EFTA01709788

EFTA01709788 EFTA01709789 STATE OF FLORIDA DEPARTMENT OF HEALTH AND REHABILIT ATIVE SERVICES Special Health CUMULATIVE SCHOOL HEALTH RECORD Problems - See (This form Is not intended for physician's use) Narrative. Warn Race Sex • S Address Father's Name Mother's Name Date of Birth Place of Bin Birth Recorded; Yes 0 No 0 Immunization Certification: Yes 0 No 0 Special Immunization Programs A NARRATIVE NOTE IS REQUIRED FOR REFERRAL AND OUTCOME ENTRIES K 1 2 3 Screening and Outcome . Screening Assessment ' Screening Referral Outcome c Screening Referral Outcome Grades E" 4. g 1, .9 us Date K-3 20 I; 8 8 Date a) Date 0 S a> CO Ce 0 CC Vision ...s" -,7 fa /O Hearing I. .0 Height, Weight & Graphing Nutrition /196 Dental Health Mental Health Communicable Disease Records Review Physical Assessment Other Other 4 5 6 Screening and 7 8 [Screening Assessment Screening Outcome Screening Screening Outcome Screening Referral Outcome 13 Referral Outcome Outcome -0 P Referral Grades ::15 8 4-8 Date Date 0 Date Date .3) Date it ec If /ision (J-115.7) -tearing r I I SICIR P ieight, Weight -it- 43 14 - &Gra•hin. 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 R 1111 Fr II I eceipt (NOTE: This Is no • t the application for the scho larship.) I verify that I ha ve received and re 44 of the Florida Bright Fu ad the initial eligib tures S ility requirements r the year 2004. Name or Signature SCHOLARSHIP PROGRAM Date Please return to yo ur high school gu idance 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* ❑ 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 U Hispanic STUDENT NUMBER MVVhite, Not Hispanic O American Indian/Natiye Alaskan O Black, Not Hispanic • Asian/Pacific Islander ADDR al) Verified by Birth Certificate: O Yes . , . If Not, What Type Verification? • • NA THER RESPONSIBLE ADULT AT HOME: P G OA I s .11:01•4:1•141•111116•111.1.10100•11101.61•11.-11.•• . I Name ma - .4 Street Date First Entered This District Withdrawal Date Withdrawal Date, Withdrawal Date City /.._Q-4. f g —q - 1. , Grade: Grade Grade: Grri4 dr : School Year: 19- 19.94 School Year: 19 93 -19 4/,‘ School Year. 19 -19 (4 5 School Year: 19 I -19 School Year -19 - 9 .7 Days Present: Days Absent: Days Presem: Days Abient Days Present: Days Abukir. Days Present. Days Absent: Days Present: Days Absent: (4,(0 Subject Teacher 4 Mark i , 2- Subject 11 .3 • Mik 11 3 Subject '1 Teacher I ark AR Subject // Teacher Mark I'D I Subject \-3 Teacher 1,y ark MATHEMATICS MATHEMATICS MATHEMATICS MATHEMATICS II MATHEMATICS READING READING READING READING READING a LANGUAGE SPFU-ING HANDWRITING LANGUAGE SPELLING HANDWRITING LANGUAGE SPELLING HANENVRITING JANGUAGE SPELLING HANDWRITING C...- C...• LANGUAGE SPELLING HANDWRITING N, _ROCK! STUDIES SOCIAL STUDIES SOCIAL STUDIES ‘6 - SOCIAL STUDIES 7:1 SOCIAL STUDIES % SCIENCE and SCIENCE and 6 SCIENCE and V SCIENCE and 3 SCIENCE and • 'FS _HEALTH BEHAVIOR CODE AVERAGE 3 JiEALTH BEHAVIOR CODE AVERAGE ..3 . HEALTH BEHAVIOR CODE AVERAGE. HEALTH BEHAVIOR CODE AVERAGE 3 HEALTH BEHAVIOR CODE AVERAGE 3 ind,cine: Indicate: p Indicate: p Indicate: Promote (P) ? Indicate: Promote (P1 Promote IP) Promote DPI Promote IP) tp IP FLORIDA PERMANENT RECORD CARD Retain (RI Retain (R) Retain (R) Retain (R) Summer sow, (S51 Summer School (SS) Summer Shod as Retain (R) sworn., School MS) Summer School MS/ Grade: Schoot (Grade: School: (Grade: School: (Grade: School: (Grade: OS— • School Year 19- C -19 G School Year 19_•19 School Year 19 -19— School Year 19_-19— School Year 19 .19 Days Present Days Absent: Days Present: Days Absent: Days Present: Days Absent: Days Present: Days Absent: Days Present: Days Absent: CATEGOAY A - Education Records /1 1 q Subject Teacher Mark Subject Teacher Mark Subject Teacher Mark Subject Teacher Mark Subject Teacher Mark MATHEMATICS 9 ) MATHEMATICS MATHEMATICS MATHEMATICS MATHEMATICS READING 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 GRADES K-5 SCIENCE and 0 ISi kEiNCE and SCIENCE and SCIENCE and SCIENCE and HEALTH HEALTH . HEALTH HEALTH BEHAVIOR CODE . s.. BEHAVIOR CODE BEHAVIOR CODE BEHAVIOR CODE BEHAVIOR CODE AVERAGE AVERAGE AVERAGE AVERAGE AVERAGE Indicate: Indicate: Indicate: Indicate: Indicate: Promote IP) Promote (P) Promote (P) Promote (P) - Promote (P) Retain IR) Retain (R) Retain Mr Retain (R) 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 FIRST MI DOB MO/DMYR PARENT OR GUARDIAN Child's SS# (optional) SEA IF imMt UATION ID# DirettionC • 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. 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 ofmy 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 ofmy knowledge, the above named child has received thefollowing immunizations requiredfor 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: 7r-r-7 7;""—Expittition Date: (Print or Stamp) (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 1certify 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: Date. flit 610. 8:98 , replace, earlier edition, i Shwa. unibtr : 5740400•06110-40 EFTA01709795 THE SCHOOL DISTRICT OF • NEW/RETURNING STUDENTS REGISTRATION BACK ---- I 131) STUDENT uves WITH ICHECIL OKI RI BOTH PARENT} ❑ MOTHER (33) "IlAkSPEATE3 DE 6441/43 ,.I 54 InNopomo4 lo/Lom, schml In Comm N ether dm. pmon0 II FATHER 9 SHARED CUSTOOT 0 011iePt 1331 13 THERE A COURT ORDER BARRIO EITE4R PARENT FROM Ilf/A0EIN4221 0 YES IS NO CONTACTING THE STUDENT DLIRING DIE SCHOOL DAY> 2.1 /435 IF YES, PLEASE PROVIDE THE SCHOOL WITH A COPY OF THE COURT OROFR 13A) FATHER/GUARDIAN DOES FATHER HAVE CUSTODY> DYES in NO 1351 MOTHER/GUARDIAN DOES MOTHER HAVE CUSTODY> 0 ',Es 0 NO YES YES ..., TA.. AQUA LAST OPST WA NOW Lau ST ICF0.'non va.s4 Tar RAU OS INII.004INT RAU CV INP.OTHINT M l. Ill IIIIMOSS 443.4 NIGH I VVL U A N l H. t 1 I It 0 A0 0...• lmom SOFFAX B0 SORK FRO. Slat iosAFE, T. of C D .soar° A. O'N ,A El 0.04INTOIT 1004 Amman T.* B El SOW re SPOOF Tanta • FFF c 11t"--. D0 Tom Tost-FavAwr E0 TOFEFAA•mtFT•FF.Fm D soma rOsTF2ECONCART E II " c' ICAcc."“ (ITOFAICAUCOU1411) RHAFAIS or MOW rrecooscAUcoasoc COADUATI •• ESORIT 1361 LEGAL GUARDAN (IF AND DOES LEGAL GUARDIAN NAVE CUSTO ❑ 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 -racielonoin E] NO ADDRESS RE.ATIONSHW F—D y YES AuA+ ENO ADDRESS RELATIONSHIP ILA YES riethei 0 No ADDRESS N. RE.ATONSHIP r•I U YES No 0 145) 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 191II 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. !La iTubENt IFUTTHEI (1.11 STLInNt LANGUAGE GO) on tot) paw GoOf (Oa (OTIO 0A11 103) SAC COOT ! I EN EO1 08/19/98 O88C (64/ PARENT/GUARDIAN LANGUAGE 155) GRAD) (DEL IGO CALENDAR Ibl/ TUCKER 110. EN US O8 O1 an) REASSI13110 I COOP WI TRANSPORTATION 1;01 ITRIFICATION Of BIRTH 911 NRS 021 POOAUNTATION °intuit CHEER AND DATE Mi., AMMO; DA•ADIA 0 F 3FSF OTIS 0 wg 1 Z ['CATE IIWALIMEA- FONS 0 DATE VERS:CATi00 OT PINT.. ARCORDS OIDESOL 131.1•1441 0 1 2 3 6 5 0 1 3 1 5 6 ) 5 5 T A B 2 00ATE SOCIAL. SECOND( NC tOITTIGNA. n Li 0*IC 64.1251CA4 CAAMS 1131 DATA ENTRY COMPUTED ID. DAIL 4636 OM 3/51) 1 EFTA01709796 THE H L DI TRI T F i STUDENT NUMBER: VERIFICATION FOR NEW/RETURNING STUDENTS: TO THE PARENTS OR GUARDIANS: EW/RETURNING STUDENTS NEW STUDENTS: ;omplete al non- shaded areas on both sides of form REGISTRATION RETURNING STUDENTS: Please review both sides for correctness of typed information. II the information printed is incorrect, please correct it by carefully DISTRIBUTION: GRADE: 06 STDT and lightly crossing out the incorrect information and 2 in a writing the correct information above 1. ...^•, A (I, STUDENT 5 < Eat 717.1)f (2) ALSO RNOVER AS 3 LD AL ADC RE SS I mr III MARIN: LIONESS ..,„, , „ /12: SIY L3 w,4.> s Dui ....off yr iv* LOXAHATCHEE FL Uri ITY/1 li :oor triV STY.1 Iiii OM IS STUDENTS SO:IA I. SECURITY NO :61 HOmi PRONE NO IT SF x IR) FACE ,OPTIONAL/ F . AARICAN momm FEMALE . I OR ALASKAN 'miner I A grFI: RISLANDEP 0 W mo wt EHISPANIC NLAcA I I NOR-HISPARiC 0 H MSPANIG M muLTLPAGtAL MALE B IS. DATE DE BIRTH , 101 PLACE - OF GIRTH Hs U %An MYCliii (II) RESIDENT STATUS III) ENTRY DATE MTV USA 0 0 FOREIGN EXCHANGE STUDENT E 2 EMT -YE -STATE RESIDENT 0 I OUT-OF-COUNTI RESIDENT 0 3. IN-CO./NTT RESIDENT 113) FEDERAL IMPACT AID SURVEY E TES n NO A. THE STUDENT RESIDES ON FEDERAL PROPERTY. TES' n NO B. THE STUDENT RESIDES IN LOW PENT HOUSING. D YES M 110 5 NO C. ME PARENT IS IMKOYED ON FEDERAL PROPERTY LOCATED IN PALM BEACH COUNTY. 0 YES D. THE PARENT IS EMPIOYED ON LOW 4EN1 HUSHES LOCATED IN PALM BEACH COATI. 0 YES C NO E. ME PARENT IS N THE UNIFORMED SERVICES OF THE UNITED STATES. il Its. IS ME PARENT ON ACTIVE DUTY? I `ES D NO AIR PONCE 0 ARMY I COAST GUARD D MARINES 0 NATIONAL GUARD I NAVY 1141 1445 THIS CLEO BEEN ENROLLED IN ANY PRISCHULIL7 (PLEASE PLACE A CHLUMARA ( jor BY EACH PROGRAM ATTENDEE. ALSO. INDICATE WITH M. ASTERSK I 1k) TM PROGRAM ELM CHILI WAS IN THE LONGEST) 0 C CHAPTER I I H. HEADSTART I 0. OTHER 0 U PM-1( OISABIIIIIES E M MIGRANT PRE -II 0 3 3USSIDIZEC CHILD CARS D F PRE-I EARLY INTERVENTION E II NON -SUBSIDIZED CHILD CARE (IS) IS ME STUDENT A SINGE PARENT? 'IS) CUREItilt GNAW LIAR 0 YES NO NO 06 TRANSFER INFORMATION: (I7) ' (IR. A I N (19) OA'E CF LAST ArENDANCE 3.one off' iqq g (23/ . . . it AT - (RR, OA' ATTENDED 3kS FREE OR REDUCED PRICE LUMI I MIIIIIIIII M (231 HAVE YOU FILLED OUT AN APPLICATION FOR FREI OR REDUCED LUNCH? YES 0 NO (APPLICATION IS PROVIDED WITH IRIS REGISTRATION FORM/ WE REALM SCREENINGS: I GIVE PERMISSION FOR MY OVID TO & GAN HEALTH SCREENINGS. THESE. TESTS MAY BE GIVEN INCIYIOUALLY OR IN GROUPS. gi YES I NO YES (251 SODIELA FLUORIDE: I GM PERMISSION FOR MT CHILD TO PARTICIPATE IN THE SOCIUM FLUORIDE PROGRAM TO FREVENT DENTAL MCAT. PERMISSION IS VALID THROUGH GRAM SIX. YES 6if YES I NO NEW STUDENTS TO HOME LANGUAGE SURVEY (26) WHAT LANGUAGE IS SPOSEN IN THE HOME (27) WHAT LANGUAGE IS WILDE 1281 DATE OF ENTRY 51 THE PAFANT or GUARDIAN. IN THE NOME BY THE STUDENT? INTO THE Mt PROGRAM En ‘isk Eng\.‘ 31-N Ei 129) LANGUAGE SLAW (30) DISCLOSURES lot ION *Nov Imo NO this SCHOOL DISTRICT I. IS A LANGUAGE OTHER THAN ENGLISH USED IN THE HOME? ,YES 2. DOES THE STUDENT NAVE A FIRST LANGUAGE OTHER THAN ENGLISH? OTES NO HAS THE STUDENT EVER: g I. BEEN EXPELLED ERDM SCHOOL? I TES RI NO 3. DOES THE STUDENT MOST FREDUENTEY SPEAR A LANGUAGE OTHER THAN ENGLISH? ITES rAl NO 2. HAD AN ARREST FESU.TING IN A CHARGE' OYES J NO 3. HAD ANT JUVENILE JUSTICE ACTIONS? OYES ri NO EFTA01709797 THE SCHOOL DISTRICT OF - NEW/RETURNING STUDENTS REGISTRATION BACK (31) STUDER' IDES WITH COCCI ONE? V BOTH PARENTS MOTHER D 0 FATHER :1 SHARED CUSTODY OTHER E 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 REMOVING OR CONTACHNG THE STUDENT OUITUNC THE SCHOOL. DAY) 0 D NO YES IF YES. PLEASE PROVIDE THE SCHOOL WITH A COPY OF THE cnURTDROFR 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 OCO.PATNN (A 5 5 aP4ATATal 4, m Clete\5 of 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) (34 HIGHEST LEWL OF EDUCATION COMPLETED .OPTIONAL) A D ....7........x. B ❑0 ,r „,, '„.,r, C 0 ..... t0en PRAINJATO A Ill 0.0.004 9000. BOSOM/ .0. $000 10.104 iNis C 2 17,..,....,,, D El 1.0.4 POTT•Sitaear mares.rmaren E0 ritoNRCAL/COUTOI 01.01.0 n anvil D0 !ow .44tortusy E II 710.1•CWCaltal 11411 LFOAL GUARDIAN OF ANY) DOES tEGA. CIAARDLAN NAVE CUSTODY, ❑ c 0 No — CON STAT. VP oa cNIflos. utp, ... .,...” .fa.-N_ 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 PRONE RELAT/014SFur IWYES 6 -rn.-.1 It oaci 'non", 0 NO ADDRESS PHONE RELATIONSHIP f- li In YES P Cl nonf 0 NO ADDRESS PHONE RELATIONSHP 2 YES cc-, en' s' 0 NO ALNLAttSE pnulit RELATIONSHIP ri U 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 g YES 0 ND DOCTOR OR EMERGENCY SERVICES 1911) FOR TRANSPORT TO THE HOSPITAU (47) FAMILY DOCTOR (44) PHONE NIARIER (45) HOSPITAL PREFERENCE • Cy c THER PHYSCAL LIMITATIONS Y-L O./‘ YOUR 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 LW tou 11,1191iR( tun 161) nem JAII (NN) SL Loaf EN E01 08/16/99 088C MU PARINTISUANDIAN LANGPAGI i6E GRADE ltett (SW CAUSOAR WI TEAMR ND. EN US 07 01 Ill) MASSIC/04tHT CODE (G, TRANSPORTATION 1)C/ 11Alf ICATON OE BIRTH In, lin; (72) DDCUMENIATION tnipaiST (NEC% AND EATS WHEN EatvED, DOME IMMUNIENTETINE 0AT£ VERIA.CAHON of CIA•AOM CLUE a l" 0 N4 1 Z C °NTH itecorta5 SIWIA1, SeC11.41., 0 0A. E OD -ISO? OM-MAG 0 I 2 3 4 0 6 1 3 6 0 0 T S I, T A U: 0 04. 1 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: EW/RETURNING STUDENTS NEW STUDENTS SideS Of form Complete all non — shaded areas on both REGISTRATION 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 icSTR IMITCHR Theft and lightly crossing out the incorrect information and NA oAtl 0 09/0• writing the correct information above it. GR6E 1700700 II/ STJOENT'S LEGAL NAM: 660103 OLDC10i I Cl) ALSO KNOWN AS rAc I.n. / ...far I:n LOCAL AIDURESS III MAILING ADDRESS _2zarraigt_r________,„„_ •C .4r M) S}Nf. ....1 APT 4 LOXAHATCHEE FL <n • I r• in. 7., , IS/ STUDENT'S SOCIAL SECJRITY NO. IS) HOME PHONE NO. (7) SEA (8) RACE IOPTIONAJ F . I FFIAALF . IE OR AIWErtiCEEN EWAN AL...UM NATIVE 2 A PlICIFI:3RISLAMOCR I W rerosen.ic I MALE 0 8 MOM-km.s.AN c 0 H HISPANIC I M MULTIRACIAL IS) DATE Of BIRTH OW PLACE EA biNEN ....,. .... Ut,„ . (II/ RESIDENT STATUS II2/ ENTRY DATE INTO USA 3 0. FOFEIGN ExCHANCE MOM 2. Or -OF-STATE RESIDENT I I. OUT -OF -COUNTY RESIDENT II 3. IN-COUNTY RESIDENT (131 FEDERAL IMPACT AID SUFWEY IFS I NO A THE STUDENT RESIDES ON FERFRAI PROPERTY YES I NO D. THE STUDENT RESIDES IN LOW RENT HOUSING. YES 0 NO C lit PARENT IS EMPLOYED UN PEEtRAL PROPERTY LOCATED IN PAI. FE ACH [MATT YES I NO 0. THE PARENT IS EMPLOYED ON LOW RENT HOUSING LOCATED IN PALM BEACH COUNTY_ YES I NO E THE PARENT IS IN THE UNIFORMED SERVICES OF THE UNITED STATES IF YES, IS TN( PARENT CFI ACTIVE ouTr I YES I NO II AIR FOEICE I ARMY Li COAST GUAR) I MMINES I NATIONAL GUARD I NAY( UV HAS THIS CHILD BEEN ENROLLED NI ANY PRESCHOOL? (PLEASE PLACE A EHECKMARK I A.NEBY EACH PROGRAM ATTENDED. ALSO: INDICATE WITH AN ASTERISK I *I THE PROGRAM YOUR CHILD WAS IN THE LONGEST.) C. CHAPTER I I II IICADSTART I 0. OTHER D. PRE-K DISABILITIES I M. MIGRANT PRE-K I S. SUBSIDIZED CHILD CARE 0 E. PRE-A EARLY INTEREENTION I N. NON-SUBSIDIZED CHILD CARE 11S. IS THE STUDENT A SINGLE PARENT? EIS) CURRENT GRADE IKEA I TES I Nu NO 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) (APPLICATION IS PROTEIN() WITH Tills REGISTRATION TORMI kr YES 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. I Di 9 ND YES (ISI SODIUM Co/ORIOE: I tiSt PERMISSION FOR MY CRIED TO PARTICIPATE IN THE SODIUM FLUORIDE PRCGRAM I Et) I NU TO PREVENT DENTAL DECAL PERMISSION IS LAUD TNROIFGH GRADE SIX. YES NEW STUDENTS TO HOME LANGUAGE SURVEY (26) WHAT ANFMAAF II SPOKEN IN THE MIA) 127) WHET I ANADAGE IS SPOKEN an DATE OF ENTRY NI THE PARENT or GLARCiAN IN THE HONE BY THE Mean? INTO THE ESOL PROGRAM CIS) LANGUAGE SURIEY OW DISCLOSURES lot Ilru entry sou I. IS A LANGUAGE OTHER THAN ENGLISH USEC IN THE HOME? I YES I NO alt SCHOOL DISTRICT 2 DOES THE STUDENT HATE A FIRST LANGUAGE CITIES THAN EXCUSE? I YFS I N) HAS THE STUDENT UFA: 3. DOES TIE STUDENT MOST FRECUENTEY SPEAK A LANGUAGE OTHER THAN ENGLISH? DYES I N) I. REIN IMMO FROM 501001? Ills I NO 2. HAD AN ARREST RESULTING IN A CHARGE? I IS I NO 3. HAD ANY JUVENILE JUSTICE ACTIONS? I 1I NO EFTA01709799 THE SCHOOL DISTRICT OF SY: 04 SCH: COM GR: 11 9-12 Academic OUti: 5 RET: ASS: 1 FNRT: MATH: Improvement Plan (AIP) FCAT: READ: 360 MATH: 314 NAP: 5.0 AIP: R-ZL it- Z1 M-LF S-FE PRIM: LLP: 504: 0 READING ID WRITING ro MATHEMATICS 0, SCIENCE ❑ Textbook Assessments n Palm Beach Writes Textbook Assessments arsodbook Assessments ca S2 1— E) EDL ❑ Portfolio 2,efolici ❑ Porddio ,-. an oa ❑ FCAT Diagnostic I Practice Tests O Performance Assessments ❑ FCAT Diagnostic/Practice Tests ormance Assessments FCAT Diagnostic/Pradice Tests w Perfamance Assessments FCAT DlagnostidPractice Tests of ❑ Diagnostic Software ❑ Diagnostic Sothvare O Diagnostic Software ID Diagnostic Software O Other (see attached) O Other (see attached) El Other (see attached) O Other (see eteched) Phonemic Awareness ci Rhyming O Syltabkation Types of Writing ❑ Ward/Sentenx writing g tenter Sense. Concepts and aeons O The Nature of Matter O Energy O Segmenting/Blending O Paragraph Writing cement O Face and Motion Phonics ❑ Compositor) tinting aY ID Processes that Shape the Earth ❑ Sound/Symbol Correspondence ac Thinking 0 Earth and Space ❑ Decodirg/F_ncoiing Awareness/Application of ata Analysis and Probability FCAT Writing Rubric of Life 8'1 Fluency O Reading in Content Area How Living Things Interact with CI High Frequency Words ❑ Foos ❑ Support Specific Concepts their Environment El Rate ❑ Organization O Convections IX The Nature of Science concepts Vocabulary O Structural Analysis Compositions Reading In Content Area O Word Meaning E Narrative SpecificConcepts Text Comprehension E Expository O Questioning ❑ Persiesive O Summarizing A.$0.-Vlekt IstAC rtc•• g 11,4O;,,o Tutoring Tutoring Tutoring rrigitoring O During School Day I:1During Sdlool Day O D School Day LJ During &hail Day ❑ Afterte'ore School / Saturday ❑ AftodBefore School / Saturday ore School/ Saturday El After/Before School / Saturday inshictional Alternatives Instructional Alternatives lns ctional Alternatives Instructional Alternatives ❑ Temporary Skil Groups ci Temporary Skill Groups OT Skill Groups O Temporary Skil Goole D Cooperative Learning Groups ❑ Cooperative Leaning Groups ooperative Leaning Groups alive Learning Groups O Guided ReadingNWiting Groups O Guided Readognitrig Groups ❑ fectnology Gulled ReadingAYriting Groups O Technology O Tedmology O Other (see attached) O Technology O Other (see attached) O Other (see attached) Assipment Alternative O Other (see attached) Assignment Alternative Assignment Alternative Assignment Alternative Winne IT o Time O Tine ime O Quantity Quantty ❑ Quantity O Quentin/ O Product Requirements Product Requirements El Product Requirements O Product Requirements O Child Study Referrals Child Study Referrals O Child Study Referrals O Chid Study Referrals O Instructional Mathematics ❑ Instructional Reading O instructional Reading El Instructional Language Ms Student progress will be monitored throughout the school year, and student progress will be reflected on the report card, O Successfully Remodeled ❑ Suddessfully Remediated ❑ Successfully Remediated O Successfully Remo:Gated El Requires New AIP Next School O Requires New AP Next School O Requires New AIP Next School ID Requires New AIP Next School Year Year Yea- Year O Special Senices / Placement ❑ Special Services i Placement El Special Services I Placement O Special Services/Placement O Other (see attached) O Other (see attached) ❑ Other (see attached) O Other (see attached) O Deficiencies due to non-attendance (refer to Attendance Specialst) Parent/Guardian CommItment/Contribution SIGMA! ant 0. r'AlteNT IGWNQAN [Alt Check all that apply. ❑ Monitor Attendance / Tardies O Check Homework O Encourage Reading at Home O Reinforce Skills O Attend Parent Conferences O Sign Daily/ treekly Notes ❑ Attend Parent Curriculum/ Information Meetings 681 (REV. 8/12/2003) ORIGINAL - Cumulative Folder COPY • Te er r-• •aren ua wan EFTA01709800 TH FLORIDA KINDERGARTEN REPORT CARD Vnnr 10 C) KINDERGARTEN CHECKLIST MARKING CODES Studer! formal instruction has not yet begun student receiving formal instruction to meet specific needs and ex- leacher: periencing difficulty with skill student receiving formal instruction and making satisfactory progress student consistently performs skill accurately and efficiently Tho asterisks (*)indicate critical skills. School: CENTRAL PROCESSING LANGUAGE 2nd 3rd 4th 2n0 3rd BODY IMAGE LISTENING Irritates Body Motements Recalls Information 9.1raoll Identifies Body Parts 2 Predicts Outcome 92 NEVI Principal: Assernsles Bocy Paris 'Retells Story 93 MBA GROSS MOTOR SPEAKING Creeps 2.1 'States Full Name 10.1 Ruts 2.2 Descnbes Common Objects 10.2 Uses Complete Sentences with Jumps 2.3 Proper Sarsech Patterns 10.3 The areas listed on the checklist as well as music, Hcps 2.4 art and physical education are included in the PREREADING kindergarten curriculum. The checklist is composed Balances 2.5 11.1 Interprets Pictures of skills that are essential for students to master if Gallops 2.6 Recognzes Lapels 11.2 they are to be successful in the primary grades. All Barites/Catches Ball 2.7 Recognzes Own Name 11.3 activities provided in kindergarten lead toward the HAPTIC 'Illustrates Story 11.4 attainment of these skills. The teacher determines the Moves Through Obstacle 'Recognzes Lepers 11.5 appropriate time for the student to begin formal Cense 3.1 instruction in each skill. Beginning with the second Follows Commands PREWRITING Using Body 3.2 marking period, the checklist is used to report student Demonstrates Mastery A Identites Othects by Touch 3.3 Fine Motor Skills 12 I progress. Sorts/Matches °Betts by loud' 34 tZNQ •RW0Ckhes First Name 122 FINE MOTOR/EYE HAND NONACADEMIC BEHAVIOR Stings Beads 4.1 GRADES $5 Assert:ties Puzzle 4.2 CAP:`s Shapes 4.3 This grade reflects the students overall conduct in ENVIRONMENTAL AWARENESS Matches/ Pastes &rapes 4.4 all school activities. Ci.ts Circle 4.5 2nd 3rd 4th 4 = Very Good Cclors Objects 4.6 Obterves Accurately 13.1 3 = Good Stgueaces Fingers 4.7 Makes Comparisons 13.2 2 = Fair Parent conference requested VISUAL DISCRIMINATION Predicts outcomes 133 1 = Poor Parent conference requested • Suns ay Color Sorts ay Shape 5.1 5.2 Phases Siondisant Questions 13.4 man Marking Period Sorts by Size 5.3 Matctes Pictures 5.4 Isl 2nd 3rd 411 •Ichntilies likenesses/Differ- vv. D ci Noracadomic Behavior 2- 3 ,-.5 3 ences of Numbers 'Identities LlbleCis by S.5 MATHEMATICS Relationships •Idwitities Likenesses/Differ- ences ol Letters 5.7 Flan' NUMERATION 2nd 3rd 4th Identities Sue Relationships 5.8 14.1 'Matches Ole-D•One ATTENDANCE Marlon Peri3d VISUAL MEMORY 'Names Numerals 0-10 14.2 'Recalls Colors 6.1 'Matches Sets and Regular attendance and punctuality 1st 2rd 3rd 4I1 Sequences Shades 6.2 Numerals to 10 14.3 CO*: are essential for quality education. 'Sequences Natters 6.3 'identities Ordiral Positron 14.4 IS NJV. Days Present 3q 41 42 ihd •Sequences Letters 6.4 FRACTIONS Days Absent i .5 0 0 •Identifes One-Nall 15.1 MI AUDITORY Days Tardy 0 0 0 0 DISCRIMINATION GEOMETRY Names Scunds 7.1 MN Identiles Shapes 16.1 INFORMATION INCLUDED 7 Identities Likenesses/Diger mum of words 7.2 MEASUREMENT TEACHER REOUESTS CONFERENCE Identities Rhyming Words 7.3 Canons Objects Identities Likenesses/Differ 'Orders Objects ences of Sounds 7.4 Ithohles Use of Measurement hots 17.3 AUDITORY MEMORY 'PLACEMENT Avows Sound Pattern Measures Objects 17.4 Grade Summer School Program Repeats Sentence 8.2 SPECIAL TOPICS 'Segue hes Nuptials Identifies Cohn It summer school program is indicated, grade placement -Fratorrs DlItC100.1 States Valt5 01 C0003 will be determined by the home school. 'Sequences Letters dons/Separates Sets Goldenrod/1st Period Pink/2nd Period Yellow/3rd Period Grnn/41li Pried WhIlo/Oltlee Copy SC 6307 EFTA01709801 SCHL: TCHR SAC: ooec AHA CHEST ?}DARING:(P7 DATE/A ?4 , SCOLIO : P F DATE VISION: F DATR/4 ,4 Health Codes i r A if I Own Shoves, RH, L Plaits& We t Seri aside Lumbar Sh Caga Hip Spine Myrna Urn Iling Hump Scapula tiverp - esc14 -....r EFTA01709802 2 SECTION 3 CONSECUTIVE SCHOOLS ATTENDED CHECKLIST OF CUMULATIVE DATA Date Date Signature Sending Address Contents of the Cumulative Folder should be arranged in the 'onowirq Enrolled Withdrawn School* order. -(4,1, Date' 1'195' q 69c 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 TRANSCRIPTS SENT 12.Teacher/Counselor comments (behavioral ob- servation, anecodotal records) Sigsittri Sanding 13.ESOL Student Reporting Form and ESOL /Address Dm Sot SChOol* Student Record 14 Student Progression/Summer School Informa- tion ELEMENTARY 3 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 principal or designee of the sending school will sign to Indicate the and date by that item in ink. irds are in compliance with stated requirements at the time they are •• • 4•11•••• • /Or -raft. WN 01-9350 EFTA01709803 P.PRT: TS4652 SUMMER SCHOUL STUDENT GRADE REPORT DATE: 07/24/02 YEAR: 01-02 PUBLIC SCHOOLS TERM: 5 FLORIDA STUDENT: GRADE: 09 SUMMER SCHOOL CENTER: FL-I : HOME SCHOOL CENTER: FL-IO: • ----COURSE TITLE---- --COURSE IU-- ----TEACHER---- ABSENCES GRADE CREDIT ALGEBRA I 1200310 C•12 314 • IX Pii . A A=SUPERIOR WORK C=AVERAGE F=FAILURE I=INCOMPLETE b=ABOVE AVERAGE D=bELUM AVERAGE W=W I THORAWN TOP COPY: STUDENT COPY MIDDLE CuPY: SUMMER SCHOOL LAST COPY: HuME SCHOOL EFTA01709804 TEST RECORD INFORMATION <COEN TUTL READ KEAVIUIL MAIM MAIM &Rape READ COMP VOCA MATH CEA COMP nsr d- "31 4 ma' 7-10 Pala 74 77 ODIERIWORMATAM CTBS/4 LEVEL 12 FORM A Q3 Q4 404 READ uMP LEAH 21E MECH rXPR nRars 4 92 03 wwm= AGE RIPE NO 8- ' 95 Q4 r 9 OIMP INFORMATION t Q4 CTBSi T'PE REAE COMP VOCA MATH CEA 'COMP ENCE STUD NAME ,VILLA TUT CATE 9 64 " MY 9 - 9 mum:. 0 I Q4 eit cir r 5/4 " LEVEL 14 FORM A CCDPE TOTI 6FAO RFAD TEM ATM ATH [srr SCOPE KtAu MAIM MIL LANE LAmis NAME (multi) rre lANa MFCH FYPR alum 86 6 8 Kit 10 - 10 r"" CHI f luf MVIION i na ld 04 03 CTRS/4 LEVEL 15 FORM B ..._.. ___. . ..._ . ..._ scont nye UM KtAV tAU LULL MATH MATH EAD COMP OCII MATH LEA COMP I I 11 — 9 "" 4 IMYAW 'Pe 87 I 73 PROWAI, DN c17,1r. I Q4 Q3 IBS/4 LEVEL 6 FORM A c __. _ . _ L_._ ___. 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 The School District of Printed-02/08/05 SECONDARY STUDENT WITHDRAWAL FORM hool Year 04/05 This is NOT an official transcript. Please send FL request to school center for an official transcript. Race WHITE Grade Sex Birthdate Withdrawal Date Code Reason 11 FEMALE • 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 1st Abs 2nd Abs Ex 3rd Abs 4th Abs Book Bldg-rm Title Gr Ex/Un Gr Ex/tin Gr Gr Ex/Un Gr Ex/U Rt'd 01 2001340 001 ENV SCI A 9 11/ 15/ 04-214 Signature of I r 02 1001400 004 ENG IV. IF 10/ 2 F 10/ N 17/ 01-222 ^". Signature of 03 2102380 203 AMERICAN ECON EXP 02-103 P 5 7 Signature of 04 8301620 003 WORK EXP 3D7 IF 04-108 Signature of 05 1001370 015 ENG III 03-217 Signature of 06 8301650B 001 WORK EXP-OJT IC CC-OJT Signature of 07 8301650A 001 WO Ic CC-OJT Signature of 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) 7 7r sa(74)42 EFTA01709807 Rprt-TS1576 The School District of Printed -02/08/05 C p • SECONDARY STUDENT WITHDRAWAL FORM hool Year 04/05 This is NOT an official transcript. Please send request to school center for an official transcript. Race WHITE 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 1st Abs 2nd Abs Ex 3rd Abs 4th Abs tIgpr Bldg-rm Title Gr Ex/Un Gr Ex/Un Gr Or Ex/Un Gr Ex/U '4 01 2001340 001 ENV SCI 15/ / 04-214 Signature of 02 1001400 004 F 01-222 I Signature of 03 2102380 203 AMERICAN ECON EXP 02-103 P 3 Signature of 04 8301620 003 WORK EXP 21)7 IF 04-108 Signature of 05 1001370 015 ENG III 03-217 Signature of 06 8301650B 001 WORK EXP-OJT lc OC-OJT Signature of 07 8301650A 001 WORK EXP-OJT Ic OC-OJT Signature of 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: A17. ABSENCE DETAIL YEAR: 05 Tuesday February 8, 2005 8:52 am STDT: SCHL:IIIIIGR: 11 ST: A CAL: VIEW: START: 011005 PERIODS A DATE DLY 12345678901234 SCHL CAL FY 011005 AAAAAA 01 05 011105 A AAAAAAA 01 05 011205 A AAAAAAA 01 05 011305 A AAAAAAA 01 05 011405 A AAAAAAA 01 05 011805 A AAAAAAA 01 05 011905 AA A 01 05 012005 AAAA AA 01 05 012105 AAAA AA 01 05 012405 A AAAAAAA 01 05 012505 A AAAAAAA 01 05 012605 A AAAAAAA 01 05 012705 A AAAAAAA 01 05 012805 A AAAAAAA 01 05 013105 AA AAAA 01 05 PF1=HELP 3=EXIT 5=REFRESH 6=KEYBOARD 7=BKWD 8=FWD 12=ESCAPE PAGE FULL. ..CONTINUE. TERML: DQ36 Date: 2/8/2005 Time: 8:53:29 AM EFTA01709809 Page: 1 Document Name: untitled PPM: A17. ABSENCE DETAIL YEAR: 05 Tuesday February 8, 2005 8:53 am STDT: SCHL: GR: 11 ST: A CAL: 01 VIEW: _ START: 011005 PERIODS A DATE DLY 12345678901234 SCHL CAL FY 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 Spring 2003 FCAT FLORIDA COMPREHENSIVE ASSESSMENT TEST (FCAT) MATHEMATICS SUNSHINE STATE STANDARDS PERFORMANCE TASKS Student Report Huila Comprehensive Assesmnil Tnt Grade 10 This report provides your results on the FCAT 2003 Mathematics FCAT 2003 performance tasks. Each performancetask on FCAT requires you MATHEMATICS PERFORMANCE TASKS 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. Student Name One of the short-response tasks Is shown below with a copy of Student Number your answer. The number of points you earned for your answer Is School Name shown in the box to the right. School Number District Name District Number This Performance Al Mathematics Task Response 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 FCAT 2003 performance tasks. Each performancetask on FCAT requires you READING PERFORMANCE TASKS 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. Student Name One of the short-response tasks Is shown below with a copy of Student Number your answer. The number of points you earned for your answer Is School Name shown in the box to the right. School Number District Name This task required you to read a passage about an American District Number zoologist's attempts to rehabilitate two young gorillas in Africa. All Reading Describe how Coco and Pucker change as a result of their This Performance Performance Task Task Response Responses experience with Dian Fossey. Use details and information from the story to explain your answer. Points Possible 2 12 Points Earned 1 5 CP-cs) ona rocarm \ -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: prg Final Grade: WM Credit Earned: 0.0 FLVS Code: 71.0600 • 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 Informes FCAT (Spanish) Rapò FCAT (Haitian Creole) Separate reports are produced for the Sunshine State Se preparan informes separatlos para los exåmenes del FCAT Yo prepare rap& apa pou egzamen lekti ak matematik, syans Standards tests in FCAT Reading and Mathematics, de lectura y metei/Alices, ciencias y redaccien según las ak redaksyon FCAT bay swivan prensip Sunshine State Science, and Writing. A separate report is also printed normas estatales Sunshine State Standards. También se Standards yo. Yo ekri yon rapò apa tou pou lekti ak matematik for the norm-referenced tests in Reading and imprime otro informe por separado para los exåmenes de lectura pou "mode] egzamen ofisyél FCAT y mateméticas de acuerdo a las normas de aplicación nacional. itilize pou fe evalyasyon" Mathematics. an. FCAT Norm-Referenced Test (NRT) Report The FCAT Informe sobre el FCAT cefiido a normas de aplicación Rapò egzamen ofisyél FCAT itilize pou fé evalyasyon nacional NRT report shows reading and mathematics scores on resultados(NRT) El informe del FCAT NRT presenta los de lectura y matemåticas en una versión del estado (NRT) Rapd FCAT NRT a montre nät Iekti ak matematik nan a Florida version of the SAT9 (published by Harcourt de Florida del SAT9 (publicada por Harcourt Educational vésyon Florida genyen pou SAT9 la (Se Harcourt Educational Educational Measurement). Student scores are Measurement). Los resultados obtenidos por los estudiantes se Measurement ki pibiliye Ii.) Yo konpare nät elev la ak yon compared to a national "norm" group, where a percentile comparan con el grupo modelo o "norma', en el que la gwoup nät yo konsidere Ithrn "modél pou egzamen ofisyél" la, rank score of 50 is average. dasiticación es de un 50% del promedio. kota swivan klasman pa pousantaj la, nät mwayén nan se 50. Sunshine State Standards (SSS) Reports The FCAT Informes según las normas estatales Sunshine State Rapo Sunshine State Standards (SSS) Rob FCAT SSS SSS Reading, Mathematics, and Science reports show Standards (SSS) Los informes según las normas estatales pou lekt', matematik ak syans lan montre nöt elév yo fé nan test scores from Florida's tests of academic standards. SSS del FCAT presentan las calificaciones de los exåmenes de egzamen Florida bay sou prensip akadenlik yo. Rapb sa yo These reports contain subject scores and content lectura, matemåticas y ciencias de las normas académicas de gen not pou matyé ak not pou kontni ladan yo. Nöt pou matyé scores. Subject scores describe the overall Florida. Estos informes contienen calificaciones por materias y yo dekri tout sa elev la reyalize anjeneral epi nät pou kontni yo achievement, and content scores give the number of calificaciones por contenido. Las calificaciones por materia bay kantite pwen elev la fe nan yon matyé byen detémine. Ou proporcionan un resumen general del points earned in specific skilt areas. Success on the calificaciones por contenido que proveen elrendimiento y las ka konprann kisa elév la reyalize nan egzamen lekti ak numero de puntos Reading and Mathematics tests can be best understood obtenidos en åreas de habilidades especflicas. El éxito de los matematik la pi byen si w itilize yon nivo siksé kote 3 oswa plis by using the achievement levels where a 3 or higher is exåmenes de lectura y matemåticas puede entenderse mejor se yon nöt ki nan nivo klas la oswa yon nät ki pi wo pase nivo on or above grade level. utilizando los niveles de rendimiento en los que una calificacien klas la. Achievement Levels Five categories of achievement de 3 o superior astå al nivel del grado o por encima. Nivo slksé elev yo Gen senk kategori siksé ki dekri nivo describe the success students have with the content Niveles de rendimiento El éxito que un estudiante ha logrado siks& elev yo pota nan kontni yo teste nan egzamen lekti ak tested on the FCAT Reading and Mathematics. Level 5 en el contenido examinado en el FCAT de lectura y matemeticas matematik FCAT la. Pi gwo nivo a se nivo 5 epi pi piti nivo a is the highest and Level 1 is the lowest. Since science se describe por medio de cinco categorfas. El nivel 5 es el mås se nivo 1. Piske yo poko detéminen nivo siksé nan egzamenn achievement levels have not been determined, science alto y el nivel 1 es el mås bajo. Como los niveles de rendimiento syans lan, yo klase nät pou syans lan swivan si Ii tonbe pi ba, scores are ranked as to whether they fall in the lowest, en ciencias no se han determinado, las calificaciones de nan mitan oswa pi wo yon tyé [Atomens elev toupatou nan eta ciencias se clasifican con respecto a si entran dentro del tercio a. middle, or highest third of statewide student inferior, medio o superior del rendimiento estudiantil a nivel performance. estatal. 5 Elev sa a gen siksé nan matyé ki te gen pi plis difikilte ladan 5 This student has success with the most challenging content 5 Este estudiante tiene éxito con el contenido mås diffdl de las yo nan egzamen Sunshine State Standards la. Yon elev ki of the Sunshine State Standards. A student scoring in Level nan 5yém Nivo reponn pik) kesyon egzamen yo normas Sunshine State Standards. Un estudiante del Nivel 5 korekteman, elev la menm reponn kesyon ki gen pi plis 5 answers most of the test questions correctly, including the responde a la mayorfa de las preguntas del examen most challenging questions. correctamente, incluyendo las preguntas mås difíciles. difikilte ladan yo. 4 This student has success with the challenging content of the 4 Este estudiante liens éxito con el contenido däld de las 4 Elev sa a gen siksé nan matyé ki te gen difikilte ladan yo normas Sunshine State Standards. Un estudiante del Nivel 4 nan egzamen Sunshine State Standards la. Yon elev ki nan Sunshine State Standards. A student scoring in Level 4 4yém Nivo reponn pitt, kesyon egzamen yo körékteman, answers most of the test questions conectly, but may have responde a la mayorfa de las preguntas correctamente, pero es posible que solo tenga cierto éxito con las preguntan que men li ka gen kék siksé sélman nan kesyon ki sanble yo gen only some success with questions that reflect the most pi plis difikilte ladan yo. challenging content. reflejan el contenido mås difícil. 3 Este estudiante tiene un éxito parcial con el contenido clinch 3 Elev sa a gen enpe siksé nan matyé ki gen difikilte ladan yo 3 This student has partial success with the challenging de las normas Sunshine State Standards, pero su rendimiento nan egzamen Sunshine State Standards la, men pétomans content of the Sunshine State Standards, but performance es inconsistente. Un estudiante del Nivel 3 responde muchas Ian pa rete estab. Yon elev ki nan 3yém Nivo reponn anpfl Is Inconsistent. A student scoring in Level 3 answers meny de las preguntas del examen correctamente, pero por lo nan kesyon egzamen yo kärékteman, men anjeneral Ii gen of the test questions correctly, but is generally less general tiene menos éxito con las preguntas que son mås mwens siksé ak kesyon ki sanble yo gen pi plis difikilte ladan successful with questions that are the most challenging. dificiles. yo. 2 This student has limited success with the challenging 2 Este estudiante tiene éxito limitado con eltontenido difícil de 2 Elév sa a gen siksé limite nan matyé ki gen difikilte ladan yo content of the Sunshine State Standards. las normas Sunshine State Standards. nan egzamen Sunshine State Standards la. 1 This student has little success with the challenging content 1 Este estudlante tiene poco éxito con el contenido difícil de las 1 Elev sa a gen yon ti siksé tou piti nan matyé ki gen difikilte of the Sunshine State Standards. nornas Sunshine State Standards. ladan yo nan egzamen Sunshine State Standards la. FCAT Certificates Students who earn Level 5 scores or Certificados del FCAT Los estudiantes que se clasifiquen en Sétifika FCAT Elev ki fe nät 5yém Nivo oswa elev ki fe gwo el Nivel whose science scale scores are greater than 400 receive reciben 5 o cuyos resultados de ciencias seen superiores a 400, nät ki pi plis pase 400 nan syans ap resevwa Sétifika pou Certificados de rendimiento. En redacción, los Certificates of Achievement. For writing, certilicates are given certificados se otorgan a lodos los estudiantes que han obtenido Siksé. Yo bay tout elev ki fé nöt 5.5 oswa 6 ak elev klas to all students with scores of 5.5 or 6 and to fourth graders with calificaciones de 5.5 y 6, y a los estudiantes de cuarto grado que katriyem ki fe nöt 5, 5.5, ak 6 yon sétifika pou redaksyon. Yo scores of 5, 5.5, and 6. Certificates are not awarded based on han obtenldo 5, 5.5 y 6. Los certificados no se otorgan basados pa bay sétifika swivan nät elev fé nan egzamen ki baze sou the FCAT Norm-Referenced Test scores. en los resultados del FCAT cefildo a normas de aplicación "modål egzamen ofisyél FCAT itilize pou fé evalyasyon" (NRT) nacional. 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 Reading is above grade level. You have answered most of the questions on FCAT couectly. 3000 2500- 2003 Reading Content Scores Content Areas Points Points Possible Eamed al 2000- Words/Phrases 9 9 g Main Idea/Purpose 14 13 N 1500 Comparisons 13 . 10 C.) Reference/Research U. 1000 16 9 Year 2001 2002 2003 S00- Grade Tested 8 9 10 Achievement Level 4 3 4 Grad. i Credo 4 I Grate 6 i Graded 1 Grade i Grade Grad. I Grade 1 t 11+ FCAT Score • 2133 2075 2251 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 Mathematics counselor about classes you should take to better prepare you for college or a career. 3000 2003 Mathematics Content Scores Points Points 2500- Content Areas Earned Number Sense 11 7 2000- FCAT Score Measurement 10 1 Geometry 14 6 1500- Algebraic Thinking 14 5 Data Analysis 1000-, 11 3 Year 2001 2002 2003 500- Grade Tested 8 9 10 Achievement Level 3 3 2 'Grade 70' 11 Grade 3 Or4d4 4 Goode Guide 6 FCAT Score • 1949 1914 1946 • 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 • )• b TIRE SCHOOL DISTRICT OF DIRECTIONS: Write n the appropriate code number or letter in the corresponding boxes Student Discipline Referral GRADE ESE 1504 DATE 0 Yes ON° CI / / S Lir BUS CODE BK • Bookstore BS Bus Stop INTERVENTIONS BY TEACHER BEFORE REFERRAL Mediation School Bus/Transportation ❑ Letter to parent ❑ De-escalation techniques CA Cafeteria CL - Clinc ❑ Conference with student ❑ Referral to CORE team ❑ Parent Conference El Problem so Wog lechnqueS ❑ Teacher detention CS - Regular Classroom REPORTED BY (CODE) (Use number below far those ❑ Telephone call to parent 0 Conference with counselor ❑ Other GR • School Grounds GY Gymnasium persons without a staff ID.) NATURE OF PROBLEM (Be Specific) ;(4_,stee. HA • Hallway IS • Alternative to Suspension Sitelei/t tierkt1cat Had nat/Wes.ci)44 Room LA • Laboratory 975 Paraprofessional 976 Bus Driver 977 • Clerical e-igni al- e ole4e ,f b . kp_st LI • Library/Mola Center OF • Office 978 - Crossing Cuero OG Olt School Grounds 979 - Custodian OT Other PG • Playgrcund/Track 980 Food Sevico Staff 981 • Law Enforcement toe-tki-ooet 'fp c_of,‘(04{ Circe( PK • Parking Lot RE • Restroom 982 - Parent/Guardian a'Acied 09145 curd 40e \ ()Gel ( RT - Returning Home 993 • Student TO - Field Trip/Activity 984 • Substitute Teacher af\.4 -Woe.() a frtot TR Oft Campus 985 • School Volunteer -f& To School 999 • Othe' ho {0qA, -1-Enirot,o; it? 1/64-5/putylKP.5. ADMINISTRATIVE USE ONLY BELOW TNIS LINE DISTRICT NUMBER WHEN EVENT OCCURRED (cycled(*) WHERE EVENT OCCURRED (curia ane) INVOLVEMENT TYPE iamb one) RELATED ISSUES (Prete an ma' op" DISTRICT URING SCHOOL HOURS CHOOL GROUNDS/ TUDENT G - Gang related If not District provide District num Outside school hours. school ON CAMPUS N - Non-student W - Weapon related SpOrIMMOCi activity 2 - Schoo sponsored activity r B Both student and A • Alcohol related SCHOOL NO HOME SCHOOL MIS If not Home School, provide School Number. 3 - Oulsico school hours, non-school sponsored activity 4 • Unrelated event or unknown oft campus 3 - Schoo sponsored transportation (incluOOS bus stops) non-student U - Unknown H • Hato mated C - Drug related WHAT KIND OF WEAPON USED NODENT CODES .^TflATrfr, IVA) 4 ,ON O EVENT NuMBEn DATE 21,Propeate, (see code saes K - Knife H - Handgun 7 , I F - FirearnVEnalosive device R Rifle/Shotgun Ocijagr- 0 - Other Weapon U - Unknown ACTION ODDE 'the 5-6-tdePcf .5cp(4(iiketi Doe) SIGNATURE OF PARENT DATE at, e ts i .nc-le5Dif-&51oe.ti. DURATION WO CVO shoals) TRESPASSING NOTICE: I, the student, am aware that I may not bo How many days en school grounds and may not attend any school functions or schod Begin Date 0 LO I 1 12.2 52 5Pemjeci f::( activities on or off school grounds of any Palm Beach County Scholl "%In Date 0 Oistrot facility during the dates of my suspension `CR/AGENCY CRT CP4'7'11 INTERVENTION L❑ 'Jos (3.. 5 colost: tv-tr-se cfriecKed j No 77 5-hk (hp d at f Netiircti &GRAMM OF aTLOCIIT DATE ORIGINAL Administration COPY Parent COPY Originator COPMeThci_Counselor / ESE Contact 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 Student Number NORM-REFERENCED TEST Schad Name and Number Student Report Grade 08 District Name and Number This report shows your results from the FCAT National Norm-Referenced Test. 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 CONTENT SCORES National Number Number Number Scale Percentile of Points of Points of Questions Score Rank Stanine Possible Earned Attempted Reading Comprehension 54 52 54 Reading 776 98 9 Initial Understanding ' 8 7 8 Comprehension Interpretation 27 26 27 Critical Analysis 7 7 7 Mathematics 707 81 7 Problem Solving Strategies 12 12 12 Mathematics Problem Solving 52 38 52 The Scale Score expresses your performance and allows comparisons from year to year. Measurement 5 3 5 Reading Comprehension Scale Scores range from 510 to 820. Mathematics Problem Solving Scale Scores range from 527 to 838. Estimation 5 4 5 Problem Solving 6 4 6 The National Percentile Rank and Stanine indicate your relative standing In comparison to the Number Relationships 6 5 6 national reference group. National ParseMlle Ranks range from 1 to 99. Stanlnes range from 1 to 9. Number Systems 4 3 4 Patterns & Functions 3 2 3 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. Algebra 6 5 6 For Reading Con/prehension, your National Percentile Rank should be between 85 and 99. For Statistics 4 3 4 Mathematics Problem Solving, your National Percentile Rank should be between 73 and 89. 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 (FCAT) 2001 SUNSHINE STATE STANDARDS ame and Number Student Report Florida Comprehensive Assessment Test Grade 08 This report shows your results from the FCAT Sunshine State Standards Test. 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. Student Achievement Level Descriptions FCAT Student 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 Achievement Levels student answers most of the test questions correctly, Including the most challenging questions. Scale Score Ranges 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 Reading Mathematics answers most of the questions correctly but may have only some success with questions that reflect the most challenging content. Level 5: 394-50D 371-500 LEVEL 3: Performance at this level indicates that the student has partial success with the challenging content of the Sunshine State Standards, but Level 4: 350-393 347370 performance is Inconsistent. A Level 3 student answers many of the questions correctly but is generally less successful with questions that are Level 3: 310-349 310348 most challenging. Level 2: 271-309 280-309 LEVEL 2: Performance at this level indicates that the student has limited success with the challenging content of the Sunshine State Standards. Level 1: 100-270 103-279 LEVEL 1: Performance at this level indicates that the student has little success with the challenging content of the Sunshine State Standards. Your scores are shown below. SUBJECT SCORES CONTENT SCORES State Number of Number of State Comparison: Points Points Comparison: Student Thirds Achievement Scale Possible Earned Thirds Level Score Lowest Middle Highest Reading Lowest Middle Highest Reading 4 362 ../ Words/Phrases 5 4 1 Mathematics 3 334 1 Main Idea/Purpose 19 17 1 Comparisons 9 9 I If you took the test again, your scores might be slightly higher or lower than the scores on Reference/Research 8 7 1 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 Mathematics be between 324 and 344. Number Sense 10 6 1 Measurement 10 6 1 The check marks ( ✓ ) show If you scored In the lowest, middle, or highest third of grade 08 Geometry 6 3 1 Florida students who took this test. 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 Em FCAT WRITING Student Name: Student I.D. No.: STUDENT REPORT School: 2001 District: Grade 8 Florida Comprehensive Assessment Test SCORE: 5.0 WRITING TO EXPLAIN How Papers Are Scored Dear Student: 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, The paper you wrote in February as part of the FCAT has been read organization, support, and conventions. In this type of scoring, readers make a judgment independently by two people trained to score this test. Each reader about the entire response and do not focus on any one aspect of the writing. judged the paper against a set of standards and gave it an overall score. Your score is the average of the two readers' scores. 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 This writing score will help you, your parents or guardians, and your demonstrate a consistent awareness of the topic and do not contain extraneous teachers understand how well you performed on this statewide writing information. 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. Organization refers to the structure or plan of development (beginning, middle, and end) and whether the points are logically related to one another. Organization Remember, you were given 45 minutes to read the assigned topic, also refers to (1) the use of transitional devices to relate the supporting ideas to the plan what to write, and then write your response. The conditions main idea, theme, or unifying point and (2) the evidence of a connection between under which you write papers in class or at home may not be the sentences. Papers representing the higher end of the point scale use transitions to same as those for this test; therefore, the writing may not be the signal the plan or text structure and end with summary or concluding statements. same. You and your teachers should consider the score on this test along with all of your other writing when planning activities to Support refers to the quality of the details used to explain, clarify, or define. The continue developing your writing skills. 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 DESCRIPTION OF THE TOPIC: included in Florida's Sunshine State Standards. Papers representing the higher end of the point scale follow, with few exceptions, the conventions of punctuation, You were asked to explain why capitalization, and spelling and use a variety of sentence structures to present one thing is special to you. ideas. RUN DATE: 04/16/01 50-2451 EFTA01709821 Description of Grade 4 Writing Scores Description of Grade 8 Writing Scores Description of Grade 10 Writing Scores • 6.0: The writing focuses on the topic, is logically organized, and 6.0: The writing focuses on the topic, is logically organized, and 6.0: The writing focuses on the topic, is logically organized, and includes ample development of supporting ideas or examples. includes substantial development of supporting ideas or includes substantial development of supporting ideas or It demonstrates a mature command of language, including examples. It demonstrates a mature command of language, examples. It demonstrates a mature command of language with precision in word choice. Sentences vary in structure. including precision in word choice. Sentences vary in freshness of expression. Sentences vary in structure. There arc Punctuation, capitalization, and spelling are generally correct. structure. Punctuation, capitalization, and spelling are few, if any, usage, punctuation, or spelling errors. generally correct. 5.5: The writing was given a 5 by one reader and a 6 by The other 5.S: The writing was given a 5 by one reader and a 6 by the other reader. 5.5: The writing was given a 5 by one reader ands 6 by the other reader. reader. 5.0: The writing focuses on the topic with adequate development of 5.0: The writing focuses on the topic. is logically organized, and supporting ideas or examples. It has an organizational pattern, 5.0: The writing focuses on the topic with ample development of includes ample development of supporting ideas or examples. though lapses may occur. Word choice is adequate. Sentences supporting ideas or examples. It has an organizational pattern, It demonstrates a mature command of language. Sentences vary in structure. Punctuation, capitalization, and spelling are though lapses may occur. Word choice is adequate. Sentences vary in structure. Usage, punctuation, and spelling are • generally correct. vary in structure. Punctuation, capitalization, and spelling are generally correct. generally correct. 4.5: The writing was given a 4 by one reader and a 5 by the other 4.5: The writing was given a 4 by one reader and a 5 by the other reader. 4.5: The writing was given a 4 by one reader and a 5 by the other reader. reader. 4.0: The writing focuses on the topic, though it may contain 4.0: The writing focuses on the topic, though it may contain loosely extraneous information. An organizational pattern is evident, 4.0:The writing focuses on the topic, though it may contain related information. An organizational pattern is apparent. but lapses may occur. Some supporting ideas contain specifics extraneous information. An organizational pattern is evident, Some of the supporting ideas contain specifics and details, but and details, but others are not developed. Word choice is but lapses may occur. Some supporting ideas contain specifics others do not. Word choice is adequate. Sentences vary in adequate. Sentences vary somewhat in structure, though many and details, but others are not developed. Word choice is structure. Usage, punctuation, and spelling are generally are simple. Punctuation, capitalization, and spelling are usually adequate. Sentences vary somewhat in structure, though many correct. COMM 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 3.5: The writing was given a 3 by one reader and a 4 by the other reader. reader. 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 3.0: The writing generally focuses on the topic, though it may contain loosely related information. An organizational pattern contain extraneous information. An organizational pattern has 3.0: The writing generally focuses on the topic, shough it may is demonstrated. Development of the supporting ideas may be been attempted, but lapses may occur. Some of the supporting contain extraneous information. An organizational pattern has uneven. Word choice is adequate. There is some variation in ideas or examples may not be developed. Word choice is been attempted, but lapses may occur. Some of the supporting sentence structure. Usage, punctuation, and spelling are adequate. Sentences vary somewhat in structure, though many ideas or examples may not be developed. Word choice is generally correct. are simple. Punctuation and capitalization are sometimes adequate. Sentences vary somewhat in structure, though many incorrect, but most commonly used words are spelled correctly. arc simple. Punctuation and capitalization are sometimes 2.5: The Writing was given a 2 by one reader and a 3 by the other incorrect, but most commonly used words are spelled correctly. reader. 2.5: The writing was given a 2 by one reader and a 3 by the other reader. 2S: The writing was given a 2 by one reader and a 3 by the other 2.0: The writing addresses the topic, though it may lose focus by reader. including extraneous information. An organizational pattern is 2.0: The writing may be slightly related to the topic or offer little demonstrated. Development of the supporting ideas may be relevant information and few supporting ideas or examples. 2.0: The writing may be slightly related to the topic or offer little nonspecific. Word choke may be limited. Frequent errors may There is little evidence of an organizational pattern. Word choice relevant information and few supporting ideas or examples. occur in sentence construction, usage, punctuation, and spelling. may be limited or immature. Sentences may be limited to simple There is little evidence of an organizational pattern. Word constructions. Frequent errors may occur in punctuation, choice may be limited or immature. Sentences may be limited 1.5: The writing was given a I by one reader and a 2 by the other capitalization, and spelling. to simple constructions. Frequent errors may occur in reader. punctuation, capitalization, and spelling. 1.0: The writing addresses the topic, though it may lose focus by 1.5: The writing was given a I by one reader and a 2 by the other reader. 1.5: The writing was given a I by one reader and a 2 by the other including extraneous and loosely related ideas. The organizational reader. pattern is weak. Ideas are presented through lists and limited or 1.0: The writing may only minimally address the topic because there is inappropriate word choice. Frequent errors may occur in sentence little or no development of supporting ideas or examples. No 1.0: The writing may only minimally address the topic because there is construction, usage. punctuation, and spelling. organizational pattern is evident. Ideas are provided through lists, little or no development of supporting ideas or examples. No and word choice is limited or immature. Unrelated information organizational pattern is evident. Ideas are provided through lists, U: The writing is unrelated to the assigned topic or cannot be read. may be included. Frequent errors in punctuation, capitalization. and word choice is limited or immature. Unrelated information and spelling may impede communication. 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. Ti: The writing is unrelated to the assigned topic or cannot be read. EFTA01709822 THE SCHOOL DISTRICT OF Student Discipline Referral 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. 1. STU 2. STUnFHT RUMMER. 3. DATE: 4.TIME: Recoil Acom Munitry nem ax 0:03 AY. .2500. UL.) 2:03 P.Y.. Iwo 6 0.01‘110E: T. ESE/304 8. NA JRE IJE VNOKL515. fl DYES U NO I L ❑ BK 10. REP1- e "'Inca. Led f 0b 3( en _c_. 4,i1C- if -IC/Lk 6. -7--A,„ Bookstore ❑ BU - School BusTransportaton 11. IDENTIFICATION NUMBER: -1-c) nmna20-^ ce- a CA - Cafeteria O CL • Clinic REPORTED BY (CODE): no war) ( ed t.* CI O CS - Regular Classroom NOTE: Use number below for those persons cr,.. wthout staff ID numbers Ur) ( iseGU (c4 (Mira c. • - School Grounds O HA • Hallway 975 - Classroom Aide O CV • Gymnasium 976 • Bus ()flyer 13. ACTION BY TEACHER BEFORE REFERRAL CIIS - in School Suspension Room 977 - Clerical ❑ Conference With Pupil U Parent Conference O ConferenceWith Counselor CI PK - Parking Lot 978 • Crossing Guard ❑ Telephone Call To Parents ❑ Letter To Parents O Detention CI LA • Laboratory 979 • Custoden U Other O LI • Library/Media Center 980 - Food Serves Stag 14. ACTION BY ADMINISTRATION (CODE) 0 OF - Office 981 - Law Enforcement Office a AS - Alternative School Placement O MA - Mediation By An Adult OOG- Off School Grounds 982 - ParentiGuardian a AY • Days Held In Abeyance' - Out Of School Suspension' a PG - Playgrourxateck 983 - Student O EMI - Bus Privilege Suspended O PA - Parent Attends Class With Student ORE- Restroom RFS • Substitute Teacher O C - Counseling O PC - Parent/Student Contract CI TO -To School 985 • School Volunteer P - Coherence WIN Parents CI PE- Parent Effectiveness Training ❑ RT • Returning Horne 999 - Other - Coherence WIN Student O PP - Phoned Parents) O TR - Field Trip/School Activity Off Campus O DA - Drug/Alcohorobacto Alterrathe O PR • Progress Report 12. INCIDENT DESCRIPTION(S) (CODE) I more ban one code, circle the anew incident O DE - Detention' O RF- Referred To Anent e Authority O AB • Absence Unexplained /Truancy O FO - Forgery ❑ EW • Extra Work Assignment CI SC • Schedule Criange(s) O AD - Msertve DLgdpl ne \notation O FT • Fighting ❑ EX - Expulsion O SD - Saturday Detention 0 AL - Alcohol - Possession/Use/Distribution O MH • Mrlicicus Harassment/Hate Crime O IS • In School Suspension' OSL Siert Lunch O AN -Arson O RL • RUes Violaticri/Scivol )LP • Loss Of Pnvileges Pk) O1 rr L O SS • School Service Work O AR- Articles Osrupthe to School O RO • Robbery (Using Force) O LS - Law Eriorcement Notified (School Police) CI ST - Staffing/CST/CORE O AV - Assaut/Verbalghreat O SB - Sexual Battery O LT- Law Erdorcement Notified CI TO -Tune Oct O BA - Battery ❑ SH • Sexua Harassment (Other Then School Police) U WR • WarnineeprImard O CO -Copying/Cheating ❑ SM • Smoking/Tobacco U MP • Mediation By A Peer O 07 - Other • nay sari codes rewire a MO digit entry foe number of days (01.99) O DB - Disobedience/Insubordination/Defiance U SO • Sexua Ofense 15. DURATION (CODE) Coda post automata* to A17 Attendance Detail U DI • Disruptive Behavior (no: criminal) O ST - Stealirg/Theft cs• ASt AY OE IS' ❑ DL - Disrespectful Language/Profanity O TH Tardiness. Habitual CI DM -Abuse of School Property O TR • Trespassing altakaTi DATE: O co -Disorderly Conduct O DD • Unserved Detenton 16 — 1 1 O VN Venda/Ism ADFIDESTRATENIV IOENn TIM WOE TNCIDENT NUMBER: O DR - DrugaControiled Substance O DS - Dress improper ❑ WF -Weapon/Flrecum COMMENTS: ❑ EG Gang Related O WK .WeaporYknile O EH • Hate-Crime Related O WO-Weapon/Other ❑ FF • False Fire Alarm or False 911 Call O WU -Weapon/Unknown PARENT'S SIGNATURE: DATE: O Fl - Fireworks 0271 (REV. 6961 WHITE • Adranitaton YElLOW • Parent PINK • Gutlne• Counselor GOLDENROD • 0,103M0 EFTA01709823 REPORT 81 CTBS/4 STUDENT REPORT TEACHER: FOR: I =TOOL: GRADE: 06 DATE OF TESTING: 4/13/99 TEST: CTBS/4 LEVEL 16 FORM A STUDENT NURSER: SCORE RANGES LOWEST AVERAGE HIGHEST PERCENTILE TESTS RANKS LOW MW TOTAL READING READING COMPREHENSION 87 ===s= READING VOCABULARY TOTAL MATHEMATICS MATH CONCEPTS & APPLICATION 73 ===m,== MATH COMPUTATION RANGES Of PERCENTILE 1-25 26-50 51-75 76-9t PERCENTILE PERCENTILE PERCENTILE PERCENTILE Rums 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) Total Total Tot Cor/At 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 Florida Telephone...Fax Principal 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 complete homework assignments on time Apt 4 ticti (X) ( ) 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 orida Telephone ax Assistant Principal MID-TERM Report of Unsatisfactory Progress To The Parent/Guardian o Grade 5( 1 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 (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 $j complete homework assignments on time An_ 4 -ct.CAL ( ) 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.4e -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 CTBS/4 STUDENTI iiiiiii TEACHER: FOR: • SCHOOL: GRADE: 02 DATE OF TESTING: 4/18/95 TEST: CTBS/4 LEVEL 12 FORM A STWENT NUMBER: SCORE RANGES UMW AVERAGE /SMUT PERCENTILE TESTS RANKS UN MM TOTAL READING READING COMPREHENSION 74 =. READING VOCABULARY TOTAL MATHEMATICS MATH CONCEPTS & APPLICATION 77 x==== MATH COMPUTATION RANGES OF 1-25 26-50 51-75 16-99 PERCENTILE RAKK5 PERCENTILE PERCENTILE PERCENTILE 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 CTBS/4 STUDENT TEACHER: FOR: SCHOOL: GRADE: 03 DATE OF TESTING: 4/17/96 TEST: CTBS/4 LEVEL 13 FORM A STUDENT NUMBER: SCORE RANGES LONEST AVERAGE HIGHEST PERCENTILE TESTS MINDS LM HIV READING COMPREHENSION 95 ====im= MATH CONCEPTS & APPLICATIONS 92 =an.= TOTAL LANGUAGE LANGUAGE MECHANICS LANGUAGE EXPRESSION RANGES OF 76-99 1-25 26-50 51-75 PERCENTILE PERCENTILE PERCENTILE PERCENTILE PERCENTILE RANKS 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 1997 Florida Writing Assessment Student Name: G. Student I.D. No.: STUDENT REPORT School: District: Florida Grade 4 a Writing Assessment TYPE OF WRITING TESTED: WRITING TO TELL A STORY SCORE: 3.0 Program Description of Writing Scores Your Student's Score 6.0: The writing focuses on the topic, is logically organized, and includes ample development of Dear Parents or Guardians: 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. The paper your student wrote in January as pan of the Florida Writing Assessment Program has been read independently by two people trained 5.5: The writing was given a 5 by one reader and a 6 by the other reader. to score this test. Each reader judged the paper against a set of 5.0: The writing focuses on the topic with adequate development of supporting ideas or examples. It standards and gave it an overall score. Your student's final score is the has an organizational pattern, though lapses may occur. Word choice is adequate. Sentences average of the two readers' scores. 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. This writing score will help you, your student, and the teacher understand how well your student performed on this statewide writing 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 test. A description of each possible score is printed on the left side of specifics and details, but others are not developed. Word choice is adequate. Sentences vary this report. somewhat in structure, though many are simple. Punctuation, capitalization, and spelling are usually correct. Students were given 45 minutes to read the assigned topic, plan what to 3.5: The writing was given a 3 by one reader and a 4 by the other reader. 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 3.0: The writing generally focuses on the topic, though it may contain extraneous information. An for this test; therefore, the writing may not be the same. You and the organizational pattern has been attempted, but lapses may occur. Some of the supporting ideas teacher should consider the score on this test along with all of your 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 student's other writing when planning activities to continue developing most commonly used words are spelled correctly. your student's writing skills. 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 DESCRIPTION OF THE TOPIC: 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. Students were asked to write a story about what happened when they traveled on a wagon pulled by horses. 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. RUN DATE: 04/19/97 50-2141-CO0000401 U: The writing is unrelated to the assigned topic or cannot be read, or there is no response. 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 Estimados padres o tutores: 6.0: La redacción se concentra en el tema, está lógicamente organizada e incluye un La prueba escrita por su niño(a) en enero como parte del Programa de 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. Evaluación de Redacción de Florida, fue leida Independientemente por dos La puntuación, uso de mayúsculas y ortografía son generalmente correctas. personas capacitadas para evaluarla. Cada lector juzgó la prueba en relación 5.5: La redacción recibió un 5 por parte de un lector y un 6 por parte del otro lector. a un conjunto de normas y la calificó con una nota general. La nota final de 5.0: La redacción se concentra en el tema y tiene un desarrollo adecuado de'las ideas o su niño(a) es el promedio de las notas otorgadas por los dos lectores. 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 Esta nota de redacción le ayudará a usted, a su niño(a) y a los maestros a de mayúsculas y ortografía son generalmente correctas. comprender cómo se desempeñó su niño(a) en esta prueba de redacción 4.5: La redacción recibió un 4 por parte de un lector y un 5 por parte del otro lector. realizada en todo el estado. Una descripción de cada una de las notas 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 posibles aparece en el lado izquierdo del informe. 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 Los estudiantes dispusieron de 45 minutos para leer el tema asignado, mayoría son simples. La puntuación, uso de mayúsculas y ortogralla son generalmente correctas. planificar lo que iban a escribir y escribir sus respuestas. Las condiciones 3.5: la redacción recibió un 3 por parte de un lector y un 4 por parte del otro lector. bajo las cuales los estudiantes redactan otras pruebas en clase o en el hogar 3.0: la redacción se concentra generalmente en el tema, aunque contiene información pueden ser diferentes a las empleadas en esta prueba; por lo tanto, la ajena al mismo. Se intentó una estructura organizada, aunque puede haber algunos lapsos. redacción puede ser diferente. Ustedes y los maestros deben considerar la 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 nota de esta prueba junto con todas las otras redacciones del estudiante, al simples. La puntuación y la ortografía son a veces incorrectas pero las palabras más planear actividades para continuar desarrollando las habilidades de comunmente usadas están escritas correctamente. redacción del estudiante. 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 1por 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. EFTA01709833 • •• • • .Pege. S/19/9.7 10:31am COURSE PERFORMANCE ALL CIass(es) : :• Student(s) Course(s) : MCs,IR,RW• • . ."TOtal Total •. . • Perc ent Enroll IPM Current Total ' Corr /Att cise s Corr ect Level • 'Level '.Level Course TiMp Exer •. Etfoll Date - 9/11/96 • . II RW IM PIMP 4:47 321/462 . 699/182 ..69 19 • 1.41 '3.88 .3.44 5.40 . • 3:-50 5.59 • 11 .: )7: 0 :( • ..ORAND TOTAL RECORDS - - . hY"C ompu ter Curi iculuM Corpofation. .Copyright (a) 1991?94 report is altered by ihe bustomeT) . All Rightsitaseryed. If the format of.this rt. curacies that'may occur in the repo QCC'shall not bp held liable:for any inac • as a result of silchalterettons. . .• • .- • ..• 1 • • • I • . • •,. EFTA01709834 6 9' 98 2:03 m ' LEVEL 4 COURSE PERFORMANCE End of Year Report . Total Total Total Corr/Att Percent Enroll IPM Current . Course Time Exercises Correct Level• Level 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 69. . -- __ RI 0:30 ' 9/13 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 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. ;tse• zbt:C4 )2 1.1••••••icilk ••.!! 44001dOlitAkOfiL:14. Total 441*. • • - 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 ;ICtiNt!mber The Subscores indicate the student's level of achievement on separate content areas Subscores of FCAT Mathematics. Each Subscore represents the percentage of content in that •• Grade „ . . 5 area that the student responded to successfully. 0 25 50 75 ice ArE ; yevensive Mathematics Number Sense 69% essment Measurement 53% Test 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. *MU" elm • ••• • ••••••• APII• • "IP • We • U.S.. 1.1••••• 4 r• -;;:o..9 •• ; Message to Parents: •TrI•ictec:. • • 4,4r.y.n; The Florida Comprehensive Assessment Test (FCAT) is a new achievement test for Florida students. FCAT amt.. • ;• measures the Sunshine State Standards for reading and mathematics. Adopted in 1996, the Sunshine State Standards •.; 1. 17 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. • . • . V. " ft • • FCAT was administered for the first time in Florida schools in January 1998. The 1998 test scores will set the :t! • :7 baseline for future achievement of the Sunshine State Standards in reading and mathematics. FCAT scores are an • • ...Ps.j.e7ilf ...• overall indicator of achievement of these challenging new standards. FCAT results will not be used In making .10 0r Mere. • 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 El examen de Matemáticas FCAT es el examen que evalúa las normas Standards In mathematics. PCA'I' Mathematics assesses content educativas de Matemáticas del estado de la Florida (Sunshine State from the following areas: Standards). Este examen evalúa las habilidades siguientes: Number Sense, Concepts and Operations Compresión numérica, conceptos y operaciones • Identifying operations (+, x, +) and effects of operations • identificación de operaciones (+1 -, x, y efectos de operaciones • determinIng estimates • • estimación de resultados • knowing how numbers are represented and used • uso y representación de números Measurement Medidas • recognizing measurements and units of measurement • reconocimiento de medidas y de unidades de medidas • comparing, contrasting, and convertIng measurements • comparación y conversión de medidas Geometry and Spatial Sense Geometría y noción espacial • describing, drawing, ldentifying, and analyzing two- and three- • descripción, dibujo, Identificación y análisis de figuras de dos y tres dimensional shapes dimensiones • visualizing and IllustratIng changes In shapes • visualización e ilustración de cambios en figuras • using coordinate geometry • uso de geometría coordinada Algebralc Thlnking Razonamiento algebraico • describing, analyzing, and generallzing patterns, relationships, • descripción, análisis y generalización de patrones, relaciones y funciones and functlons • uso de expresiones, ecuaciones, desigualdades, gráficas y fórmulas • using expresslons, equations, inequalities, graphs, and formulas Análisis de datos y probabilidad Data Analyzing and Probability • análisis, organización e interpretación de datos • analyzing, organizing, and interpreting data • identificación de patrones y elaboración de predicciones, inferencias y • identifying patterns and making predictions, inferences, and conclusiones válidas valld conclusions • uso de probabilidad y estadística • using probabillty and statistics 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 CI AT 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 CompreWsive deben saber y pueden hacer en su avance académico. Las normas educativas establecen la base para un sistema Assessment que define una mayor responsabilidad para las escuelas de la Florida. Test 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. rflw CTB McGraw-HIll EFTA01709837 FLORIDA COMPREHENSIVE ASSESSMENT TEST (FCAT) 2000 asiaDer NORM-REFERENCED TEST c oo ame and Number Student Report Grade 07 Or This report shows your results from the FCAT National Norm-Referenced Test. 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 CONTENT SCORES National Number Number Number Scale Percentile of Points of Points of Questions Score Rank Stanine Possible Earned Attempted Reading Comprehension 54 49 54 Reading 735 94 8 Initial Understanding 10 10 10 Comprehension Interpretation 24 22 24 Critical Analysis 10 9 10 Mathematics 681 68 6 Problem Solving Strategies 10 8 10 Mathematics Problem Solving 50 32 50 The Scale Score expresses your performance and allows comparisons from year to year. Measurement 5 3 5 Reading Comprehension Scale Scores range from 490 to 819. Mathematics Problem Solving Scale Scores range from 513 to 829. Estimation 6 5 6 Problem Solving 5 2 5 The National Percentile Rank and Stanine Indicate your relative standing in comparison to the Number Relationships 6 5 6 national reference group. National Percentile Ranks range from 1 to 99. Stanlnes range from 1 to 9. Number Systems 4 2 4 Patterns & Functions 3 3 3 if you took the test again, your National Percentile Rank might be slightly higher or lower than Algebra 4 4 4 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 Statistics 5 4 5 Mathematics Problem Solving, your National Percentile Rank should be between 57 and 77. 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 Grados 5, 6, 7, y8 The FCAT NRT Reading Comprehension Test assesses La Prueba de Comprensión de Lectura FCAT NRT evalúa the following objectives: los siguientes objetivos: • Initial Understanding - Demonstrate the ability to comprehend explicifiy • Entendimiento - Demostrar su habilidad para comprender stated relationships in a variety of reading selections. explicitamente el contenido y la relación entre si dentro de una variedad de • Interpretation - Demonstrate the ability to form an interpretation of a variety selecciones de lectura. of reading selections based on explicit and implicit information in the • Interpretación - Demostrar su capacidad interpretativa dentro de una selectlons. variedad de selecciones de lectura, basándose en información explicita e • Critica/ Analysis - Demonstrate the ability to synthesize and evaluate implícita en dichas selecciones. explicit and implicit information in a variety of reading selections. • Análisis critico - Demostrar la habilidad para sintetizar y evaluar • Strategies - Demonstrate the ability to recognize and apply text factors and información explicita e implícita en una variedad de selecciones de lectura. reading strategies in a variety of reading selections. • Estrategias - Demostrar habilidad para reconocer y aplicar el contenido del texto y estrategias utilizádas en una variedad de selecciones de lectura. The aboye objectives are measured within the following contexts: Los objetivos anteriores se evalúan en los contextos siguientes: • Recreational - material typically read for enjoyment. • Textual- material typically found in grade-appropriate textbooks and other • Recreativo - material utilizado para entretenimiento. sources of information. • Textual - material utilizado en libros de texto del grado apropiado y en • Funclional - material typically encountered in everyday lile situations. otras medios informativo. • Funcional - material utilizado en la vida diaria. The FCAT NRT Mathematics Problem Solving Test La Prueba para Resolver Problemas de Matemáticas assesses the following objectives: FCAT NRT evalúa los siguientes objetivos: • Measurement - Demonstrate an understanding of the principies of • Medidas : Demostrar sus conocimientos de los principios de medir. measurement. • Estimación - Deteminar cuán razonables son los resultados y aplicar la • Estimation - Determine the reasonableness of results and apply estimation estimación en la solución de problemas. in problem solving. • Estrategias para resolver problemas - Demostrar comprensión del • Problem Solving Strategies - Demonstrate an understanding of the process proceso de resolver problemas convencionales y fuera de lo común. of solving conventional and non-routine problems. • Números y relaciones entre números - Representar y usar números en • Number andNumber Relationships - Represent and use numbers in formas equivalentes en problemas de matemática y de la vida diaria, y equivalent forms in real-world and mathematical problems, and demonstrate. demostrar sentido para las fracciones, los decimales y los números enteros, number sense for whole numbers, fractions, decimais, and integers. positivos y negativos. • Number Systems and Number Theory Demonstrate an understanding of • Sistemas y teoría de los números - Demostrar conocimiento numérico de relationships among arithmetic operations and apply concepts of number las relaciones entre las operaciones de aritmética y aplicar conceptos de la theory such as primes, factors, and multiples in real-world and mathematical teoria de los números tales como números primos, factores y múltiplos en problems. problemas de matemática y de la vida diaria. • Pattems andFunctions - Identity numerical and geometric pattems and • Pautas y t'unciones - Identificar funciones y pautas numéricas y usarlas functions and use them to solve problems. para resolver problemas. • Algebra - Demonstrate the ability to evaluate expressions and solve linear • Algebra - Demostrar la capacidad para evaluar expresiones algebraicas y equations. resolver ecuaciones lineales. • Statistks - Demonstrate an understanding of the relationships in data sets. • Estadistica - Demostrar conocimiento en procesamiento de data. • Probability - Demonstrate an understanding of lhe laws governing chance. • Probabilidad - Demostrar conocimiento de las leyes que gobiernan el azar. • Geometry - Demonstrate an understanding of geometric principies. • 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 CTBS/4 STUDENT REPORT TEACHER: FOR: SCHOOL: GRADE: 05 DATE OF TESTING: 4/20/98 TEST: CTBS/4 LEVEL 15 FORM B STUDENT MON: S E WREST ACOR VERA RANGES GE HIGHEST PERCENTILE TESTS RANKS Loll HIGH READING COMPREHENSION 86 ......= MATH CONCEPTS & APPLICATIONS 68 ====e=== TOTAL LANGUAGE LANGUAGE MECHANICS LANGUAGE EXPRESSION . RANGES OF 1-25 26-50 51-75 76-99 PERCENTILE PERCENTILE PERCENTILE PERCENTILE PERCENTILE RANKS 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 EFTA01709841 YOUR SOCIAL SECURITY CARD rd your number elsewhere for Detach the card below and sign it in ink immediately. Do not laminate your card. Ssv application and submit Carry it in your purse or wallet. 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. 60-4"littrAttilth, ever ax.4404,,,v,k_ _ad 1:42 &yepoh Tb4xaday ,r,/' 3n • itntO hertotaikairXedy/A) se.diteapaele,454,44.yelte ,,e15,44 X; Al'al4116 1ed EFTA01709842 HEALTH EXAMINATIONS Date I X( q .Audent's Full Na Phone Race 6/1"/ de. Sex re,anak Address Name of Parent or Guardian A. HEALTH EXAMINATION Height 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 15. Neurological 1/ 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)., 1ype -Fist Hemoglobin /Hematocrit /cam• -6 Stool (0 & date 7 / 34 1 f Tuberculin test: Sickle Cell results NAM TITLE: ADORES (Please Print) ‘in 9 Date OH 3040. 10196 (Riableces HRS44 Form 3040 which may ,(Stock Number. 5744-000-3040.2) EFTA01709843 THE SCHOOL DISTRICT OF Grade V ELEMENTARY REPORT CARD Studeli School Teacher Principal MARKING CODES - ACADEMIC SUBJECTS SOCIAL DEVELOPMENT/CLASSROOM STUDY HABITS GRADES 1 and 2 Please work on the area(s) that have a check (/). E - Excellent S - Satisfactory V - Very Satisfactory N - Needs Improvement Marking Poriod lst 2nd 3rd 4th GRADES 3.5 Overall effort V A - Outstanding (94% - 100%) Works cooperatively B - Above Average (85% - 93%) C - Average (75% - 84%) Works independently D - Below Average (65% - 74%) Completes classwork on time F - Failing (0% - 64%) Completes homework on time I - Incomplete V I./ Follows classroom rules and routines i/ 1/ / v Uses time wisely / V / ACADEMIC SUBJECTS Marking Period Follows directions tit 2nd 3rd 4th Accepts responsibility for own Mathematics (Indicate Wet nibs check) 3 13 actions --1) IRIF.0:71;;Y; .604 iteltile7i1; \ ' V I ..21 7 Comes to class prepared .with Viachoniele49VOI materials . . :! -- : Reading (Indicate level with a check) 3 ... i. q- 1:}-, ,ps46,,,or above grade level V Z It 4 ,e8olow grgdo level ALTERNATE ASSESSMENTS Marking Period Composition Indicate those used with a check (i). T2 15 & b Skills Checklist(s) tit znizt 3rd etn Language B ,b ?) 1.2 Portfolio Spelling if-\- B 75 Pr Audio Cassette Recording V - V V I7 Handwriting/Penmanship e' 5 Ci 2> Video Recording Social Studies '8 A- 3 Pr Computer Program Standardized Test(s) Science/Health 3 pt "P> le> ObservationsANdften Comments Grades not given this nine weeks Other • MARKING CODES FINE ARTS gnding effort and participation .r4atiii4gtOyptipet and,pailigipation ATTENDANCE Marking Period Offen en0 plitit;Igation; parent conference Regular attendance and punctuality In 2nd 3rd 4th are essential ter quality education. Days Present it.5- I. I FINE ARTS REPORT Marking Porlod CE-5( tH Days Absent s4 tat and 3rd 4th O 1 I Days Tardy / 0 3 Art 3 3 Information Includod Music 3 3 3 3 Physical Education .7) 3 PLACEMENT PARENT/GUARDIAN/TEACHER Marking Period CONFERENCE tat 2nd 3rd 4th Grade S ". Special Session Conference conducted [Indicate dato(s)) 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 THE SCHOOL DISTRICT OF Grade 05— ELEMENTARY R Year 19C11-19 7R" Student School Teacher Principal MARKING CODES - ACADEMIC SUBJECTS SOCIAL DEVELOPMENT/CLASSROOM STUDY HABITS GRADES 1 and 2 Please work on the area(s) that have a check (1) E - Excellent S - Satisfactory Marking Period V - Very Satisfactory N - Needs Improvement 1st 2nd 3rd 4th Overall effort GRADES 3-5 t/ v, A Outstanding (94% - 100%) Works cooperatively B Above Average (85% - 93%) Works independently C Average (75% - 84%) Completes classwork on time t,-.- v* k--- D - Below Average (65% - 74%) F Failing (0% - 64%) Completes homework on time I Incomplete Follows classroom rules and v- t/" V 1., routines Uses time wisely ACADEMIC SUBJECTS Marking Period Follows directions V V V ,7 1st 2nd 3rd 4th Accepts responsibility for own (. actions t7 v7 Mathematics (latecate level .vth a check/ a _, C: Comes to class prepared with on or °boos rad& `ova/ v""___ _V y g..." materials cube grad& /oval Reading (Thdcare 1...e' t.", a OTC;) $ E T4-.13 On of above gildre toyed vsr 171 I? i" 8eiow gran level ALTERNATE ASSESSMENTS Marking Period Indicate those used with a check (I). lot 2nd 3rd 4th Composition 3 3 53 Skills Checklist(s) Language C-1 C. e, 13 Portfolio ‘." se- v4 V Spelling Audio Cassette Recording 13 C. C- C. Video Recording Handwriting/Penmanship a A $ Computer Program ke r ie.. ve' Social Studies Standardized Test(s) 4. V V .y A t g a• Science/Health R R 13 43 Observations/Written Comments se 1., I./ / • Grades not given this nine weeks Other MARKING CODES - FINE ARTS 3 OuistNnaing effort and perecipanon Marking Period 2 Satisf.leseory offer: and participoncn ATTENDANCE 1 Inadequate effort and pareeipation; porent conference Regular attendance and punctuality to 2nd 3rd 4th requested are essential for quality education. Days Present l+Fjp/ gOi FINE ARTS REPORT Marking Period Days Absent I -3 1st 2nd 3rd 491 Days Tardy n 1 0 I Art Information Included V see- le' 33 3 Music 3 3 3 3 Physical Education 3 3 3 3 PLACEMENT * PARENT/GUARDIAN/TEACHER Marking Period Grade 0(P Special Session CONFERENCE 1st 2nd 3rd 4th If Special Session program is indicated, grade placement will I Conference conducted [Indicate date(s)j 9ps be determined by the home school. Goldonrod/let Ported Pink/2nd Porlod Canary/3rd Podod Green/4th Period White/Office Copy EFTA01709845 STUDENT PROFILE SHEET PINK=GIRL BLUE= BOY READING Instr. Level Scores a Yi i i.,, Sem. Yr.End Reading Running Record -•:•?1,.• ;y This year's CTBS %rie ...;rfe..- 2 12 Last year's CTBS %He 3. sq 13 This year's FCAT (GrA) •• r. 57 t:, Afe,erge9aStet „. 1st • 2nd 3rd 4th OTHER Report Card Grades Circle one 13 YES NO Grade Level Assessments Pre: Post Previously Retained? If . . 0 • Reading Performance Level Reading Dev. Level Previously Administratively Placed? Y arAt or above grade level • • o Emergent (Early) ei! o At risk of falling below grade level o Emergent (Developing) •• • • Recommend for Next Year. a Below Grade Level (1-2 years below) o Early (Early) Promote 1. •-er e) tsi o Substantially below grade level • a Early (Developing) Place__................-..._ :....._....; . Y C. (more than 2 years) • a Fluent (Early) Retain • • • - . Y C. SPIGent (Developing) - Parent Agrees?, „ t, . Y. gr WRITING • ESE Placements: SW - • • Y. (R Grade 1: Rubric Scores Checklist Characteristics . ... ' • • - • . son....,.....e.z.::::.:7:..,:...:...:)..:... ••'Y • efi3 (# demonstrated)•.. •. PL, ...........:..‘vjc..- ..44.4a.........L.- ; Y -: • .. .„ Y APCESPr0MW . . .. .. .. • • •• Altos.3. . .tt .r 3. Ofilert-7—.-11--.7row. Y • Palm Beach Writes : ; • .' ,. . • .. CST Status: . '' tl • NO Red Cany . . ... - ,• • • . i -77TT Florida Writes (Gr. 4) . t: - Over .. LEP Student?. ', i •••••;:., ' Y Gi) We Performance Level Writing Dev. Level t or above grade level a Emergent (Initial) 504 Plan? • • - ' (..._,1:'..: Y o At risk of falling below grade level o Emergent (Developing). a. Below Grade Level a Early (Initial) • Medication? • : • :41 ' ..4‘ ' Y . .0 Substantially below•grade level a Early (Developing) . erFlient (Early) . . • *Medea! High Risk? " ' • "— — Y @ 'ofluent (Developing): .. • Specify MATH Grades/Scor Excessive Absences?.: • r-:- ' Y ( gti . . es • .- % • ... .. Year-End Cumulative Test'. Pre-Teei or year Excessive Tarries?"' •" y (% correct) ' •c- • end seer, Post-Test • Recommended for this yeaesTutorial? T r ernart 1st • 2nd 3rd 4th- Attended Tutorial? Y• ' Y Report Card Grades a.- 0.... . . C- • C- Behavior 1= Appropriate 3 4 CTBS %ile Last Year 4.if This Year. (ie 0 . 4=Very Inappropriate ....._ . This yr. FCAT Score(Gr.5) 33 Social/Emotional Development/Maturity . 1=Very Mature 1 0 3 4 Majth-Performance Level 4=Very young vi r At or above grade level a At risk of falling below grade level o Below Grade Level I (up to 1year) GRADELEVEL PERFORMANCE CRITERIA o Substantially below grade level (more than 1 year) USTED ON REVERSE SIDE EFTA01709846 •,•447., GRADE LEVEL PERFORMANCiakITERIA it • - READING WRITING MATHEMATICS GRADE 1 • Running Reading Record • Fewer than three (3) Writing • textbook End-of-Year Test. Score of 77% or lower (Level D, F, or Repdiness) Characteristics • Functioning at K level Demonstrated (K-3 • Report Card Grades of r, . • Post Grade Level Assessment System) "D", of "Fs Assessment Score of 2.0 or • Rubric Score of 2.0 or lower lower or 77% or less • Report Card Grades of 2.0 • Report Card Grades of "Ns, or lower "D", "F" GRADE 2 • Running Reading Record • APCES/PBW Rubric Scores • Textbook End-of-Year Test (Level 2, J, or H) of 2.0 or lower Score of 77% or lower • • Performing one year or • Report Card Grades of 2.0 • Report Card Grades of IN", • more below grade level or lower tf, of °F' • Post Grade Level • • TN Score at or below Assessment Score of 2.0 pr 25%ile* (*starting in FY99) lower or 77% or less • Report Card Grades of N. "D", "F" • This years TN score a! or '- re! below 25%ile GRADE 3 • Performing 1 to•2 years APCES/PBW Ribric•Scores • • ' TextbooklEncP:of-YeirkTest;ii, below grade level • of 2.0 ofIOW& Score of 77% or lower • S • Running Reading Record •• Report Card,Grades of 2.0 • Report Card Grades of "N",, •• (Level 5 or lower) , • or lower "D", of "F" • Post Grade Level • CTBS/TN Score:at or ball* Assessment Score of 2.0•or 25%ile • . lower or 77% or lower • CTBS/TN Scordat ofbelow.,. 25%ile .. • Report Card Grades of "N", °D', or "F" _ GRADE 4 • Performing 1 to 2 yeard.•••••• - APCES/PBW:Rubric Scores • Textbook End-of-Year Test below grade level • .- of 2.0 or lower Score of 77% or lower • Post Grade Level • • Report Card Grades of 2.0 • Report Card Grades of "N", Assessment Score of, or lower 2.0/77% or lower • CTBS/TN Score at or below • Report Card Grades of 'IT, 25%ild "D", or "F' • FCAT Score of 200 or lower . • GRADE 5 • Performing 1 to 2 years • APCES/PBW Rubric Scores • Textbook End-of-Year Test below grade level of 2.0 or lower Score of 77% or lower • Post Grade Level • • Report Card Grades of 2.0 • Report Card Grades of "N", Assessment Score of or lower "D", of "F" 2.0/77% or lower • CTBS/TN Score at or below • Report Card Grades of "N", 25%ile tr, or "F" • FCAT Score of 200 or lower • FCAT Score of 200 or lower • CTBS/TN Score of 25%ile or lower EFTA01709847 ST THE SCHOOL DISTRICT OF Grade I Course Change Documentation GENERAL INFORMATION • CHANGE DOCUMENTATION GRADING PERIOD GRADE EXAM CONDUCT From From From I 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) - 1/0 P S -71-t-7.57ca C2'r. APPROVAL SIGNATURES (two of three required) • • 1 . aa'eairatto.7.7t. TE /144/ ATE SIGNATURE OF AREA ADMINISTRATOR GATE DATA PROCESSOR CONFIRMATION SIGNATURE OF DATA AgOCESSOR DATE '797 (REV. 9(12/2001) ORIGNAL - Cumulative Folder Copy - Office File EFTA01709848 Spring 2003 Florida Comprehensive Assessment Test (FCAT) INS Sunshine State Standards Grade 10 Student Report '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 500 State Comparison 450 Score* Lowest Middle Highest 400 173 1 356 300 The Score is a number between 100 and 500. 250 200 150 100 Student's Store State Average Science Content Scores Points Points State Comparison Content'Areas Possible Earned 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 Informes FCAT (Spanlsh) Rape, FCAT (Haitian Creole) Separata reports are produced for the. Sunshine State Se preparan informes separados para los exámenes del FCAT Yo prepare rapó apa pou egzamen lekti ak matematik, syans Standards tests in FCAT Reading and Mathematics, de lectura y matemáticas, ciencias y redacción según las ak redaksyon FCAT bay swivan prensip Sunshine State Science, and Writing. A separate report is also printed normas estatales Sunshine State Standards. También se Standards yo. Yo ekri yon rapó apa tou pou lekti ak matematik for the norm-referenced tests in Reading and imprime otro informe por separado para los exámenes de lectura pou "modèl egzamen ofisyèl FCAT 'tifiar pou fè evalyasyon" Mathematics. y matemáticas de acuerdo a las normas de aplicación nacional. an. Informe sobre el FCAT ceñido a normas de aplicación Rapb egzamen oflsyèl FCAT itilize pou fè evalyasyon FCAT Norm-Referenced Test (NRT) Report The FCAT nacional (NRT) El informe del FCAT NRT presenta los NRT report shows reading and mathematics scores on resultados de lectura y matemáticas en una versión del estado (NRT) Rapb FCAT NRT a montre nbt lekti ak matematik nan a Florida version of the SAT9 (published by Harcourt de Florida del SAT9 (publicada por Harcourt Educational vèsyon Florida genyen pou SAT9 la (Se Harcourt Educational Educational Measurement). Student scores are Measurement). Los resultados obtenidos por los estudiantes se Measurement ki pibiliye li.) Yo konpare nbt elèv la ak yon compared to a national "norm" group, where a percentile comparan con el grupo modelo o "norma", en el que la gwoup nbt yo konsidere kbm "modèl pou egzamen ofisyèl" la, rank score of 50 is average. clasificación es de un 50% del promedio. kote swivan klasman pa pousantaj la, not mwayèn nan se 50. Sunshine State Standards (SSS) Reports The FCAT Informes según las normas estatales Sunshine State Rapb Sunshine State Standards (SSS) Rapé FCAT SSS SSS Reading, Mathematics, and Science reports show Standards (SSS) Los informes según las normas estatales pou lekti, matematik ak syans lan montre ribt elèv yo fè nan test scores from Florida's tests of academic standards. SSS del FCAT presentan las calificaciones de los exámenes de egzamen Florida bay sou prensip akademik yo. Rapé sa yo These reports contaln subject scores and content lectura, matemáticas y ciencias de las normas académicas de gen ribt pou matyè ak nbt pou kontni lactan yo. Nbt pou matyè Florida. Estos Informes contienen calificaciones por materias y scores. Subject scores describe the overall calificaciones por contenido. Las calificaciones por materia yo dekri tout sa elèv la reyalize anjeneral epi nbt pou kontni yo achievement, and content scores give the number of proporcionan un resumen general del rendimiento y las bay kantite pwen elèv la fè nan yon matyè byen detèmine. Ou points earned in specific skill areas. Success on the calificaciones por contenido que proveen el número de puntos ka konprann kisa elèv la reyallze nan egzamen lekti ak Reading and Mathematics tests can be best understood obtenidos en áreas de habilidades específicas. El éxito de los matematik la pi byen si w itilize yon nivo siksè lote 3 oswa plis by using the achievement levels where a 3 or higher is exámenes de lectura y matemáticas puede entenderse mejor se yon nbt ki nan nivo klas la oswa yon nét ki pi wo pase nivo on or above grade level. utilizando los niveles de rendimiento en los que una calificación klas la. de 3 o superior está al nivel del grado o por encima. Nivo siksè elèv yo Gen senk kategori siksè ki dekri nivo Achievement Levels Five categories of achievement describe the success students have with the content Niveles de rendimiento El éxito que un estudiante ha logrado 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 tested on the FCAT Reading and Mathematics. Level 5 en el contenido examinado en el FCAT de lectura y matemáticas egzamenn is the highest and Level 1 is the lowest. Since science se describe por medio de cinco categorías. El nivel 5 es el más se nlvo 1. Piske yo poko detèminen nivo siksè nan achievement levels have not been determined, science alto y el nivel 1 es el más bajo. Como los niveles de rendimiento syans lan, yo klase nbt pou syans lan swivan si li tonbe pi ba, en ciencias no se han determinado, las calificaciones de nan mitan oswa pi wo yon tyè pèfbmans elèv toupatou nan eta scores are ranked as to whether they fall in the lowest, ciencias se clasifican con respecto a si entran dentro del tercio a. middle, or highest third of statewide student inferior, medio o superior del rendimiento estudiantil a nivel performance. estatal. 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 5 This student has success with the most challenging content 5 Este estudiante tiene éxito oon el contenido más difícil de las nan 5yelim Nivo reponn pifb kesyon egzamen yo of the Sunshine State Standards. A student scoring in Level normas Sunshine State Standards. Un estudiante del Nivel 5 kbrekteman, elèv la menm reponn kesyon ki gen pi plis 5 answers most of the test questions correctly, including the responde a la mayoría de las preguntas del examen difikilte ladan yo. most challenging questions. correctamente, incluyendo las preguntas más difíciles. 4 Elèv sa a gen siksè nan matyè ki te gen difikilte laden yo 4 This student has success with the challenging content of the 4 Este estudiante tiene éxito con el contenido difícil de las nan egzamen Sunshine State Standards la. Yon elèv ki nan Sunshine State Standards. A student scoring in Level 4 normas Sunshine State Standards. Un estudiante del Nivel 4 responde a la mayoría de las preguntas correctamente, pero 4yèrn Nivo reponn pifb kesyon egzamen yo kbrèkteman, answers most of the test questions correctly, but may have men li ka gen »Ir siksè salman nan kesyon ki sanble yo gen only some success with questions that reflect the most es posible que sólo tenga cierto éxito con las preguntan que reflejan el contenido más difícil. pl plis difikilte ladan yo. challenging content. 3 Este estudiante tiene un éxito parcial con el contenido difícil 3 Elèv sa a gen enpe siksè nan matyè id gen difikilte talan yo 3 This student has partial success with the challenging de las normas Sunshine State Standards, pero su rendimiento nan egzamen Sunshine State Standards la, men pèfbmans content of the Sunshine State Standards, but performance es inconsistente. Un estudiante del Nivel 3 responde muchas lan pa rete estab. Yon elèv ki nan 3yem Nivo reponn anpil is inconsistent. A student scoring in Level 3 answers many de las preguntas del examen correctamente, pero por lo nan kesyon egzamen yo kbrakteman, men anjeneral li gen of the test questions correctly, but is generally less general tiene menos éxito con las preguntas que son más mwens siksè ak kesyon ki sanble yo gen pi plis difikilte ladan successful with questions that are the most challenging. difíciles. yo. 2 This student has Ilmited success with the challenging 2 Este estudiante tiene éxito limitado con el contenido difícil de 2 Elèv sa a gen siksè limite nan matyè ki gen difikilte ladan yo content of the Sunshine State Standards. las normas Sunshine State Standards. nan egzamen Sunshine State Standards la. 1 This student has little success with the challenging content 1 Este estudiante tiene poco éxito con el contenido dificil de las 1 Elèv sa a gen yon ti siksè tou piti nan matyè kl gen difikilte of the Sunshine State Standards. normas Sunshine State Standards. ladan yo nan egzamen Sunshine State Standards la. FCAT Certificates Students who earn Level 5 scores or Certificados del FCAT Los estudiantes que se clasifiquen en Sètifika FCAT Elèv ki fè not 5yèm Nivo oswa elèv ki fè gwo el Nivel 5 o cuyos resultados de ciencias sean superiores a 400, whose science scala scores are greater than 400 receive reciben Certificados de rendimiento. En redacción, los nbt kl pi plis pase 400 nan syans ap resevwa Sètifika pou Certificates of Achievement. For writing, certificates are given certificados se otorgan a todos los estudiantes que han obtenido Siksè. Yo bay tout elèv ki fè nbt 5.5 oswa 6 ak elèv klas to all students with scores of 5.5 or 6 and to fourth graders with calificaciones de 5.5 y 6, y a los estudiantes de cuarto grado que katriyèm ki fè nbt 5, 5.5, ak 6 yon sètifika pou redaksyon. Yo scores of 5, 5.5, and 6. Certificates are not awarded basad on han obtenido 5, 5.5 y 6. Los certificados no se otorgan basados pa bay sètifika swivan nèt elèv fè nan egzamen ki baze sou the FCAT Norm-Referenced Test scores. en los resultados del FCAT ceñido a normas de aplicación tirrodèl egzamen ofisyèi FCAT itilize pou fè evalyasyon" (NRT) nacional. an. EFTA01709850 Plata Virtual hod Official Final Grade Report * 5/25/2004 Student: Student Number: ■ Course: Geometry Grade Level: 11 Course Code: 1206310 Date of Birth: ■ Instructor. School: ■ Student Address: FL District: Honors Credit: No Semester: Sprg04 Final Grade: C Numeric Grade: Credit Earned: FLVS Code: * 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 FLVS Online Home Logout Florida VirtualSchool Student Center Contac Home student Coursei Profile Subject Status: Enrolled Date: Mathematics Complete 12/17/2003 Course Registration Course: Final Grade: Active Date: Course Login Geometry C 1/11/2004 Semester. Honors: Grace Period End Date: P2)327 Transcripts Sprg04 No 2/82004 UtoOlueimpappaa Section #: Credit Final Grade Sent Date: 42 1 5/25/2004 Pace: Withdraw Date: Traditional NIA Student Material Information Materials Returned Date Returned Geometry 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 GRADE /'? PREVIOUS COURSES COMPLETED • • • • • • • • • • • • IY I sok IRSF NO# COURSF TM F CR CREDIT FIN TAKEN SA 02 ATTP fARN GRD FIGS HC ES SCHI QS 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. EXCEPTIONA1 ST5C4 PIACF-14Fra 0 Yes 0 No ACOAESS OF PARENT OR LEGAL GUARDIAN SIAWMOt • 4, Code 5 BUSINESS / aOrrearbelaillaWaanaT mcv. aaa Do you currently have a reassignment? a Yes Reason for Reassignment: D Racial Balance O Moving into Attendance Zone (Please encloSe valid proof) ❑ High School Senior 0 Supervision Hardship -Grades K-5 (Posse complete additicnal!ems) D To Finish School Year ❑ Health Reasons (Realm tarns completed by pekician must be enacted) O Into County High School Schedule Compatibility (Ct..:W"0;year onln a" •t . •41 State specific reasons why reassignment Is being requested to school listed above: ir-v‘r(relitc1 in (--‘kit•crlincl tne- Cc nrIrk ttrr jcctnnSJcrty Cr rtry c-c irt 1rtr (ter ie\nnr 3 -%fl' vccr el "Yr, la- ip _ NOTICE: All reassignment requests are measured against concurrency standards which were Adopted by the School Bad. with errol ment above 110% of capacity can not be considered as a receiving school. If your reassignment request is rejectedSchools for this reason, do you wish to have the Department of Student Services select an available site? El Yes ❑ No iE0 BY PARENT CR LEGA, GL ARDIAN lr 3 -t3 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