ladan yo. 4 Elev sa a gen siksé nan matyé ki te gen difikilte ladan yo nan egzamen Sunshine State Standards la. Yon elev ki nan 4yém Nivo reponn pitt, kesyon egzamen yo körékteman, men li ka gen kék siksé sélman nan kesyon ki sanble yo gen pi plis difikilte ladan yo. 3 Elev sa a gen enpe siksé nan matyé ki gen difikilte ladan yo nan egzamen Sunshine State Standards la, men pétomans Ian pa rete estab. Yon elev ki nan 3yém Nivo reponn anpfl nan kesyon egzamen yo kärékteman, men anjeneral Ii gen mwens siksé ak kesyon ki sanble yo gen pi plis difikilte ladan yo. 2 Elév sa a gen siksé limite nan matyé ki gen difikilte ladan yo nan egzamen Sunshine State Standards la. 1 Elev sa a gen yon ti siksé tou piti nan matyé ki gen difikilte ladan yo nan egzamen Sunshine State Standards la. Sétifika FCAT Elev ki fe nät 5yém Nivo oswa elev ki fe gwo nät ki pi plis pase 400 nan syans ap resevwa Sétifika pou Siksé. Yo bay tout elev ki fé nöt 5.5 oswa 6 ak elev klas katriyem ki fe nöt 5, 5.5, ak 6 yon sétifika pou redaksyon. Yo pa bay sétifika swivan nät elev fé nan egzamen ki baze sou "modål egzamen ofisyél FCAT itilize pou fé evalyasyon" (NRT) an. EFTA01709815 Spring 2003 Florida Comprehensive Assessment Test (FCAT) SUNSHINE STATE STANDARDS Grade 10 Student Report The Florida Departmental Education believes that every student has the ability to learn and succeed. The purposeof the FCAT Is to ensure that ' Florida's public schools are providing the best education possible, and preparing students to succeed In the competitive 21st century Job market. Working with teachers, the State has developed a measurement system that allows you to track a student's academic achievement from year to year and determine If a years worth of learning has occurred in a years time. This system also allows you to compare a student's score to a score that represents "grade lever achievement. If a student's score is above the "grade lever score, then they are performing at a level above their current grade. If it is below, they are in need of Improvement. Using the 'Content Scores; you are able to Identify any specific academic skills needing improvement. Below you Miami your 2003 FCAT Reading and Mathematics scores, as well as your scores from previous years. The chart on the right side of the page shows your score compared to the score that represents grade level achievement. Congratulations' You have passed the Reading test and your score is above grade level. You have answered most of the questions on FCAT couectly. 2003 Reading Content Scores Content Areas Points Possible Points Eamed Words/Phrases 9 9 Main Idea/Purpose 14 13 Comparisons 13 . 10 Reference/Research 16 9 Year 2001 2002 2003 Grade Tested 8 9 10 Achievement Level 4 3 4 FCAT Score • 2133 2075 2251 3000 Reading 2500- al 2000- g N 1500 C.) U. 1000 S00- Grad. i Credo 4 I Grate 6 i Graded 1 Grade i Grade Grad. I Grade 1 t 11+ III Your Score U On Grade Level Congratulations! You have passed the Mathematics test; however, your achievement needs improving. Talk to your teacher or guidance counselor about classes you should take to better prepare you for college or a career. 2003 Mathematics Content Scores Content Areas Points Points Earned Number Sense 11 7 Measurement 10 1 Geometry 14 6 Algebraic Thinking 14 5 Data Analysis 11 3 Year 2001 2002 2003 Grade Tested 8 9 10 Achievement Level 3 3 2 FCAT Score • 1949 1914 1946 FCAT Score 3000 Mathematics 2500- 2000- 1500- 1000-, 500- Grade 3 Or4d4 4 Goode Guide 6 'Grade 70' 11 • Your Score Cl On Grade Level These scores show your achievement on the day you were tested. If you had taken this test numerous times, It Is likely that all of your scores would have been within a certain range. Your 2003 FCAT Reading scores probably would have been between 2159 and 2343. Your 2003 FCAT Mathematics scores probably would have been between 1909 and 1983. NT= Not Tested NR =Not Reported NA— Data Not Available Data Run Date: 05/09/2003 0164952 EFTA01709816 • TIRE SCHOOL DISTRICT OF DIRECTIONS: Write n the appropriate code number or letter in the corresponding boxes BK • Bookstore BS Bus Stop School Bus/Transportation CA Cafeteria CL - Clinc CS - Regular Classroom GR • School Grounds GY Gymnasium HA • Hallway IS • Alternative to Suspension Room LA • Laboratory LI • Library/Mola Center OF • Office OG Olt School Grounds OT Other PG • Playgrcund/Track PK • Parking Lot RE • Restroom RT - Returning Home TO - Field Trip/Activity TR Oft Campus To School DISTRICT NUMBER DISTRICT If not District SCHOOL NO HOME SCHOOL If not Home School, provide School Number. REPORTED BY (CODE) (Use number below far those persons without a staff ID.) 975 Paraprofessional 976 Bus Driver 977 • Clerical 978 - Crossing Cuero 979 - Custodian 980 Food Sevico Staff 981 • Law Enforcement Circe( 982 - Parent/Guardian 993 • Student 984 • Substitute Teacher 985 • School Volunteer 999 • Othe' provide District num MIS S Lir )• b Student Discipline Referral GRADE ESE 1504 0 Yes DATE ON° CI / / BUS CODE INTERVENTIONS BY TEACHER BEFORE REFERRAL K Letter to parent K De-escalation techniques Mediation K Conference with student K Referral to CORE team K Parent Conference El Problem so Wog lechnqueS K Teacher detention K Telephone call to parent 0 Conference with counselor K Other NATURE OF PROBLEM (Be Specific) ;(4_,stee. Sitelei/t tierkt1 cat Had nat/Wes.ci)44 e-igni al- e ole4e ,f b . kp_st toe-tki-ooet 'fp c_of,‘(04{ a'Acied 09145 curd 40e \ ()Gel ( af\.4 -Woe.() a frtot ho-f& {0qA, -1-Enirot,o; it? 1/64-5/putylKP.5. ADMINISTRATIVE USE ONLY BELOW TN IS LINE WHEN EVENT OCCURRED (cycled(*) URING SCHOOL HOURS Outside school hours. school SpOrIMMOCi activity 3 - Oulsico school hours, non-school sponsored activity 4 • Unrelated event or unknown WHERE EVENT OCCURRED (curia ane) CHOOL GROUNDS/ ON CAMPUS 2 - Schoo sponsored activity r oft campus 3 - Schoo sponsored transportation (incluOOS bus stops) INVOLVEMENT TYPE iamb one) TUDENT N - Non-student B Both student and non -student U - Unknown RELATED ISSUES (Prete an ma' op" G - Gang related W - Weapon related A • Alcohol related H • Hato mated C - Drug related WHAT KIND OF WEAPON USED 21,Propeate, K - Knife H - Handgun F - FirearnVEnalosive device R Rifle/Shotgun 0 - Other Weapon U - Unknown NODENT CODES (see code saes 7 .^TflATrfr, IVA) 4 ,ON O EVENT NuMBEn I DATE DURATION How many days Begin Date "%In Date ACTION ODDE WO CVO shoals) at, 0 0 Ocijagr- , 'the 5-6-tdePcf .5cp(4(iiketi Doe) ets i .nc-le5Dif-&51oe.ti. LO I 1 12.2 52 5Pemjeci f::( `CR/AGENCY CRT 5 colost: tv-tr-se cfriecKed CP4'7'11 'Jos (3.. INTERVENTION L❑j No 77 5 COPY Parent -hk (hp d at f Netiircti ORIGINAL Administration COPY Originator COPMeThci_Counselor / ESE Contact SIGNATURE OF PARENT DATE TRESPASSING NOTICE: I, the student, am aware that I may not bo en school grounds and may not attend any school functions or schod activities on or off school grounds of any Palm Beach County Scholl Oistrot facility during the dates of my suspension &GRAMM OF aTLOCIIT DATE EFTA01709817 THE SCHOOL DISTRICT OF FL Parent/Guardian of Date: School: Phone: GRADE: 09 Dear Parent/Guardian: I regret to inform you that on 09/07/2001 your son/daughter was notified that a suspension was being considered based on the following incident(s): CLASS/SCHL RULES VIO BULLYING/HARASSMENT CONFRONTATION PHY AGGRESSION FIGHTING Section 232.26(1)(b), Florida Statutes, provides that a school principal may suspend a student from school. In accordance with Section 232.26(1)(b),F.S., a meeting was held in my office on 09/07/2001 at which your son/daughter had the opportunity to explain why the suspension should not be imposed. On the basis of the evidence available, I am hereby suspending from school attendance for a per...Ways effective 09/10/2001 through 09/12/2001. In accordance with Section 228.041(25)(a),F.S., your son/daughter is remanded to your custody with specific homework assignments to complete during the suspension. Please contact my office to obtain these assignments. Please be advised that Section 984.13(1)(b),F.S., allows a law enforcement officer to take your son/daughter into custody when the student is suspended and is not in the presence of the parent/guardian. Your son/daughter will be in violation of this suspension if he/she is on any public school premises and all other school-sponsored activities without prior permission from the principal or designee. It is most important that you contact the principal/designee prior to your son/daughter returning to school. Principal/Designee SCHOOL STUDENT GRD RACE SUSPENSION DATE DAYS ESE 504 LEP 09 W 09/10/2001 003 N N N 0262 (REV. 8/00) EFTA01709818 FLORIDA COMPREHENSIVE ASSESSMENT TEST (FCAT) 2001 NORM-REFERENCED TEST Student Report Grade 08 This report shows your results from the FCAT National Norm-Referenced Test. Student Number Schad Name and Number District Name and Number The FCAT Norm-Referenced Test measures your achievement on a test that was given to a national sample of students. Your norm-referenced scores in Reading Comprehension and in Mathematics Problem Solving describe your performance in relation to the performance of students throughout the nation. Your scores are shown below. SUBJECT SCORES Scale Score National Percentile Rank Stanine Reading Comprehension 776 98 9 Mathematics Problem Solving 707 81 7 The Scale Score expresses your performance and allows comparisons from year to year. Reading Comprehension Scale Scores range from 510 to 820. Mathematics Problem Solving Scale Scores range from 527 to 838. The National Percentile Rank and Stanine indicate your relative standing In comparison to the national reference group. National ParseMlle Ranks range from 1 to 99. Stanlnes range from 1 to 9. If you took the test again, your National Percentile Rank might be slightly higher or lower than stated here. However, your National Percentile Rank would probably fall within a certain range. For Reading Con/prehension, your National Percentile Rank should be between 85 and 99. For Mathematics Problem Solving, your National Percentile Rank should be between 73 and 89. CONTENT SCORES Number of Points Possible Number of Points Earned Number of Questions Attempted Reading Comprehension 54 52 54 Initial Understanding ' 8 7 8 Interpretation 27 26 27 Critical Analysis 7 7 7 Strategies 12 12 12 Mathematics Problem Solving 52 38 52 Measurement 5 3 5 Estimation 5 4 5 Problem Solving 6 4 6 Number Relationships 6 5 6 Number Systems 4 3 4 Patterns & Functions 3 2 3 Algebra 6 5 6 Statistics 4 3 4 PrObabIllty 4 3 4 Geometry 9 6 9 Each question was worth 'I point. Run Date: 04/26/2001 0352783 EFTA01709819 Florida Comprehensive Assessment Test FLORIDA COMPREHENSIVE ASSESSMENT TEST (FCAT) 2001 SUNSHINE STATE STANDARDS Student Report Grade 08 This report shows your results from the FCAT Sunshine State Standards Test. ame and Number The FCAT Sunshine State Standards Test measures your performance on selected benchmarks in reading and mathematics as defined by the Sunshine State Standards.. Scores on this test are one indication of your achievement of the challenging content that Florida students are expected to know. On the FCAT, you can attain one of five possible achievement levels. The table below shows the scale score ranges for each Student Achievement Level. FCAT Student Achievement Levels Scale Score Ranges Level 5: Level 4: Level 3: Level 2: Level 1: Reading 394-50D 350-393 310-349 271-309 100-270 Mathematics 371-500 347370 310348 280-309 103-279 Your scores are shown below. 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 Stale Standards. A Level 4 student answers most of the questions correctly but may have only 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 questions correctly but is generally less successful with questions that are 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. SUBJECT SCORES Student Achievement Level Scale Score State Comparison: Thirds Lowest Middle Highest Reading 4 362 ../ Mathematics 3 334 1 If you took the test again, your scores might be slightly higher or lower than the scores on this report. However, your scores would probably tail within a certain range. For reading, your scale score should be between 338 and 386. For mathematics, your scale score should be between 324 and 344. The check marks (  ) show If you scored In the lowest, middle, or highest third of grade 08 Florida students who took this test. CONTENT SCORES Number of Points Possible Number of Points Earned State Comparison: Thirds Reading Lowest Middle Highest Words/Phrases 5 4 1 Main Idea/Purpose 19 17 1 Comparisons 9 9 I Reference/Research 8 7 1 Mathematics Number Sense 10 6 1 Measurement 10 6 1 Geometry 6 3 1 Algebraic Thinking 10 7 1 Data Analysis 8 7 1 The Content chart shows the number of points possible and the number of po nts earned for each category. Each question on this portion of the test was worth one point. The results on your performance items will be reported separately. Run Date: 04/28/2001 0348432 EFTA01709820 Florida Comprehensive Assessment Test FCAT WRITING STUDENT REPORT 2001 Grade 8 WRITING TO EXPLAIN Student Name: Student I.D. No.: School: District: Em SCORE: 5.0 How Papers Are Scored The student responses are scored by trained readirs using the holistic method to evaluate a piece of writing for its overall quality. The readers consider four elements: focus, organization, support, and conventions. In this type of scoring, readers make a judgment about the entire response and do not focus on any one aspect of the writing. Focus refers to how clearly the paper presents and maintains a clear main idea, theme, or unifying point. Papers representing the higher end of the point scale demonstrate a consistent awareness of the topic and do not contain extraneous information. Organization refers to the structure or plan of development (beginning, middle, and end) and whether the points are logically related to one another. Organization also refers to (1) the use of transitional devices to relate the supporting ideas to the main idea, theme, or unifying point and (2) the evidence of a connection between sentences. Papers representing the higher end of the point scale use transitions to signal the plan or text structure and end with summary or concluding statements. Support refers to the quality of the details used to explain, clarify, or define. The quality of the support depends on word choice, specificity, depth, and thoroughness. Papers representing the higher end of the point scale provide examples and illustrations in which the relationship between the supporting ideas and the topic is clear. Conventions refers to punctuation, capitalization, spelling, and variation in sentence structure used in the paper. The conventions are basic writing skills included in Florida's Sunshine State Standards. Papers representing the higher end of the point scale follow, with few exceptions, the conventions of punctuation, capitalization, and spelling and use a variety of sentence structures to present ideas. Dear Student: The paper you wrote in February as part of the FCAT has been read independently by two people trained to score this test. Each reader judged the paper against a set of standards and gave it an overall score. Your score is the average of the two readers' scores. This writing score will help you, your parents or guardians, and your teachers understand how well you performed on this statewide writing test. A description of how papers are scored is printed on the left side of this report. A description of each possible score is printed on the back of this report. Remember, you were given 45 minutes to read the assigned topic, plan what to write, and then write your response. The conditions under which you write papers in class or at home may not be the same as those for this test; therefore, the writing may not be the same. You and your teachers should consider the score on this test along with all of your other writing when planning activities to continue developing your writing skills. DESCRIPTION OF THE TOPIC: You were asked to explain why one thing is special to you. RUN DATE: 04/16/01 50-2451 EFTA01709821 Description of Grade 4 Writing Scores 6.0: The writing focuses on the topic, is logically organized, and includes ample development of supporting ideas or examples. It demonstrates a mature command of language, including precision in word choice. Sentences vary in structure. Punctuation, capitalization, and spelling are generally correct. 5.5: The writing was given a 5 by one reader and a 6 by The other reader. 5.0: The writing focuses on the topic with adequate development of supporting ideas or examples. It has an organizational pattern, though lapses may occur. Word choice is adequate. Sentences vary in structure. Punctuation, capitalization, and spelling are • generally correct. 4.5: The writing was given a 4 by one reader and a 5 by the other reader. 4.0: The writing focuses on the topic, though it may contain extraneous information. An organizational pattern is evident, but lapses may occur. Some supporting ideas contain specifics and details, but others are not developed. Word choice is adequate. Sentences vary somewhat in structure, though many are simple. Punctuation, capitalization, and spelling are usually COMM 3.5: The writing was given a 3 by one reader and a 4 by the other reader. 3.0: The writing generally focuses on the topic, though it may contain extraneous information. An organizational pattern has been attempted, but lapses may occur. Some of the supporting ideas or examples may not be developed. Word choice is adequate. Sentences vary somewhat in structure, though many are simple. Punctuation and capitalization are sometimes incorrect, but most commonly used words are spelled correctly. 2.5: The writing was given a 2 by one reader and a 3 by the other reader. 2.0: The writing may be slightly related to the topic or offer little relevant information and few supporting ideas or examples. There is little evidence of an organizational pattern. Word choice may be limited or immature. Sentences may be limited to simple constructions. Frequent errors may occur in punctuation, capitalization, and spelling. 1.5: The writing was given a I by one reader and a 2 by the other reader. 1.0: The writing may only minimally address the topic because there is little or no development of supporting ideas or examples. No organizational pattern is evident. Ideas are provided through lists, and word choice is limited or immature. Unrelated information may be included. Frequent errors in punctuation, capitalization. and spelling may impede communication. U: The writing is unrelated to the assigned topic or cannot be read. Description of Grade 8 Writing Scores • 6.0: The writing focuses on the topic, is logically organized, and includes substantial development of supporting ideas or examples. It demonstrates a mature command of language, including precision in word choice. Sentences vary in structure. Punctuation, capitalization, and spelling are generally correct. 5.5: The writing was given a 5 by one reader ands 6 by the other reader. 5.0: The writing focuses on the topic with ample development of supporting ideas or examples. It has an organizational pattern, though lapses may occur. Word choice is adequate. Sentences vary in structure. Punctuation, capitalization, and spelling are generally correct. 4.5: The writing was given a 4 by one reader and a 5 by the other reader. 4.0:The writing focuses on the topic, though it may contain extraneous information. An organizational pattern is evident, but lapses may occur. Some supporting ideas contain specifics and details, but others are not developed. Word choice is adequate. Sentences vary somewhat in structure, though many are simple. Punctuation, capitalization, and spelling are usually correct. 3.5: The writing was given a 3 by one reader and a 4 by the other reader. 3.0: The writing generally focuses on the topic, shough it may contain extraneous information. An organizational pattern has been attempted, but lapses may occur. Some of the supporting ideas or examples may not be developed. Word choice is adequate. Sentences vary somewhat in structure, though many arc simple. Punctuation and capitalization are sometimes incorrect, but most commonly used words are spelled correctly. 2S: The writing was given a 2 by one reader and a 3 by the other reader. 2.0: The writing may be slightly related to the topic or offer little relevant information and few supporting ideas or examples. There is little evidence of an organizational pattern. Word choice may be limited or immature. Sentences may be limited to simple constructions. Frequent errors may occur in punctuation, capitalization, and spelling. 1.5: The writing was given a I by one reader and a 2 by the other reader. 1.0: The writing may only minimally address the topic because there is little or no development of supporting ideas or examples. No organizational pattern is evident. Ideas are provided through lists, and word choice is limited or immature. Unrelated information may be included. Frequent errors in punctuation, capitalization, and spelling may impede communication. Ti: The writing is unrelated to the assigned topic or cannot be read. Description of Grade 10 Writing Scores 6.0: The writing focuses on the topic, is logically organized, and includes substantial development of supporting ideas or examples. It demonstrates a mature command of language with freshness of expression. Sentences vary in structure. There arc few, if any, usage, punctuation, or spelling errors. 5.S: The writing was given a 5 by one reader and a 6 by the other reader. 5.0: The writing focuses on the topic. is logically organized, and includes ample development of supporting ideas or examples. It demonstrates a mature command of language. Sentences vary in structure. Usage, punctuation, and spelling are generally correct. 4.5: The writing was given a 4 by one reader and a 5 by the other reader. 4.0: The writing focuses on the topic, though it may contain loosely related information. An organizational pattern is apparent. Some of the supporting ideas contain specifics and details, but others do not. Word choice is adequate. Sentences vary in structure. Usage, punctuation, and spelling are generally correct. 3.5: The writing was given a 3 by one reader and a 4 by the other reader. 3.0: The writing generally focuses on the topic, though it may contain loosely related information. An organizational pattern is demonstrated. Development of the supporting ideas may be uneven. Word choice is adequate. There is some variation in sentence structure. Usage, punctuation, and spelling are generally correct. 2.5: The Writing was given a 2 by one reader and a 3 by the other reader. 2.0: The writing addresses the topic, though it may lose focus by including extraneous information. An organizational pattern is demonstrated. Development of the supporting ideas may be nonspecific. Word choke may be limited. Frequent errors may occur in sentence construction, usage, punctuation, and spelling. 1.5: The writing was given a I by one reader and a 2 by the other reader. 1.0: The writing addresses the topic, though it may lose focus by including extraneous and loosely related ideas. The organizational pattern is weak. Ideas are presented through lists and limited or inappropriate word choice. Frequent errors may occur in sentence construction, usage. punctuation, and spelling. U: The writing is unrelated to the assigned topic or cannot be read. EFTA01709822 THE SCHOOL DISTRICT OF Student Discipline Referral 1. STU 6 I L K BK Bookstore K BU - School BusTransportaton a CA - Cafeteria O CL • Clinic O CS - Regular Classroom • - School Grounds O HA • Hallway O CV • Gymnasium CIIS - in School Suspension Room CI PK - Parking Lot CI LA • Laboratory O LI • Library/Media Center 0 OF - Office OOG- Off School Grounds a PG - Playgrourxateck ORE- Restroom CI TO -To School K RT • Returning Horne O TR - Field Trip/School Activity Off Campus 12. INCIDENT DESCRIPTION(S) (CODE) I more ban one code, circle the anew incident O AB • Absence Unexplained /Truancy O AD - Msertve DLgdpl ne \notation 0 AL - Alcohol - Possession/Use/Distribution O AN -Arson O AR- Articles Osrupthe to School O AV - Assaut/Verbalghreat O BA - Battery O CO -Copying/Cheating O DB - Disobedience/Insubordination/Defiance U DI • Disruptive Behavior (no: criminal) K DL - Disrespectful Language/Profanity CI DM -Abuse of School Property O co -Disorderly Conduct O DR - DrugaControiled Substance O DS - Dress improper K EG Gang Related O EH • Hate-Crime Related K FF • False Fire Alarm or False 911 Call O Fl - Fireworks DIRECTIONS: Ghee< appropriate code(s) from each group. Peter to the Discipline Referral Codes sheet for collations. Attach the appropriate translaton for parents of LEP students. 2. STUnFHT RUMMER. 3. DATE: UL.) 4.TIME: Recoil Acom Munitry nem ax 0:03 AY. .2500. 2:03 P.Y.. Iwo 0.01‘110E: fl T. ESE/304 8. NA DYES U NO 10. REP1- 11. IDENTIFICATION NUMBER: REPORTED BY (CODE): NOTE: Use number below for those persons wthout staff ID numbers 975 - 976 • 977 - 978 • 979 • 980 - 981 - 982 - 983 - RFS • 985 • 999 - Classroom Aide Bus ()flyer Clerical Crossing Guard Custoden Food Serves Stag Law Enforcement Office ParentiGuardian Student Substitute Teacher School Volunteer Other JRE IJE VNOKL515. -1-c) no Ur) ( iseGU e "'Inca. Ledf 0b 3( en _c_. 4,i1C- nmna20-^ ce- if -IC/Lk 6. -7--A,„ war) ( ed t.* CI (c4 (Mira c. cr,.. 13. ACTION BY TEACHER BEFORE REFERRAL K Conference With Pupil U Parent Conference O ConferenceWith Counselor K Telephone Call To Parents K Letter To Parents O Detention U Other 14. ACTION BY ADMINISTRATION (CODE) a AS - Alternative School Placement a AY • Days Held In Abeyance' O EMI - Bus Privilege Suspended O C - Counseling P - Coherence WIN Parents - Coherence WIN Student O DA - Drug/Alcohorobacto Alterrathe O DE - Detention' K EW • Extra Work Assignment K EX - Expulsion O FO - Forgery O FT • Fighting O MH • Mrlicicus Harassment/Hate Crime O RL • RUes Violaticri/Scivol O RO • Robbery (Using Force) O SB - Sexual Battery K SH • Sexua Harassment K SM • Smoking/Tobacco U SO • Sexua Ofense O ST - Stealirg/Theft O TH Tardiness. Habitual O TR • Trespassing O DD • Unserved Detenton O VN Venda/Ism K WF -Weapon/Flrecum O WK .WeaporYknile O WO-Weapon/Other O WU -Weapon/Unknown O MA - Mediation By An Adult - Out Of School Suspension' O PA - Parent Attends Class With Student O PC - Parent/Student Contract CI PE- Parent Effectiveness Training O PP - Phoned Parents) O PR • Progress Report O RF- Referred To Anent e Authority CI SC • Schedule Criange(s) O SD - Saturday Detention O IS • In School Suspension' O SL Siert Lunch )LP • Loss Of Pnvileges Pk) O1 rr L O SS • School Service Work O LS - Law Eriorcement Notified (School Police) CI ST - Staffing/CST/CORE O LT- Law Erdorcement Notified CI TO-Tune Oct (Other Then School Police) U WR • WarnineeprImard U MP • Mediation By A Peer O 07 - Other • nay sari codes rewire a MO digit entry foe number of days (01.99) 15. DURATION (CODE) Coda post automata* to A17 Attendance Detail ASt AY OE IS' cs• altakaTi DATE: 16 —1 1 ADFIDESTRATENIV IOENn TIM WOE TNCIDENT NUMBER: COMMENTS: PARENT'S SIGNATURE: DATE: 0271 (REV. 6961 WHITE • Adranitaton YElLOW • Parent PINK • Gutlne• Counselor GOLDENROD • 0,103M0 EFTA01709823 REPORT 81 TEACHER: CTBS/4 STUDENT REPORT FOR: I =TOOL: TEST: CTBS/4 LEVEL 16 FORM A GRADE: 06 DATE OF TESTING: STUDENT NURSER: 4/13/99 TESTS PERCENTILE RANKS LOWEST SCORE AVERAGE LOW RANGES MW HIGHEST TOTAL READING READING COMPREHENSION 87 ===s= READING VOCABULARY TOTAL MATHEMATICS MATH CONCEPTS & APPLICATION 73 ===m,== MATH COMPUTATION RANGES Of PERCENTILE Rums 1-25 PERCENTILE 26-50 PERCENTILE 51-75 PERCENTILE 76-9t PERCENTILE Dear Parent/Guardian: This spring, was given the Comp ' Tests of Basic Skills/Fourth Edition (CTBS'ilill!his report explains s test results. When compared with students across the nation, scored in the highest range on Reading Comprehension. M. s scores were in the high-average range on Math Concepts & Application. Additional information about these tests can be found on the back of this page. If you would like more information about s test scores, please contact our school. Sincerely, Principal SCHOOL COPY EFTA01709824 6/2/95 6:33pm COURSE PERFORMANCE Page End of Year Report 204 (continued) Tot Total Cor/At Total Per Enr IPM Curr Tot Crs. Time Exer Corr Lvl Lvl Lvl Sess Gain (Enroll Date - 9/8/94) MCS 30:52 2243/2774 81 1.49 1.77 2.95 144 1. 18 IR 14:32 1308/1474 89 1.49 1.79 2.99 75 1.20 RW 7:02 844/1138 74 2.80 3.83 4.17 39 0.34 EFTA01709825 Curb_ Aps c~ ca 0_,} 7) c7i (((j 716-?) • d‘i ikt,±14- q a- -7 -(z)d, 0-4A IC)( h 9' 1/6.,647. aQ -ham`"" - rt-b_- EFTA01709826 School Principal Florida Telephone...Fax Assistant Principal MID-TERM Report of Unsatisfactory Progress To The Parent/Guardian of Grade This report is to advise you that your child is making unsatisfactory progress in: (\? Mathematics (Yq Spelling ( ) Reading ()Q Social Studies ( ) Language ( ) Science/Health ( ) Composition (Writing Process) ( ) Behavior In order to improve, your child needs to: ( ) attend school regularly ( ) bring the necessary supplies. and materials to class ( ) complete classroom assignments on time (X) complete homework assignments on time Apt 4 ticti ( ) work independently ( ) Work cooperatively ( ) follows classroom rules and routines ( ) other We need to work to ether. Please discuss this report with your child. - 3 -S.,6 eac e Date Please sign and return this form to your child's teacher. Student's Signature Date Parent's Signature Parent's phone number I wish to request a conference with the teacher. Yes No CC: CUMULATIVE FOLDER EFTA01709827 Telephone orida ax Assistant Principal MID-TERM Report of Unsatisfactory Progress To The Parent/Guardian o 1 Grade 5( This report is to advise you that your child is making unsatisfactory progress in: N Mathematics OC/ Spelling ( ) Reading Oc Social Studies ( ) Language ( ) Science/Health ( ) Composition In order to improve, your child needs to; ( ) attend school regularly ( ) bring the necessary supplies and materials to class ( ) complete classroom assignments on time $j complete homework assignments on time An_ 4 -ct.CAL (Writing Process) ( ) Behavior ( ) work independently ( ) Work cooperatively ( ) follows classroom rules and routines ( ) other We need to work together. Please discuss this report with your child. - 3 4,6 Date Please sign and return this form to your child's teacher. s udent•s signature Date Parent's phone number I wish to request a conference with the teacher. Yes No CC: CUMULATIVE FOLDER a fizati Itia-ag -4.a.4.e -60 ael,e -1La de Je aceig,L. tke becaaae. -O.142 meo.i eVezi 1, cr—e onva. 0,te +.6 etatz ? EFTA01709828 6.44.1-8),"ta-b- *41 kittA&A.Q. Lt.L. 4.14-0-6 aakt-4,t Ant-est. Po LA 71 d l ditkalA d) • te, -fvob 0,44) 4-t-tCowi far - ak • Atli:4-'4 - 1•474r - 16•t" , _ 64a twe- .EM. 1\6-atai EFTA01709829 REPORT Al TEACHER: CTBS/4 STUDENTIiiiiiii FOR: • SCHOOL: TEST: CTBS/4 LEVEL 12 FORM A GRADE: 02 DATE OF TESTING: 4/18/95 STWENT NUMBER: TESTS PERCENTILE RANKS UMW SCORE AVERAGE UN RANGES MM /SMUT TOTAL READING READING COMPREHENSION 74 =. READING VOCABULARY TOTAL MATHEMATICS MATH CONCEPTS & APPLICATION 77 x==== MATH COMPUTATION RANGES OF PERCENTILE RAKK5 1-25 PERCENTILE 26-50 PERCENTILE 51-75 PERCENTILE 16-99 PERCENTILE Dear Parent/Guardian: This spring, Till, was given the Comprehensive Tests of Basic Skills/Fourth Edition (CTBS . This report explains 's test results. When compared with students across the Ili, scored in the highest range on Math Concepts & Application. 's scores were in the high-average range on Reading Comprehension. Additional information about these tests can be found on the back of this page. If you would like more information about s test scores, please contact our school. Sincerely, Principal EFTA01709830 REPORT #1 TEACHER: CTBS/4 STUDENT FOR: SCHOOL: TEST: CTBS/4 LEVEL 13 FORM A GRADE: 03 DATE OF TESTING: 4/17/96 STUDENT NUMBER: TESTS PERCENTILE MINDS LONEST SCORE AVERAGE LM RANGES HIV HIGHEST READING COMPREHENSION 95 ====im= MATH CONCEPTS & APPLICATIONS 92 =an.= TOTAL LANGUAGE LANGUAGE MECHANICS LANGUAGE EXPRESSION RANGES OF PERCENTILE RANKS 1-25 PERCENTILE 26-50 PERCENTILE 51-75 PERCENTILE 76-99 PERCENTILE Dear Parent/Guardian: This spring, 'III'. was given the Comprehensive Tests of Basic Skills/Fourth Edition (CTBS 4 . This report explains IIIIIIIts test results. When compared with students across the nation, scored in the highest range on all tests taken. Additional information about these tests can be found on the back of this page. If you would like more information about s test scores, please contact our school. Sincerely, Principal SCHOOL COPY EFTA01709831 Florida a Writing Assessment Program 1997 Florida Writing Assessment STUDENT REPORT Grade 4 TYPE OF WRITING TESTED: WRITING TO TELL A STORY Student Name: Student I.D. No.: School: District: G. SCORE: 3.0 Description of Writing Scores 6.0: The writing focuses on the topic, is logically organized, and includes ample development of supporting ideas or examples. It demonstrates a mature command of language, including precision in word choice. Sentences vary in structure. Punctuation, capitalization, and spelling are generally correct. 5.5: The writing was given a 5 by one reader and a 6 by the other reader. 5.0: The writing focuses on the topic with adequate development of supporting ideas or examples. It has an organizational pattern, though lapses may occur. Word choice is adequate. Sentences vary in structure. Punctuation, capitalization, and spelling are generally correct. 4.5: The writing was given a 4 by one reader and a 5 by the other reader. 4.0: The writing focuses on the topic, though it may contain extraneous information. An organizational pattern is evident, but lapses may occur. Some supporting ideas contain specifics and details, but others are not developed. Word choice is adequate. Sentences vary somewhat in structure, though many are simple. Punctuation, capitalization, and spelling are usually correct. 3.5: The writing was given a 3 by one reader and a 4 by the other reader. 3.0: The writing generally focuses on the topic, though it may contain extraneous information. An organizational pattern has been attempted, but lapses may occur. Some of the supporting ideas or examples may not be developed. Word choice is adequate. Sentences vary somewhat in structure, though many are simple. Punctuation and capitalization are sometimes incorrect, but most commonly used words are spelled correctly. 2$: The writing was given a 2 by one reader and a 3 by the other reader. 2.0: The writing may be slightly related to the topic or offer little relevant information and few supporting ideas or examples. There is little evidence of an organizational pattern. Word choice may be limited or immature. Sentences may be limited to simple constructions. Frequent errors may occur in punctuation, capitalization, and spelling. 1.5: The writing was given a I by one reader and a 2 by the other reader. 1.0: The writing may only minimally address the topic because there is little or no development of supporting ideas or examples. No organizational pattern is evident. Ideas are provided through lists, and word choice is limited or immature. Unrelated information may be included. Frequent errors in punctuation, capitalization, and spelling may impede communication. U: The writing is unrelated to the assigned topic or cannot be read, or there is no response. Your Student's Score Dear Parents or Guardians: The paper your student wrote in January as pan of the Florida Writing Assessment Program has been read independently by two people trained to score this test. Each reader judged the paper against a set of standards and gave it an overall score. Your student's final score is the average of the two readers' scores. This writing score will help you, your student, and the teacher understand how well your student performed on this statewide writing test. A description of each possible score is printed on the left side of this report. Students were given 45 minutes to read the assigned topic, plan what to write, and then write their responses. The conditions under which your student writes papers in class or at home may not be the same as those for this test; therefore, the writing may not be the same. You and the teacher should consider the score on this test along with all of your student's other writing when planning activities to continue developing your student's writing skills. DESCRIPTION OF THE TOPIC: Students were asked to write a story about what happened when they traveled on a wagon pulled by horses. RUN DATE: 04/19/97 50-2141-CO0000401 EFTA01709832 EVALUACION DE SECRITURA DE LA FLORIDA PRIMAVERA DE 1997 REPORTE ESTUDIANTIL INFORMES DE LOS ESTUDIANTES DE 4' GRADO Descripción de las Notas de Redacción 6.0: La redacción se concentra en el tema, está lógicamente organizada e incluye un amplio desarrollo de las ideas o ejemplos fundamentales. Demuestra un dominio maduro del idioma, incluyendo precisión en la elección de términos. Las oraciones vedan en su estructura. La puntuación, uso de mayúsculas y ortografía son generalmente correctas. 5.5: La redacción recibió un 5 por parte de un lector y un 6 por parte del otro lector. 5.0: La redacción se concentra en el tema y tiene un desarrollo adecuado de'las ideas o ejemplos fundamentales. Tiene una estructura organizada, aunque haya algunos lapsos. La elección de términos es adecuada. Las oraciones varian en su estructura. La puntuación, uso de mayúsculas y ortografía son generalmente correctas. 4.5: La redacción recibió un 4 por parte de un lector y un 5 por parte del otro lector. 4.0: La redacción se concentra en el tema, aunque puede contener Información ajena al mismo. És evidente una estructura organizada, aunque puede haber algunos lapsos. Algunas ideas fundamentales contienen datos especificos y detalles, pero otras no están desarrolladas. La elección de términos es adecuada. Las oraciones varían algo en su estructura, aunque la mayoría son simples. La puntuación, uso de mayúsculas y ortogralla son generalmente correctas. 3.5: la redacción recibió un 3 por parte de un lector y un 4 por parte del otro lector. 3.0: la redacción se concentra generalmente en el tema, aunque contiene información ajena al mismo. Se intentó una estructura organizada, aunque puede haber algunos lapsos. Algunas de las ideas o ejemplos fundamentales pueden no estar desarrollados. La elección de términos es adecuada. Las oraciones varian algo en.su estructura, aunque la mayoría son simples. La puntuación y la ortografía son a veces incorrectas pero las palabras más comunmente usadas están escritas correctamente. 2.5: La redacción recibió un 2 por parte de un lector y un 3 por parte del otro lector. 2.0: La redacción está apenas relacionada con el terna u ofrece poca información relevante, así como pocas ideas o ejemplos fundamentales. Hay poca evidencia de una estructura organizada. La elección de términos puede ser limitada o Inmadura. las oraciones se limitan a construcciones simples. Pueden encontrarse errores frecuentes de puntuación, uso de mayúsculas y ortografía. 1.5: la redacción recibió un 1 por parte de un lector y un 1 por parte del otro lector. 1.0: la redacción considera mínimamente el tema porque no hay o hay muy poco desarrollo de las Ideas o ejemplos fundamentales. No hay evidencia de una estructura organizada. las Ideas aparecen enumeradas en listas y b elección de términos es limitada o inmadura. Puede aparecer información no relacionada con el tema. Los errores frecuentes de puntuación, uso de mayúsculas y onografia pueden impedir una comunicación efectiva. La redacción no tiene relación con el tema asignado, no puede leene o no obtuvo respuesta. Estimados padres o tutores: La prueba escrita por su niño(a) en enero como parte del Programa de Evaluación de Redacción de Florida, fue leida Independientemente por dos personas capacitadas para evaluarla. Cada lector juzgó la prueba en relación a un conjunto de normas y la calificó con una nota general. La nota final de su niño(a) es el promedio de las notas otorgadas por los dos lectores. Esta nota de redacción le ayudará a usted, a su niño(a) y a los maestros a comprender cómo se desempeñó su niño(a) en esta prueba de redacción realizada en todo el estado. Una descripción de cada una de las notas posibles aparece en el lado izquierdo del informe. Los estudiantes dispusieron de 45 minutos para leer el tema asignado, planificar lo que iban a escribir y escribir sus respuestas. Las condiciones bajo las cuales los estudiantes redactan otras pruebas en clase o en el hogar pueden ser diferentes a las empleadas en esta prueba; por lo tanto, la redacción puede ser diferente. Ustedes y los maestros deben considerar la nota de esta prueba junto con todas las otras redacciones del estudiante, al planear actividades para continuar desarrollando las habilidades de redacción del estudiante. EFTA01709833 S/19/9.7 10:31am • • • • • COURSE PERFORMANCE ALL .Pege. CIass(es) : :• Student(s) Course(s) : MCs,IR,RW ..• • . ."TOtal Total • •. . • Total ' Corr/Att Percent Enroll IPM Current Course TiMp Exercises Correct Level • 'Level '.Level •. II Etfoll Date - 9/11/96 IM PIMP 321/462 . ..69 1.41 .3.44 3:-50 :( 0)7:11 .: • . RW 4:47 699/182 1 5.59 9 • '3.88 5.40 • ..ORAND TOTAL RECORDS - - . .Copyright (a) 1991?94 hY"Computer CuriiculuM Corpofation. All Rightsitaseryed. If the format of.this report is altered by ihe bustomeT). QCC'shall not bp held liable:for any inaccuracies that'may occur in the report. as a result of silchalterettons. . • .• • • • • . • I • •,. 1 .- • . • • EFTA01709834 6 9' 98 2:03 m ' LEVEL 4 COURSE PERFORMANCE End of Year Report . . Course Total Time Total Corr/Att Exercises Total Percent Correct Enroll Level• IPM Level Current Level Gain (Enroll. Date - 8/21/97) Class 504 ll.”11. 114/152 . 75 3.49 3.73 3.76 0.03 RW . 3:44 384/480 80 -5.59 6.14 6.22 0.08 RA . 0/0 0, ' N/A N/A N/A N/A RI 0:30 ' 9/13 69. . -- __ SPS , 0:40 42/56 75 4.00 4.00 4.00 '0.00. PFB ' N/A N/A N/A N/A MI 0:00 EFTA01709835 ,; Total Score ;tse• zbt:C4 )2 1.1••••••icilk ••.!! 44001dOlitAkOfiL:14. 441*. ;ICtiNt!mber • Grade 5 • „ . . ArE yevensive ; essment Test *MU" elm • ••• • •••••• • AP II • • "IP • We • U.S.. 1.1••••• 4 r•-;;:o..9 • • ; •TrI•ictec:. • • 4,4r.y.n; amt.. • ;• •.; 1. 17 • . • . V. " ft • • :t! • : 7 • • ...Ps.j.e7ilf ...• .10 0 r Mere. • •••••‘•~••••• ••••••••••••••• •••••••••••••.• • • The Total Score Indicates the student's level of achievement on FCAT Mathematics. The Total Score that a student could achieve ranges from 100 to 500. Total Score • • - The Total Mathematics Score of 330 indicates that ored in the highest third of grade 5 students who took FCAT a ema ics n Subscores The Subscores indicate the student's level of achievement on separate content areas of FCAT Mathematics. Each Subscore represents the percentage of content in that area that the student responded to successfully. 0 25 50 75 ice Mathematics Number Sense 69% Measurement 53% Geometry 67% Algebraic Thinking 61% Data Analysis 73% The Sunshine State Standards content tested by FCAT Mathematics is described on the back of this report. Message to Parents: The Florida Comprehensive Assessment Test (FCAT) is a new achievement test for Florida students. FCAT measures the Sunshine State Standards for reading and mathematics. Adopted in 1996, the Sunshine State Standards are challenging expectations for Florida students. They apply to all students whether they plan to enter the world of work or go on to further education after high school. The Standards signify what students should know and be able to do as they progress through school. The Sunshine State Standards are the foundation for a strong accountability system for Florida's schools. FCAT was administered for the first time in Florida schools in January 1998. The 1998 test scores will set the baseline for future achievement of the Sunshine State Standards in reading and mathematics. FCAT scores are an overall indicator of achievement of these challenging new standards. FCAT results will not be used In making decisions concerning the promotion of students In 1998 but will be one consideration in promoting students in future years. flesII1/2 EFTA01709836 Mathematics Content Tested Área de contenido del examen de Matemáticas FCAT Mathematics is an assessment of the Sunshine State Standards In mathematics. PCA'I' Mathematics assesses content from the following areas: Number Sense, Concepts and Operations • Identifying operations (+, x, +) and effects of operations • determinIng estimates • • knowing how numbers are represented and used Measurement • recognizing measurements and units of measurement • comparing, contrasting, and convertIng measurements Geometry and Spatial Sense • describing, drawing, ldentifying, and analyzing two- and three- dimensional shapes • visualizing and IllustratIng changes In shapes • using coordinate geometry Algebralc Thlnking • describing, analyzing, and generallzing patterns, relationships, and functlons • using expresslons, equations, inequalities, graphs, and formulas Data Analyzing and Probability • analyzing, organizing, and interpreting data • identifying patterns and making predictions, inferences, and valld conclusions • using probabillty and statistics CI CompreW AT sive Assessment Test El examen de Matemáticas FCAT es el examen que evalúa las normas educativas de Matemáticas del estado de la Florida (Sunshine State Standards). Este examen evalúa las habilidades siguientes: Compresión numérica, conceptos y operaciones • identificación de operaciones (+1 -, x, y efectos de operaciones • estimación de resultados • uso y representación de números Medidas • reconocimiento de medidas y de unidades de medidas • comparación y conversión de medidas Geometría y noción espacial • descripción, dibujo, Identificación y análisis de figuras de dos y tres dimensiones • visualización e ilustración de cambios en figuras • uso de geometría coordinada Razonamiento algebraico • descripción, análisis y generalización de patrones, relaciones y funciones • uso de expresiones, ecuaciones, desigualdades, gráficas y fórmulas Análisis de datos y probabilidad • análisis, organización e interpretación de datos • identificación de patrones y elaboración de predicciones, inferencias y conclusiones válidas • uso de probabilidad y estadística Mensaje a los padres de familia: La Prueba de Evaluación Comprensiva de la Florida: Florida Comprehenslve Assessment Test (PCAT) es un examen nuevo diseñado para los estudiantes del estado de la Florida. El examen FCAT mide las normas educativas (Sunshine State Standards) de matemáticas y de lectura. Dichas normas, que fueron adoptadas en 1998, tienen expectativas altas de los estudiantes del estado y se aplican a todos los estudiantes ya sea que vayan a trabajar o que sigan con estudios universitarios después de la escuela secundarla. Las normas educativas representan lo que los estudiantes deben saber y pueden hacer en su avance académico. Las normas educativas establecen la base para un sistema que define una mayor responsabilidad para las escuelas de la Florida. El examen FCAT fue administrado por primera vez en enero de 1998 en las escuelas del estado de la Florida. Los resultados del examen de 1998 determinarán la base para el futuro logro de las normas educativas del estado de la Florida en las áreas de lectura y matemáticas. Los resultados del FCAT son un reflejo general de estas nuevas normas educativas y sus altas expectativas. Los resultados del PCAT' no se usarán en 1998 para decidir en qué grado se colocará el estudiante pero si será uno de los factores que se considerarán en el futuro. CTB McGraw-HIll rflw EFTA01709837 FLORIDA COMPREHENSIVE ASSESSMENT TEST (FCAT) 2000 NORM-REFERENCED TEST Student Report Grade 07 This report shows your results from the FCAT National Norm-Referenced Test. asiaDer c oo ame and Number Or The FCAT Norm-Referenced Test measures your achievement on a. test that was given to a national sample of students. Your norm-referenced scores in Reading Comprehension and in Mathematics Problem Solving describe your performance in relation to the performance of students throughout the nation. Your scores are shown below. SUBJECT SCORES Scale Score National Percentile Rank Stanine Reading Comprehension 735 94 8 Mathematics Problem Solving 681 68 6 The Scale Score expresses your performance and allows comparisons from year to year. Reading Comprehension Scale Scores range from 490 to 819. Mathematics Problem Solving Scale Scores range from 513 to 829. The National Percentile Rank and Stanine Indicate your relative standing in comparison to the national reference group. National Percentile Ranks range from 1 to 99. Stanlnes range from 1 to 9. if you took the test again, your National Percentile Rank might be slightly higher or lower than stated here. However, your National Percentile Rank would probably fall within a certain range. For Reading Comprehension, your National Percentile Rank should be between 87 and 97. For Mathematics Problem Solving, your National Percentile Rank should be between 57 and 77. CONTENT SCORES Number of Points Possible Number of Points Earned Number of Questions Attempted Reading Comprehension 54 49 54 Initial Understanding 10 10 10 Interpretation 24 22 24 Critical Analysis 10 9 10 Strategies 10 8 10 Mathematics Problem Solving 50 32 50 Measurement 5 3 5 Estimation 6 5 6 Problem Solving 5 2 5 Number Relationships 6 5 6 Number Systems 4 2 4 Patterns & Functions 3 3 3 Algebra 4 4 4 Statistics 5 4 5 Probability 3 2 3 Geometry 9 2 9 The content tested Is described on the back of this report. Each question was worth 1 point. Run Date: 09/21/2000 0266181 EFTA01709838 Grades 5, 6, 7, and 8 The FCAT NRT Reading Comprehension Test assesses the following objectives: • Initial Understanding - Demonstrate the ability to comprehend explicifiy stated relationships in a variety of reading selections. • Interpretation - Demonstrate the ability to form an interpretation of a variety of reading selections based on explicit and implicit information in the selectlons. • Critica/ Analysis - Demonstrate the ability to synthesize and evaluate explicit and implicit information in a variety of reading selections. • Strategies - Demonstrate the ability to recognize and apply text factors and reading strategies in a variety of reading selections. The aboye objectives are measured within the following contexts: • Recreational - material typically read for enjoyment. • Textual- material typically found in grade-appropriate textbooks and other sources of information. • Funclional - material typically encountered in everyday lile situations. The FCAT NRT Mathematics Problem Solving Test assesses the following objectives: • Measurement - Demonstrate an understanding of the principies of measurement. • Estimation - Determine the reasonableness of results and apply estimation in problem solving. • Problem Solving Strategies - Demonstrate an understanding of the process of solving conventional and non-routine problems. • Number and Number Relationships - Represent and use numbers in equivalent forms in real-world and mathematical problems, and demonstrate. number sense for whole numbers, fractions, decimais, and integers. • Number Systems and Number Theory Demonstrate an understanding of relationships among arithmetic operations and apply concepts of number theory such as primes, factors, and multiples in real-world and mathematical problems. • Pattems and Functions - Identity numerical and geometric pattems and functions and use them to solve problems. • Algebra - Demonstrate the ability to evaluate expressions and solve linear equations. • Statistks - Demonstrate an understanding of the relationships in data sets. • Probability - Demonstrate an understanding of lhe laws governing chance. • Geometry - Demonstrate an understanding of geometric principies. Grados 5, 6, 7, y8 La Prueba de Comprensión de Lectura FCAT NRT evalúa los siguientes objetivos: • Entendimiento - Demostrar su habilidad para comprender explicitamente el contenido y la relación entre si dentro de una variedad de selecciones de lectura. • Interpretación - Demostrar su capacidad interpretativa dentro de una variedad de selecciones de lectura, basándose en información explicita e implícita en dichas selecciones. • Análisis critico - Demostrar la habilidad para sintetizar y evaluar información explicita e implícita en una variedad de selecciones de lectura. • Estrategias - Demostrar habilidad para reconocer y aplicar el contenido del texto y estrategias utilizádas en una variedad de selecciones de lectura. Los objetivos anteriores se evalúan en los contextos siguientes: • Recreativo - material utilizado para entretenimiento. • Textual - material utilizado en libros de texto del grado apropiado y en otras medios informativo. • Funcional - material utilizado en la vida diaria. La Prueba para Resolver Problemas de Matemáticas FCAT NRT evalúa los siguientes objetivos: • Medidas : Demostrar sus conocimientos de los principios de medir. • Estimación - Deteminar cuán razonables son los resultados y aplicar la estimación en la solución de problemas. • Estrategias para resolver problemas - Demostrar comprensión del proceso de resolver problemas convencionales y fuera de lo común. • Números y relaciones entre números - Representar y usar números en formas equivalentes en problemas de matemática y de la vida diaria, y demostrar sentido para las fracciones, los decimales y los números enteros, positivos y negativos. • Sistemas y teoría de los números - Demostrar conocimiento numérico de las relaciones entre las operaciones de aritmética y aplicar conceptos de la teoria de los números tales como números primos, factores y múltiplos en problemas de matemática y de la vida diaria. • Pautas y t'unciones - Identificar funciones y pautas numéricas y usarlas para resolver problemas. • Algebra - Demostrar la capacidad para evaluar expresiones algebraicas y resolver ecuaciones lineales. • Estadistica - Demostrar conocimiento en procesamiento de data. • Probabilidad - Demostrar conocimiento de las leyes que gobiernan el azar. • Geometría - Demostrar conocimiento de los principios de geometría. Sarta: Plantad AcNevernent Test sedes. Nnth Echas; Compendurn ofInstructional NectIves Hete: Printed wlh permissicp byHartan Educatkinal Measuremert, Austin 1889. EFTA01709839 REPORT 111 TEACHER: CTBS/4 STUDENT REPORT FOR: SCHOOL: GRADE: 05 DATE OF TESTING: 4/20/98 TEST: CTBS/4 LEVEL 15 FORM B STUDENT MON: TESTS PERCENTILE RANKS WREST S E ACOR VERA RANGES GE Loll HIGH HIGHEST READING COMPREHENSION 86 ......= MATH CONCEPTS & APPLICATIONS 68 ====e=== TOTAL LANGUAGE LANGUAGE MECHANICS LANGUAGE EXPRESSION . RANGES OF PERCENTILE RANKS 1-25 PERCENTILE 26-50 PERCENTILE 51-75 PERCENTILE 76-99 PERCENTILE Dear Parent/Guardian: This spring, Till' was given the Comprehensive Tests of Basic Skills/Fourth Edition (CTBS . This report explains IIIIIIIrs test results. When compared with students across the nation, scored in the highest range on Reading Comprehension. s scores were in the high- average range on Math Concepts & Applications. Additional information about these tests can be found on the back of this page. If you would like more information about Lest scores, please contact our school. Sincerely, Principal EFTA01709840 YOUR SOCIAL SECURITY CARD Detach the card below and sign it in ink immediately. Do not laminate your card. Carry it in your purse or wallet. rd your number elsewhere for Ssv application and submit ta•• also have to submit aunty office immediately to d with the same number. ke sure your employer copies correctly. keeping purposes. Such use is Social Security number by weep the organization and the get information from your number must tell you whether is the number, and tell you work in this rounfty. .vour Spoor S. iimmtfOll0n offiCrOlf will be year or more. sign up for Medicare. EFTA01709841 60-4"littrAttilth, ever ax.4404,,,v,k _ _ad 1:42 &yepoh Tb4x ad ay 3n • ,r,/' itntO hertotaikairXedy/A) se.diteapaele,454,44.yelte ,,e15,44 Al'al41161ed X; EFTA01709842 .Audent's Full Na Address Name of Parent or Guardian A. HEALTH EXAMINATION HEALTH EXAMINATIONS Height Date I X( q Phone Race 6/1"/ de. Sex re,anak Weight Blood Pressure (I) Normal=N; Abnormal=A N A COMMENT: Abnormal Findings, by number 1. Appearance 2. Skin/Nose 3. Head/Scalp 4. Eyes 5. Visual Acuity (R & L) R Aro& °row 6. Ears 7. Auditory Acuity (11 Et L) 8. Nose / Throat 1 9. Mouth. Teeth and Gums 10. Chest / Lungs 11. Heart 12. Abdomen V 13. Genitals and Anus 14. MuSculo-Skeletal 1/ 15. Neurological 0 16. Alertness 17. Emotional / Mental/ Behavior Prob.) >1,0-4.12 18. Handicap. physical/ other (Specify) It Activity Restrictions (Specify) 20. Abuse. substance/ physical / emotional 21. Nutrition 22. Other B. HEALTH HISTORY Serious Illnesses Injuries: explain) (attach narrative if additional space needed) C. LABORATORY (as indisated)., Hemoglobin /Hematocrit /cam • -6 NAM TITLE: ADORES (Please Print) Stool (0 & Tuberculin test: Sickle Cell ‘in Date 1ype -Fist date 7 / 34 1f results 9 OH 3040. 10196 (Riableces HRS44 Form 3040 which may ,(Stock Number. 5744-000-3040.2) EFTA01709843 Studeli Teacher THE SCHOOL DISTRICT OF ELEMENTARY REPORT CARD MARKING CODES - ACADEMIC SUBJECTS GRADES 1 and 2 E - Excellent S - Satisfactory V - Very Satisfactory N - Needs Improvement GRADES 3.5 A - Outstanding (94% - 100%) B - Above Average (85% - 93%) C - Average (75% - 84%) D - Below Average (65% - 74%) F - Failing (0% - 64%) I - Incomplete ACADEMIC SUBJECTS Marking Period tit 2nd 3rd 4th Mathematics (Indicate Wet nibs check) IRIF.0:71;;Y; .604 iteltile7i1; \ ' Viachoniele49VOI . . :! -- : 3 V 13 I --1) ..21 7 1:}-, Reading (Indicate level with a check) ,ps46,,,or above grade level 4 ,e8olow grgdo level 3 ... V i. Z q- It Composition T2 15 & b Language B ,b ?) 75 1.2 Pr Spelling if-\- B Handwriting/Penmanship e' 5 Ci 2> Social Studies '8 A- 3 Pr Science/Health 3 pt "P> le> Grades not given this nine weeks • MARKING CODES FINE ARTS gnding effort and participation .r4atiii4gtOyptipet and,pailigipation Offen en0 plitit;Igation; parent conference FINE ARTS REPORT Marking Porlod tat and 3rd 4th Art Music Physical Education PARENT/GUARDIAN/TEACHER CONFERENCE School Principal SOCIAL DEVELOPMENT/CLASSROOM STUDY HABITS Please work on the area(s) that have a check (/). Grade V Marking Poriod lst 2nd 3rd 4th Overall effort V Works cooperatively Works independently Completes classwork classwork on time Completes homework on time V I./ Follows classroom rules and routines i/ 1/ / v Uses time wisely / V / Follows directions Accepts responsibility for own actions Comes to class prepared .with materials ALTERNATE ASSESSMENTS Indicate those used with a check (i). Marking Period tit znizt 3rd etn Skills Checklist(s) Portfolio V - V V I7 Audio Cassette Recording Video Recording Computer Program Standardized Test(s) ObservationsANdften Comments Other ATTENDANCE Regular attendance and punctuality are essential ter quality education. Marking Period In 2nd 3rd 4th Days Present CE-5( tH it.5- I. I Days Absent O 1 I s4 Days Tardy / 0 3 Information Includod 3 3 3 3 3 3 .7) 3 PLACEMENT Marking Period tat 2nd 3rd 4th Conference conducted [Indicate dato(s)) Grade S ". Special Session 11 If Special Session program is indicated, grade placement will be determined by the home school '768 (Pilot FY 95) Goldenrod/tat Poriod Pink/2nd Porlod Canary/3rd Porlod Croon/4th Poriod Whlto/Oftico Copy EFTA01709844 Student Teacher THE SCHOOL DISTRICT OF ELEMENTARY R MARKING CODES - ACADEMIC SUBJECTS GRADES 1 and 2 E - Excellent S - Satisfactory V - Very Satisfactory N - Needs Improvement GRADES 3-5 A Outstanding (94% - 100%) B Above Average (85% - 93%) C Average (75% - 84%) D - Below Average (65% - 74%) F Failing (0% - 64%) I Incomplete ACADEMIC SUBJECTS Marking Period 1st 2nd 3rd 4th Mathematics (latecate level .vth a check/ on or °boos rad& `ova/ cube grad& /oval a _,C: v""___ _V y (. g..." Reading (Thdcare 1...e' t.", a OTC; ) On of above gildre toyed 8eiow gran level $ vsr E 171 T4-.13 I? i" Composition 3 3 5 3 Language C-1 C. e, 13 Spelling 13 C. C- C. Handwriting/Penmanship a A g $ a• Social Studies A t Science/Health R R 13 43 • Grades not given this nine weeks MARKING CODES - FINE ARTS 3 OuistNnaing effort and perecipanon 2 Satisf.leseory offer: and participoncn 1 Inadequate effort and pareeipation; porent conference requested FINE ARTS REPORT Marking Period 1st 2nd 3rd 491 Art 3 3 3 3 Music 3 3 3 Physical Education 3 3 3 3 PARENT/GUARDIAN/TEACHER Grade 0(P Special Session Marking Period CONFERENCE 1st 2nd 3rd 4th If Special Session program is indicated, grade placement will be determined by the home school. I Conference conducted [Indicate date(s)j 9 ps Grade 05— Year 19C11-19 7R" School Principal SOCIAL DEVELOPMENT/CLASSROOM STUDY HABITS Please work on the area(s) that have a check (1) Marking Period 1st 2nd 3rd 4th Overall effort Works cooperatively t/ v, Works independently Completes classwork on time t,-.- v* k--- Completes homework on time Follows classroom rules and routines v- t/" V 1., Uses time wisely Follows directions V V V ,7 Accepts responsibility for own actions t7 v7 Comes to class prepared with materials ALTERNATE ASSESSMENTS Indicate those used with a check (I). Marking Period lot 2nd 3rd 4th Skills Checklist(s) Portfolio ‘." se- v 4 V Audio Cassette Recording Video Recording Computer Program ke r ie.. ve' Standardized Test(s) 4. V V .y / Observations/Written Comments se 1., I./ Other ATTENDANCE Regular attendance and punctuality are essential for quality education. Marking Period to 2nd 3rd 4th Days Present l+Fjp/ I gOi -3 Days Absent Days Tardy n 1 0 I Information Included V see- le' PLACEMENT * Goldonrod/let Ported Pink/2nd Porlod Canary/3rd Podod Green/4th Period White/Office Copy EFTA01709845 STUDENT PROFILE SHEET READING Instr. Level Scores a Yi i i.,, Sem. Yr.End Reading Running Record -•:•?1,.• ;y This year's CTBS %rie • • ...;rfe..- 3. 2 12 Last year's CTBS %He sq 13 This year's FCAT (GrA) r. 57 t:, Afe,erge9aStet „. 1st • 2nd 3rd 4th Report Card Grades 13 Grade Level Assessments Pre: Post • Reading Performance Level arAt or above grade level • • o At risk of falling below grade level a Below Grade Level (1-2 years below) o Substantially below grade level • (more than 2 years) • Reading Dev. Level o Emergent (Early) o Emergent (Developing) •• • • o Early (Early) a Early (Developing) a Fluent (Early) SPIGent (Developing) WRITING • Grade 1: Checklist Characteristics . ... (# demonstrated )•.. • . ' Rubric Scores • . „ APCESPr0MW . . .. .. .. Altos.3. . .tt.r 3. • • • • Palm Beach Writes : ; • .' . , . . • .. . . ... - ,• • Florida Writes (Gr. 4) . t: - We Performance Level t or above grade level o At risk of falling below grade level a. Below Grade Level .0 Substantially below•grade level Writing Dev. Level a Emergent (Initial) o Emergent (Developing). a Early (Initial) . • a Early (Developing) . erFlient (Early) . . • 'ofluent (Developing): .. • MATH Grades/Scores • .- % • . . Year-End Cumulative Test'. (% correct) ' •c- • Pre-Teei or year end seer, Post-Test • T r ernart 1st • 2nd 3rd 4th- Report Card Grades C- • C- a.- 0.... CTBS %ile Last Year 4 .if This Year. (ie 0 This yr. FCAT Score(Gr.5) ....._ . 3 3 Majth- Performance Level vi r At or above grade level a At risk of falling below grade level o Below Grade Level I (up to 1 year) o Substantially below grade level (more than 1 year) PINK=GIRL BLUE= BOY OTHER Circle one YES NO Previously Retained? If . . 0 Previously Administratively Placed? Y ei! tsi C. C. gr Recommend for Next Year. Promote 1. •-er Place__ ........... .....-..._ : ..... _ .... Retain • • • - - Parent Agrees?, „ t, . ; e) . Y . Y Y . ESE Placements: SW - • • • - • . son....,.....e.z.::::.:7:.., : ... :...:)..:... PL, ..... ......:..‘vjc..-...44.4a.........L.- Ofilert-7—.-11--.7row. Y. ••'Y • ; Y -: Y Y • (R efi3 • .. CST Status: '' tl • • . i -77 TT NO Red Cany Over . . LEP Student?. ' , i •••••;:., ' Y Gi) 504 Plan? • • - ' (...._,1:'..: Y Medication? • : • :41 ' ..4‘ ' Y *Medea! High Risk? " ' • " — — Specify Y @ Excessive Absences?.: • r-:- ' Y ( gti Excessive Tarries?"' ... .. • " y Recommended for this yeaesTutorial? Y • ' Attended Tutorial? Y . . Behavior 1= Appropriate . 4=Very Inappropriate 3 4 Social/Emotional Development/Maturity . 1=Very Mature 4=Very young 1 0 3 4 GRADE LEVEL PERFORMANCE CRITERIA USTED ON REVERSE SIDE EFTA01709846 S •,•447., GRADE LEVEL PERFORMANCiakITERIA it • - READING WRITING MATHEMATICS GRADE 1 • Running Reading Record (Level D, F, or Repdiness) • Functioning at K level • Post Grade Level Assessment Score of 2.0 or lower or 77% or less • Report Card Grades of "Ns, "D", "F" • • • Fewer than three (3) Writing Characteristics Demonstrated (K-3 Assessment System) Rubric Score of 2.0 or lower Report Card Grades of 2.0 or lower • textbook End-of-Year Test. Score of 77% or lower • Report Card Grades of r, . "D", of "Fs GRADE 2 • Running Reading Record (Level 2, J, or H) • Performing one year or more below grade level • Post Grade Level Assessment Score of 2.0 pr lower or 77% or less • Report Card Grades of N. "D", "F" • This years TN score a! or '- below 25%ile • APCES/PBW Rubric Scores of 2.0 or lower • Report Card Grades of 2.0 or lower • • Textbook End-of-Year Test Score of 77% or lower • • Report Card Grades of IN", • tf, of °F' • TN Score at or below 25%ile* (*starting in FY99) re! GRADE 3 • Performing 1 to•2 years below grade level • • Running Reading Record (Level 5 or lower) , • • Post Grade Level Assessment Score of 2.0•or lower or 77% or lower • CTBS/TN Scordat of below.,. 25%ile . . • Report Card Grades of "N", °D', or "F" _ APCES/PBW Ribric•Scores • of 2.0 of IOW& •• Report Card,Grades of 2.0 or lower • ' TextbooklEncP:of-YeirkTest;ii, Score of 77% or lower • • Report Card Grades of "N",, "D", of "F" • CTBS/TN Score:at or ball* 25%ile • . GRADE 4 • Performing 1 to 2 yeard.•••••• - below grade level • . - • Post Grade Level • Assessment Score of, 2.0/77% or lower • Report Card Grades of 'IT, "D", or "F' • FCAT Score of 200 or lower • APCES/PBW:Rubric Scores of 2.0 or lower Report Card Grades of 2.0 or lower • • • Textbook End-of-Year Test Score of 77% or lower Report Card Grades of "N", CTBS/TN Score at or below 25%ild GRADE 5 • Performing 1 to 2 years below grade level • Post Grade Level • Assessment Score of 2.0/77% or lower • Report Card Grades of "N", tr, or "F" • FCAT Score of 200 or lower • CTBS/TN Score of 25%ile or lower • APCES/PBW Rubric Scores of 2.0 or lower • Report Card Grades of 2.0 or lower . • • Textbook End-of-Year Test Score of 77% or lower • Report Card Grades of "N", "D", of "F" • CTBS/TN Score at or below 25%ile • FCAT Score of 200 or lower •• EFTA01709847 THE SCHOOL DISTRICT OF Grade I Course Change Documentation ST GENERAL INFORMATION • CHANGE DOCUMENTATION GRADING PERIOD GRADE EXAM CONDUCT I From From From To 4 To To From From From To To To Change course code From To Reason for change: 0 Recalculated Grade Average E:1 ,(tudent Completed Work Other (explain below) - 1/0P S -71-t-7.57ca C2' r. APPROVAL SIGNATURES (two of three required) • • . aa'eairatto.7.7t. SIGNATURE OF AREA ADMINISTRATOR 1 TE /144/ ATE GATE DATA PROCESSOR CONFIRMATION '797 (REV. 9(12/2001) SIGNATURE OF DATA AgOCESSOR DATE ORIGNAL - Cumulative Folder Copy - Office File EFTA01709848 Spring 2003 Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards Grade 10 Student Report INS 'strict me and um r The Florida Department of Education believes that every student has the ability to learn and succeed. The purpose of the FCAT is to ensure that Florida's public schools are providing the best education possible, and preparing students to succeed in the competitive 21st Century job market. Working with teachers, the State has developed a measurement system that includes reading, writing, mathematics, and science. This report allows you to compare a student's score to other students in the state. Using the 'Content Scores,' you are able to identify any specific academic skills needing improvement Below you will find your 2003 FCAT Science scores. The chart on the right side of the page shows your score compared to the average score this year. Science Score Score* State Comparison Lowest Middle Highest 173 1 The Score is a number between 100 and 500. 500 450 400 356 300 250 200 150 100 Student's Store State Average Science Content Scores Content'Areas Points Possible Points Earned State Comparison Lowest Middle Highest . Physical and Chemical 12 1 1 Earth and Space 13 3 1 Life and Environmental 13 4 ../ Scientific Thinking 13 2 i • These scores show your achievement on the day you were tested. If you had taken this test numerous times, It Is likely that all of your scores would have been within a certain range. Your 2003 FCAT SSS Science scores probably would have been between 138 and 208. Data Run Date: 05/09i2003 0060491 EFTA01709849 FCAT Reports Separata reports are produced for the. Sunshine State Standards tests in FCAT Reading and Mathematics, Science, and Writing. A separate report is also printed for the norm-referenced tests in Reading and Mathematics. FCAT Norm-Referenced Test (NRT) Report The FCAT NRT report shows reading and mathematics scores on a Florida version of the SAT9 (published by Harcourt Educational Measurement). Student scores are compared to a national "norm" group, where a percentile rank score of 50 is average. Sunshine State Standards (SSS) Reports The FCAT SSS Reading, Mathematics, and Science reports show test scores from Florida's tests of academic standards. These reports contaln subject scores and content scores. Subject scores describe the overall achievement, and content scores give the number of points earned in specific skill areas. Success on the Reading and Mathematics tests can be best understood by using the achievement levels where a 3 or higher is on or above grade level. Achievement Levels Five categories of achievement describe the success students have with the content tested on the FCAT Reading and Mathematics. Level 5 is the highest and Level 1 is the lowest. Since science achievement levels have not been determined, science scores are ranked as to whether they fall in the lowest, middle, or highest third of statewide student performance. 5 This student has success with the most challenging content of the Sunshine State Standards. A student scoring in Level 5 answers most of the test questions correctly, including the most challenging questions. 4 This student has success with the challenging content of the Sunshine State Standards. A student scoring in Level 4 answers most of the test questions correctly, but may have only some success with questions that reflect the most challenging content. 3 This student has partial success with the challenging content of the Sunshine State Standards, but performance is inconsistent. A student scoring in Level 3 answers many of the test questions correctly, but is generally less successful with questions that are the most challenging. 2 This student has Ilmited success with the challenging content of the Sunshine State Standards. 1 This student has little success with the challenging content of the Sunshine State Standards. FCAT Certificates Students who earn Level 5 scores or whose science scala scores are greater than 400 receive Certificates of Achievement. For writing, certificates are given to all students with scores of 5.5 or 6 and to fourth graders with scores of 5, 5.5, and 6. Certificates are not awarded basad on the FCAT Norm-Referenced Test scores. Informes FCAT (Spanlsh) Se preparan informes separados para los exámenes del FCAT de lectura y matemáticas, ciencias y redacción según las normas estatales Sunshine State Standards. También se imprime otro informe por separado para los exámenes de lectura y matemáticas de acuerdo a las normas de aplicación nacional. Informe sobre el FCAT ceñido a normas de aplicación nacional (NRT) El informe del FCAT NRT presenta los resultados de lectura y matemáticas en una versión del estado de Florida del SAT9 (publicada por Harcourt Educational Measurement). Los resultados obtenidos por los estudiantes se comparan con el grupo modelo o "norma", en el que la clasificación es de un 50% del promedio. Informes según las normas estatales Sunshine State Standards (SSS) Los informes según las normas estatales SSS del FCAT presentan las calificaciones de los exámenes de lectura, matemáticas y ciencias de las normas académicas de Florida. Estos Informes contienen calificaciones por materias y calificaciones por contenido. Las calificaciones por materia proporcionan un resumen general del rendimiento y las calificaciones por contenido que proveen el número de puntos obtenidos en áreas de habilidades específicas. El éxito de los exámenes de lectura y matemáticas puede entenderse mejor utilizando los niveles de rendimiento en los que una calificación de 3 o superior está al nivel del grado o por encima. Niveles de rendimiento El éxito que un estudiante ha logrado en el contenido examinado en el FCAT de lectura y matemáticas se describe por medio de cinco categorías. El nivel 5 es el más alto y el nivel 1 es el más bajo. Como los niveles de rendimiento en ciencias no se han determinado, las calificaciones de ciencias se clasifican con respecto a si entran dentro del tercio inferior, medio o superior del rendimiento estudiantil a nivel estatal. 5 Este estudiante tiene éxito oon el contenido más difícil de las normas Sunshine State Standards. Un estudiante del Nivel 5 responde a la mayoría de las preguntas del examen correctamente, incluyendo las preguntas más difíciles. 4 Este estudiante tiene éxito con el contenido difícil de las normas Sunshine State Standards. Un estudiante del Nivel 4 responde a la mayoría de las preguntas correctamente, pero es posible que sólo tenga cierto éxito con las preguntan que reflejan el contenido más difícil. 3 Este estudiante tiene un éxito parcial con el contenido difícil de las normas Sunshine State Standards, pero su rendimiento es inconsistente. Un estudiante del Nivel 3 responde muchas de las preguntas del examen correctamente, pero por lo general tiene menos éxito con las preguntas que son más difíciles. 2 Este estudiante tiene éxito limitado con el contenido difícil de las normas Sunshine State Standards. 1 Este estudiante tiene poco éxito con el contenido dificil de las normas Sunshine State Standards. Certificados del FCAT Los estudiantes que se clasifiquen en el Nivel 5 o cuyos resultados de ciencias sean superiores a 400, reciben Certificados de rendimiento. En redacción, los certificados se otorgan a todos los estudiantes que han obtenido calificaciones de 5.5 y 6, y a los estudiantes de cuarto grado que han obtenido 5, 5.5 y 6. Los certificados no se otorgan basados en los resultados del FCAT ceñido a normas de aplicación nacional. Rape, FCAT (Haitian Creole) Yo prepare rapó apa pou egzamen lekti ak matematik, syans ak redaksyon FCAT bay swivan prensip Sunshine State Standards yo. Yo ekri yon rapó apa tou pou lekti ak matematik pou "modèl egzamen ofisyèl FCAT 'tifiar pou fè evalyasyon" an. Rapb egzamen oflsyèl FCAT itilize pou fè evalyasyon (NRT) Rapb FCAT NRT a montre nbt lekti ak matematik nan vèsyon Florida genyen pou SAT9 la (Se Harcourt Educational Measurement ki pibiliye li.) Yo konpare nbt elèv la ak yon gwoup nbt yo konsidere kbm "modèl pou egzamen ofisyèl" la, kote swivan klasman pa pousantaj la, not mwayèn nan se 50. Rapb Sunshine State Standards (SSS) Rapé FCAT SSS pou lekti, matematik ak syans lan montre ribt elèv yo fè nan egzamen Florida bay sou prensip akademik yo. Rapé sa yo gen ribt pou matyè ak nbt pou kontni lactan yo. Nbt pou matyè yo dekri tout sa elèv la reyalize anjeneral epi nbt pou kontni yo bay kantite pwen elèv la fè nan yon matyè byen detèmine. Ou ka konprann kisa elèv la reyallze nan egzamen lekti ak matematik la pi byen si w itilize yon nivo siksè lote 3 oswa plis se yon nbt ki nan nivo klas la oswa yon nét ki pi wo pase nivo klas la. Nivo siksè elèv yo Gen senk kategori siksè ki dekri nivo siksè elèv yo pote nan kontnl yo teste nan egzamen lekti ak matematik FCAT la. Pi gwo nivo a se nivo 5 epi pi piti nivo a se nlvo 1. Piske yo poko detèminen nivo siksè nan egzamenn syans lan, yo klase nbt pou syans lan swivan si li tonbe pi ba, nan mitan oswa pi wo yon tyè pèfbmans elèv toupatou nan eta a. 5 Elèv sa a gen siksè nan matyè ki te gen pi pils difikilte ladan yo nan egzamen Sunshine State Standards la. Yon elèv ki nan 5yelim Nivo reponn pifb kesyon egzamen yo kbrekteman, elèv la menm reponn kesyon ki gen pi plis difikilte ladan yo. 4 Elèv sa a gen siksè nan matyè ki te gen difikilte laden yo nan egzamen Sunshine State Standards la. Yon elèv ki nan 4yèrn Nivo reponn pifb kesyon egzamen yo kbrèkteman, men li ka gen »Ir siksè salman nan kesyon ki sanble yo gen pl plis difikilte ladan yo. 3 Elèv sa a gen enpe siksè nan matyè id gen difikilte talan yo nan egzamen Sunshine State Standards la, men pèfbmans lan pa rete estab. Yon elèv ki nan 3yem Nivo reponn anpil nan kesyon egzamen yo kbrakteman, men anjeneral li gen mwens siksè ak kesyon ki sanble yo gen pi plis difikilte ladan yo. 2 Elèv sa a gen siksè limite nan matyè ki gen difikilte ladan yo nan egzamen Sunshine State Standards la. 1 Elèv sa a gen yon ti siksè tou piti nan matyè kl gen difikilte ladan yo nan egzamen Sunshine State Standards la. Sètifika FCAT Elèv ki fè not 5yèm Nivo oswa elèv ki fè gwo nbt kl pi plis pase 400 nan syans ap resevwa Sètifika pou Siksè. Yo bay tout elèv ki fè nbt 5.5 oswa 6 ak elèv klas katriyèm ki fè nbt 5, 5.5, ak 6 yon sètifika pou redaksyon. Yo pa bay sètifika swivan nèt elèv fè nan egzamen ki baze sou tirrodèl egzamen ofisyèi FCAT itilize pou fè evalyasyon" (NRT) an. EFTA01709850 Plata Virtual hod Official Final Grade Report * 5/25/2004 Student: Course: Course Code: Instructor. Student Address: Honors Credit: Final Grade: Numeric Grade: Credit Earned: FLVS Code: Geometry 1206310 No C Student Number: ■ Grade Level: 11 Date of Birth: ■ School: ■ FL District: Semester: Sprg04 * This is to report your Final Grade for the above course. Your grade is being mailed to your district to be included on your official transcripts. EFTA01709851 rionaa V mai bC11001 Page 1 ot 1 Student Home Florida VirtualSchool Student Center Home Profile student Coursei Subject Mathematics Registration Course: Geometry Semester. P2)327 Transcripts Sprg04 Course Course Login UtoOlueimpappaa Section #: 42 Student Material Information Materials Returned Geometry Status: Complete Final Grade: C Honors: No Credit 1 Pace: Traditional FLVS Online Home Logout Contac Enrolled Date: 12/17/2003 Active Date: 1/11/2004 Grace Period End Date: 2/82004 Final Grade Sent Date: 5/25/2004 Withdraw Date: NIA Date Returned 5/25/2004 https://simsilvs.net/student/stuViewCourseData.asp?SID--64739&SCSID=331577 8/31/2004 EFTA01709852 ACADEMIC HISTORY RECORD (*** — Required Field) STUDENT NO. STUDENT NAME PREVIOUS COURSES COMPLETED GRADE /'? • • • • • • • • • • • • I Y I sok IRSF NO# COURSF TM F SA CR 02 CREDIT FIN GRD FIGS HC ES TAKEN SCHI QS ATTP fARN O/ / 1,2°63/6 l'ge.cme K 112A (.50 C_.- .9V a 470a 3/6 /aowte. Mt? ,3-0 C...-- I . ,. . , . . • . . Counselor. Date r?"‹.)2/-0/ EFTA01709853 THE SCHOOL DIS T INDENT SERVICES FL pplication For Student Reassignment • School Transportation is NOT PROVIDED by the • Student may be returned to the school in his/her assigned attendance area if helshe becomes a discipline and/or attendance problekd parent or guardian is unable or unwiling to work cooperatively with the policies and procedures of the reassgned school, or if the reasons for reassignment are no forger valid. • Reassignment approval does not guarantee eligibility for athletic teams or other extracurricular activities. Contact your principal for information about eligbility. • 'Student Reassignments will be reviewed annuarly. • This tom is not valid un:ess signod by parent or legal guardian. EXCEPTION A1 ST5C4 PIACF-14Fra 0 Yes 0 No ACOAESS OF PARENT OR LEGAL GUARDIAN SIAWMOt • 4, Code Do you currently have a reassignment? Reason for Reassignment: D Racial Balance K High School Senior D To Finish School Year 5 BUSINESS / aOrrearbelaillaWaanaT mcv. aaa a Yes O Moving into Attendance Zone (Please encloSe valid proof) 0 Supervision Hardship -Grades K-5 (Posse complete additicnal !ems) K Health Reasons (Realm tarns completed by pekician must be enacted) O Into County High School Schedule Compatibility (Ct.:W."0;year onln a" •t . • State specific reasons why reassignment Is being requested to school listed above: 41 ir-v‘r(relitc1 in (--‘kit•crlincl tne- Cc nrIrk ttrr jcctnnSJcrty Cr rtry (ter ie\nnr3 -%fl' vccr el "Yr, la- c-c irt 1rtr ip _ NOTICE: All reassignment requests are measured against concurrency standards which were Adopted by the School Bad. Schools with errol ment above 110% of capacity can not be considered as a receiving school. If your reassignment request is rejected for this reason, do you wish to have the Department of Student Services select an available site? El Yes K No lr 3 -t3 iE0 BY PARENT CR LEGA, GL ARDIAN DALE • plicant APP D DISAPPROVED PJflNAL sitaNA lint biGNtD FCR IRE S,HCOL &STRICT OF PAUl BEACH COUNTY CATE 0249 (REV. 2/2112001) ORIGINAL- Pupl Services COPY • Receiving Schad COPY - Sending School COPY • Parer% EFTA01709854