School Performance Plan

Date Submitted: Dates of Revision: School Performance Plan 2015-2016 School Name: Northwood SAC funds in the amount of $, will primarily be used for Dr. Donna Goode Mrs. Heather Graham-Williams Legend AICE Advanced International Certificate of MtSS Multi-tiered System of Supports Education AMO Annual Measurable Objectives NGSSS Next Generation Sunshine State Standards AP Advanced Placement NCLB No Child Left Behind DA Differentiated Accountability PERT Postsecondary Education Readiness Test DEA Discovery Education Assessment PMP Progress Monitoring Plan ED Economically Disadvantaged PMS Progress Monitoring System ELA English Language Arts POC Plan of Care ELL English Language Learners PPP Pupil Progression Plan EOC End of Course Exam PSAT Preliminary Scholastic Aptitude Test ESE Exceptional Student Education SAC School Advisory Council FAIR Florida Assessment for Instruction in Reading SAI Supplemental Academic Instruction FCAT Florida Comprehensive Assessment Test SAT 10 Stanford Achievement Test F/R Free & Reduced SESAT Stanford Early School Achievement Test FS Florida Standards SINI Schools in Need of Improvement FSA Florida Standards Assessment SPP/SIP School Performance Plan/School Improvement Plan IB International Baccalaureate SWD Students with Disabilities IEP Individualized Education Program VE Varying Exceptionalities IPDP Individualized Professional Development Plan

Okaloosa County School District Vision Statement: We inspire a lifelong passion for learning. Mission Statement: We prepare all students to achieve excellence by providing the highest quality education while empowering each individual to positively impact their families, communities, and the world. Core Values: Accountability: We, working in conjunction with students families, accept responsibility to ensure student learning, to pursue excellence, and to hold high standards for all. Citizenship: We prepare all students to exercise the duties, rights, and privileges of being a citizen in a local community and global society. Excellence: We pursue the highest academic, extracurricular, and personal/professional standards through continuous reflection and improvement. Integrity: We embrace a culture in which individuals adhere to exemplary standards and act honorably. Personal Growth: We promote the acquisition of knowledge, skills, and experience to develop individuals with the aspiration, perseverance, and resilience to be lifelong learners. Respect: We show regard and consideration for all through a culture of dignity, diversity, and empathy. Leadership: We provide guidance and direction to accomplish tasks while being a moral compass to others.

School Performance Team Identify the names and titles of the School Performance Plan developers. Name Dr. Donna Goode Amy Bowles Sheila Olsen Aimee Lewis/Adelia Slade Ashley Hewett Allyson LaVictoire Stacey Taylor Susan Spears/Sarah Downs/Crystal Griffon Janette Dunn Paula Richard Jazz Turner Rhonda Piaget Meredith Coleman Principal Assistant Principal Kindergarten Teacher First Grade Teachers Second Grade Teacher Third Grade Teacher Fourth Grade Teacher Instructional Coaches Fifth Grade Teacher CBS Teacher Dance Teacher Title I Teacher Fifth Grade Teacher Title Stakeholder Involvement: Describe the process taken to create the School Performance Plan. The Leadership Team met and reviewed early data results in spring of 2015. The Leadership shared results of the one day meeting with grade level colleagues. During the summer, the Leadership Team communicated. We met and discussed the plan, as well as communicating through emails. Grade level leaders met with teachers and asked for feedback. During preplanning, the entire faculty collaboratively reviewed data and wrote observations in small groups. At the beginning of the year, the draft of the SPP was shared with the faculty and SAC members and input was requested. The leadership reviewed the input and made final adjustments. Then the plan was shared with parents, faculty, staff, PTO, and SAC. To continue to revise and edit the SPP, a focus is discussed at every grade level, faculty and leadership meetings. A summary sheet is developed and given to the teachers. 2

School Profile Northwood Elementary School, home of the Cougars, is centrally located in the heart of Crestview. The original red brick structure was completed in 1942. Northwood serves kindergarten through fifth grade students and maintains a commitment to provide a variety and abundance of services and support across the spectrum of students talents and abilities. During the 2013-14 year, Northwood Elementary was recognized as Northwood Arts and Science Academy. The Academy provides North Okaloosa students with a broad educational foundation and skills repertoire upon which to build their future through extended experiences in dance, music, science, integrated arts, and integrated technology. Our broader commitment is to provide a safe, healthy, well-rounded learning community which yields students who will be productive, contributing, welladjusted citizens of the future. To this end, we offer the following programs or opportunities: Before and After-School Child Care; After-School Clubs (Clubs vary each year. Garden Club; Drama Club; Art Club; Family Involvement Nights (Art Walk); Mentor and Volunteer Orientations; PTO Meetings; Student Council; Adopt-A-Classroom Program (Business Partner); Fine Arts Productions; Honors Assemblies; Field Trips; Field Days; Dance Days; and Increased Media Center/Arts Integration. We know that children enjoy greater success in school when the adults they admire most actively participate in their education. Volunteers and mentors foster a supportive learning environment. Northwood logs thousands of volunteer hours annually and has the longest running mentoring tradition of the area s elementary schools. The look, the character, and the high standards for academic excellence at Northwood Elementary have remained a constant source of pride and stability in this neighborhood. Northwood is fortunate to have the commitment of strong, hardworking, and many young visionary enthusiastic teachers and parents dedicated to maintaining the high standards of Northwood tradition, while also building a bridge to the exciting future of 21st century ideals with opportunities for students in technology and the fine arts. School Vision: Northwood Elementary School is a united school community that is dedicated to building a better world one child at a time. School Mission: Meeting the educational challenges of today s world, we guide children to develop solid foundations for successful futures. 3

Community and Parent Awareness Northwood Elementary 0222 Strongly Agree 2015 2014 2015 2014 2015 2014 2015 2014 2015 2014 2015 2014 1. My child's school emphasizes academic performance as the number one 70% 71% 23% 22% 3% 5% 1% 2% 3% 1% 116 197 priority. 2. Our principal is an effective leader who meets the needs of our students. 57% 63% 27% 23% 3% 5% 4% 2% 9% 7% 116 197 3. As a parent, I am made aware of the curriculum program for my child's grade 66% 67% 26% 18% 4% 10% 4% 5% 0% 1% 116 197 level or course. 4. The school uses a variety of methods for parent communication. 75% 73% 18% 21% 5% 4% 1% 2% 1% 1% 115 197 5. Parent input is valued at my child's school. 55% 64% 29% 23% 3% 5% 3% 4% 9% 4% 116 197 6. Clear expectations of conduct and behavior are communicated to my child. 82% 81% 15% 14% 2% 3% 2% 2% 0% 1% 115 197 7. My child's school maintains a safe environment. 79% 77% 17% 17% 2% 4% 1% 2% 1% 1% 116 197 8. Homework is used to reinforce what is taught in the classroom. 71% 69% 23% 21% 3% 7% 3% 1% 0% 3% 116 198 9. My child's school treats everyone fairly, regardless of race, economic status, or 67% 76% 16% 13% 2% 3% 3% 2% 12% 6% 116 197 other relationships. 10. School funds are used to support the school in a financially responsible 59% 66% 20% 16% 2% 2% 3% 2% 16% 15% 115 198 manner. 11. As a parent, I feel welcome at my child's school. 72% 77% 23% 16% 1% 4% 3% 4% 2% 0% 116 198 12. The guidance department at my child's school provides for the educational 55% 55% 16% 19% 4% 3% 2% 2% 22% 20% 116 196 success of my student. 13. I am satisfied that my child's teachers do a good job educating my child. 78% 80% 19% 16% 2% 3% 2% 1% 0% 0% 116 196 14. My child's school is well maintained. 63% 73% 29% 19% 2% 4% 5% 5% 1% 1% 116 194 15. The amount of time required for my child's homework assignments is 73% 71% 16% 22% 8% 5% 3% 2% 0% 1% 116 196 appropriate. 16. The health services provided at my child's school support his/her wellness. 63% 68% 21% 14% 4% 2% 1% 1% 11% 15% 116 196 No Opinion Total Survey Results 68% 71% 21% 18% 3% 4% 3% 2% 5% 5% Slightly Agree Slightly Disagree Strongly Disagree Total Responses 4

Community and Parent Awareness What does the data tell you regarding the positive aspects of your school? * Ninety-seven percent of the parents taking the survey slightly agree or strongly agree that clear expectation of conduct and behavior are communicated to the students. This is an increase of two percent from 2014. * Ninety-six percent of the parents taking the survey slightly agree or strongly agree that our school maintains a safe environment. * Ninety-five percent of the parents taking the survey slightly agree or strongly agree that parents feel welcome at the school. What does the data tell you regarding the opportunities for improvement in your school? * The school needs to provide additional information to the parents regarding the guidance and health departments. * The school needs to provide additional information about how school funds are used to support the school in a financially responsible manner. Provide a description of the various forms of communication to your community and parents. Teacher Weekly Newsletters Open House Art Walk Night Monthly Cougar Chatter ( School Newsletter) Power Parent Meetings Student Data Reports (AR, MobyMax) Parent Conferences, Emails, and Telephone Calls SAC Meetings Title I Meetings; Title I Plan; Title 1 Compact Parent/Student Handbook School Webpage & Facebook Watchdogs (Dads on Campus) Blackboard Connect Messages (Email & Telephone) Public Relations/Newspaper Publications 5

Historical School Grade Data Elementary School School Year Grade Reading Proficiency* Adjusted Reading Proficiency Math Proficiency* Adjusted Math Proficiency Writing Proficiency* Adjusted Writing Proficiency Northwood 2013 B 65 71 64 70 36 43 50 63 66 65 67 495 800 YES 59 33 District 2013 68 70 62 65 54 57 64 66 68 65 66 521 800 54 35 State 2013 58 61 58 60 56 59 53 65 64 66 62 491 800 68 61 Science Proficiency Reading Learning Gains Math Learning Gains Reading Learning Gains for Low 25% Math Learning Gains for Low 25% Total Points Earned (Including Adjusted Points) Total Points Possible Did this School Benefit from the One- Letter-Grade-Drop Protection?* Free or Reduced Lunch Rate* Minority Rate* Northwood 2014 C 64 64 65 65 29 29 60 62 70 51 76 477 NA 57 33 District 2014 A 68 68 65 65 48 48 63 70 72 74 73 533 NA 52 36 State 2014 B 59 60 59 60 53 54 54 68 66 71 64 497 66 61 Achievement Learning Gains Elementary School School Year % English/Language Arts (includes Writing) % Mathematics % Science % English/Language Arts (includes Writing) % Mathematics % English/Language Arts: Low 25% % Mathematics: Low 25% Overall Percentage Grade Free or Reduced Lunch Rate* Minority Rate* Northwood 2015 District 2015 State 2015 *Percentages not Counted in Calculation Note: State and District Averages are Calculated per School Type (Elementary, Middle, High, Combination) 6

School Action Plan ELA: Reading & Writing District AMO: District Goal: Highly Qualified Status Administrators (Title I): The percent of Okaloosa County students who will be proficient in reading as defined by the State of Florida on the Florida Standards Assessment Test will be at least %. Students shall demonstrate reading proficiency at or above the expected grade level. 2 Objectives: AMO: The percentage of all curriculum students who will be proficient in reading as defined by the State of Florida on the Florida Standards Assessment Test will be at least %. AMO: The percentage of SWDs who will be proficient in reading on the Florida Standards Assessment Test will be at least % AMO: The percentage of ELL students who will be proficient in reading on the Florida Standards Assessment Test will be at least % The percentage of all curriculum students who will make learning gains in reading as defined by the State of Florida on the Florida Standards Assessment Test will be at least %. The percentage of students in the lowest 25% who will make learning gains in reading as defined by the State of Florida on the Florida Standards Assessment Test will be at least %. The percentage of Level 4 and 5 students who will make learning gains in reading on the Florida Standards Assessment Test will be at least % 7

DEA ELA K # Students Tested DEA Reading Proficiency (By Grade) ELA (Reading): Data LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2013 Post Test (C) 108 16% 30% 30% 25% 55% 49% 60% 100% 24% 80% 57% 58% 26% 67% 52% 2014 Post Test (C) 141 14% 30% 36% 20% 56% 52% 61% 35% 62% 0% 63% 61% 43% 0% 52% 2015 Post Test (C) 162 12% 27% 44% 17% 61% 57% 66% 33% 33% 64% 50% 71% 65% 37% 60% 60% District 2015 2,400 8% 16% 42% 34% 76% 71% 81% 66% 59% 71% 45% 75% 81% 56% 60% 70% ESE Status ELL F/R DEA ELA Grade 1 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity Status LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2013 Post Test (C) 128 5% 23% 38% 34% 72% 72% 72% 50% 74% 75% 50% 88% 71% 63% 100% 70% 2014 Post Test (C) 96 15% 16% 39% 31% 70% 60% 80% 100% 64% 50% 78% 70% 43% 67% 63% 2015 Post Test (C) 153 0% 34% 47% 19% 66% 65% 68% 61% 89% 0% 75% 66% 45% 75% 59% District 2015 2,370 0% 23% 51% 25% 76% 73% 80% 84% 66% 72% 75% 73% 79% 59% 57% 70% ESE ELL F/R DEA ELA Grade 2 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity Status LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2013 Post Test (C) 127 12% 34% 20% 35% 54% 56% 53% 100% 31% 33% 50% 59% 21% 49% 2014 Post Test (C) 127 8% 25% 40% 27% 67% 64% 71% 100% 72% 100% 0% 38% 68% 40% 58% 2015 Post Test (C) 107 5% 21% 48% 26% 74% 64% 82% 100% 53% 100% 78% 75% 53% 80% 71% District 2015 2,351 3% 22% 51% 25% 76% 72% 80% 93% 60% 70% 80% 74% 79% 53% 58% 69% ESE ELL F/R 8

DEA ELA Grade 3 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2013 Post Test (C) 125 17% 30% 18% 34% 53% 52% 54% 100% 36% 80% 100% 38% 54% 31% 43% 2014 Post Test (C) 112 12% 23% 29% 36% 65% 63% 67% 100% 43% 67% 78% 67% 23% 56% 2015 Post Test (C) 149 5% 27% 42% 27% 68% 66% 71% 100% 71% 70% 0% 33% 71% 35% 0% 56% District 2015 2,364 4% 24% 40% 31% 71% 68% 74% 91% 61% 60% 50% 68% 74% 47% 33% 62% ESE Status ELL F/R DEA ELA Grade 4 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity Status LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2013 Post Test (C) 91 9% 26% 23% 42% 65% 57% 76% 100% 20% 67% 0% 83% 70% 23% 54% 2014 Post Test (C) 121 14% 29% 20% 37% 57% 56% 58% 80% 43% 40% 100% 38% 62% 23% 52% 2015 Post Test (C) 107 4% 19% 53% 24% 78% 77% 78% 100% 75% 83% 100% 73% 78% 41% 100% 73% District 2015 2,067 2% 13% 58% 27% 85% 84% 86% 73% 76% 76% 100% 86% 87% 64% 59% 78% ESE ELL F/R DEA ELA Grade 5 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity Status LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2013 Post Test (C) 106 9% 31% 26% 33% 59% 45% 71% 100% 47% 63% 78% 59% 29% 0% 52% 2014 Post Test (C) 111 8% 21% 32% 40% 71% 66% 79% 100% 46% 67% 100% 73% 74% 33% 58% 2015 Post Test (C) 131 5% 31% 44% 19% 63% 62% 66% 100% 45% 40% 100% 57% 66% 25% 0% 56% District 2015 2,105 4% 19% 50% 27% 78% 75% 80% 79% 62% 70% 88% 75% 81% 51% 47% 69% ESE ELL F/R 9

DEA ELA Common Core STRANDS (Average score for each subgroup) DEA ELA Common Core STRANDS (Average score for each subgroup) K All Students Gender (%) Ethnicity (%) Status (%) Grade 1 All Students Gender (%) Ethnicity (%) Status (%) Information Language Literature Foundations # Students Tested Overall % Male Female A B H I M W ESE ELL F/R # Students Tested Overall % Male Female A B H I M W 2103 108 59 55 63 94 49 63 72 59 43 67 58 2103 128 71 70 73 50 68 62 67 77 73 67 92 69 2014 141 75 74 76 70 83 75 80 74 70 82 73 2014 96 70 65 75 83 68 54 79 69 54 67 68 2015 162 81 80 83 78 78 82 75 80 82 75 75 79 2015 153 78 78 78 73 76 59 82 79 72 83 75 District 2,400 85 83 87 83 79 81 79 84 86 75 79 82 District 2,370 78 76 79 81 73 75 83 77 79 70 71 76 2103 108 45 47 42 50 36 53 48 46 37 44 44 2103 128 57 56 58 75 54 54 58 58 57 48 34 54 2014 141 54 53 54 51 50 67 58 54 50 9 53 2014 96 56 52 61 56 48 30 63 59 40 34 52 2015 162 64 62 66 60 54 64 65 70 65 61 54 62 2015 153 81 80 83 77 86 50 85 83 73 94 78 District 2,400 73 70 76 72 64 71 71 72 76 62 63 69 District 2,370 81 79 84 87 76 78 83 80 83 70 74 78 2103 108 55 52 58 38 49 65 64 56 43 50 53 2103 128 67 66 67 50 76 69 50 59 66 54 75 65 2014 141 70 67 72 62 69 75 75 71 62 63 69 2014 96 76 73 80 83 71 69 75 77 57 83 72 2015 162 63 61 64 33 52 68 63 66 64 62 60 60 2015 153 60 61 59 58 65 50 62 61 53 50 57 District 2,400 67 66 69 66 59 66 61 67 69 59 59 64 District 2,370 67 65 68 71 60 62 62 65 69 59 54 63 2103 108 40 40 40 34 36 43 29 41 40 39 40 2103 128 72 69 75 67 75 63 67 73 72 69 67 72 2014 141 47 45 49 36 49 20 45 50 45 40 44 2014 96 70 68 74 56 66 58 70 73 62 67 67 2015 162 48 44 54 33 47 36 38 57 49 37 40 46 2015 153 72 73 70 66 83 50 75 73 60 75 66 District 2,400 56 54 57 55 47 52 50 51 58 47 47 51 District 2,370 77 75 79 80 71 73 74 77 79 69 67 73 2103 128 48 47 49 63 54 44 75 47 46 43 50 47 2014 96 57 58 56 67 55 44 61 57 51 58 52 Foundations Literature Language Information Writing 2015 153 72 70 75 67 78 50 69 74 62 69 69 District 2,370 74 71 76 73 66 69 83 73 76 67 63 70 ESE ELL F/R 10

DEA ELA Common Core STRANDS (Average score for each subgroup) DEA ELA Common Core STRANDS (Average score for each subgroup) Grade 2 All Students Gender (%) Ethnicity (%) Status (%) Grade 3 All Students Gender (%) Ethnicity (%) Status (%) Foundations Literature Language Information Writing # Students Tested Overall % Male Female A B H I M W ESE ELL F/R # Students Tested Overall % Male Female A B H I M W 2103 2103 125 77 75 80 80 76 100 100 100 73 61 75 2014 127 76 76 76 100 84 83 50 69 75 67 74 2014 112 87 84 89 100 86 67 100 87 54 84 2015 107 86 85 88 100 81 93 83 87 74 83 85 2015 149 79 78 79 100 82 73 75 75 78 64 50 74 District 2,351 88 88 89 94 87 86 92 88 89 78 82 86 District 2,364 82 80 84 94 75 82 79 84 83 67 68 78 2103 127 76 78 75 100 76 72 77 76 58 76 2103 125 62 58 67 93 57 60 84 62 61 43 57 2014 127 66 67 64 83 74 83 17 56 65 50 63 2014 112 67 63 70 86 53 79 64 68 45 63 2015 107 79 77 81 94 68 80 72 82 71 70 79 2015 149 67 67 66 67 67 77 33 56 67 51 33 64 District 2,351 78 77 80 86 71 74 80 79 79 67 68 75 District 2,364 68 67 69 72 60 61 64 68 70 58 49 64 2103 127 68 72 64 100 61 58 73 69 48 64 2103 125 52 54 50 70 41 50 75 31 56 44 45 2014 127 75 74 77 100 74 100 83 61 76 65 74 2014 112 54 45 60 100 32 46 44 59 34 47 2015 107 67 66 69 89 60 70 70 67 57 60 64 2015 149 58 59 57 88 57 50 25 42 60 47 44 52 District 2,351 67 65 69 69 60 63 73 65 69 54 54 62 District 2,364 59 58 60 69 52 56 50 56 61 48 43 55 2103 127 67 68 66 90 59 53 67 68 48 66 2103 125 56 51 61 80 49 68 79 50 55 44 51 2014 127 64 60 68 83 65 56 33 54 65 53 61 2014 112 61 60 62 100 50 48 65 63 42 57 2015 107 73 68 77 100 61 70 83 74 56 60 69 2015 149 78 77 80 75 78 83 38 65 79 62 76 75 District 2,351 75 73 78 78 67 69 67 73 78 63 62 70 District 2,364 80 77 82 86 74 75 68 79 81 67 60 76 2103 2103 2014 127 45 47 43 75 43 50 25 41 46 40 41 2014 2015 107 68 59 75 83 53 70 72 69 55 60 62 2015 149 64 62 65 63 64 68 38 53 65 46 63 60 District 2,351 70 68 72 80 63 68 83 68 72 58 62 65 District 2,364 65 63 67 72 60 60 47 64 67 54 49 61 Foundations Literature Language Information Writing ESE ELL F/R 11

DEA ELA Common Core STRANDS (Average score for each subgroup) DEA ELA Common Core STRANDS (Average score for each subgroup) Grade 4 All Students Gender (%) Ethnicity (%) Status (%) Grade 5 All Students Gender (%) Ethnicity (%) Status (%) Literature Language Information Writing # Students Tested Overall % Male Female ESE ELL F/R A B H I M W A B H I M W 2103 91 59 54 67 67 42 70 44 76 60 43 53 2103 106 62 49 72 100 59 48 62 64 43 60 58 2014 121 57 53 61 62 54 62 73 53 57 41 53 2014 111 74 71 79 89 49 72 67 82 77 56 68 2015 107 76 75 77 100 74 79 86 74 76 62 62 72 2015 131 77 76 79 93 71 77 67 86 77 58 33 75 District 2,067 79 78 79 78 73 74 87 76 81 68 63 75 District 2,105 82 80 84 82 76 74 81 81 84 68 56 77 2103 91 68 66 72 89 59 67 56 69 69 53 65 2103 106 61 57 64 67 59 56 52 63 44 33 57 2014 121 62 62 62 78 59 60 80 51 63 44 60 2014 111 64 61 68 83 48 63 63 63 66 45 62 2015 107 64 63 65 75 60 71 75 63 64 47 67 60 2015 131 77 76 79 84 74 80 88 75 77 56 13 74 District 2,067 69 68 70 66 64 65 67 70 71 58 54 65 District 2,105 81 80 83 80 77 75 88 81 83 71 63 78 2103 91 69 64 77 71 48 58 26 82 73 53 64 2103 106 66 64 68 90 64 59 70 67 55 50 64 2014 121 65 65 64 88 57 70 76 50 67 51 61 2014 111 67 65 71 87 59 68 80 71 67 52 62 2015 107 78 78 79 100 75 79 100 78 79 62 67 75 2015 131 62 60 64 84 53 50 63 64 63 43 25 58 District 2,067 81 80 81 80 75 77 81 81 82 70 66 76 District 2,105 65 65 66 69 56 61 74 64 68 53 51 61 2103 2103 2014 2014 2015 107 64 62 65 71 63 62 86 53 65 53 52 60 2015 131 60 60 60 77 57 50 75 52 60 46 38 57 District 2,067 68 67 69 67 63 64 71 67 69 56 55 63 District 2,105 67 66 69 69 59 59 81 65 70 54 48 61 Literature Language Information Writing # Students Tested Overall % Male Female ESE ELL F/R 12

FSA ELA Data (By Grade) ELA: Data FSA ELA 2015 Grade 3 GRADE 3 # Students Tested % at Lowest Quintile Percent at Lowest Quintile Gender Ethnicity M F A B H I M W Northwood 147 13% 18% 8% 0% 8% 0% 0% 33% 13% 41% 0% 15% District 2,441 12% 14% 10% 4% 16% 12% 33% 12% 11% 31% 33% 16% ESE Status ELL F/R 13

School Action Plan ELA (Reading): Assessment Data Analysis What does the analysis of your school data tell you about your school s academic strengths? Kindergarten's data in ESE (62%) and ELL (60%) in the language strand is a strength. First grade is strong in ESE in foundations (72%) and literature (73%). First grade is strong in ELL in foundations (83%), literature (94%), info. (75%), and writing (69%). Second grade is strong in ELL foundations (83%). Second grade has a strength overall proficient at 74% Third grade has ELL strenghts in info (76%) and writing (63%). Fourth grade had 100% proficient with ELL students overall. What does the analysis tell you about your school s opportunities to improve? Kindergarten s focus strand is literature (-9 below district) followed by info (-8 below district). First grade s focus strand is language (-7) followed by informational (-5). Third grade s focus strand is foundations (-3). Fourth grade s focus strand is language (-5) followed by writing (-4). Fifth grade s focus strand is writing (-9) followed by literature (-5). 14

ELA Focus 1 School Action Plan ELA: Strategies & Programs to Support the Objectives Focus: Pathway to Close and Critical Reading with an Emphasis on the Standards Goal: By the end of the year, we expect our students to be able to to use text marking/note taking, writing through reading, text dependent questions, and student talk strategies in order to move to basic comprehension to deeper understanding of the text through Close Reading Process and Everyday Instructional Reading. Professional Development and Activities: District: The central message provided (September, October, November/December, and January/February) will review and delve into the individual components of Close Reading with an emphasis on text marking/note-taking, and purposeful student talk aligned with Text Dependent Questions by focusing on the following: o First Read: What Does the Text Say? The first phase concerns the literal meaning of the text, especially as it applies to explicitly stated information, as well as the central ideas or themes. o Second Read: How Does the Text Work? The second phase involves the mechanics of the piece, especially as it applies to vocabulary, the structure of text, and the author s craft. o Third Read: What Does the Text Mean? The third phase involves the author s purpose and the inferences they can make based on their understanding of the text. Students also come to understand what a text means when they analyze multiple texts on the same theme or topic. o Culmination: What Does the Text Inspire You to Do? Text dependent questions will move students to transform their learning of the text into a product Writing through Reading- during the Close Read as well as the culminating activity (essays, RAFT, posters, etc.) Student talk can occur during the Close Read as well as the culminating activity How the components of Close Reading are applied to Everyday Instructional Reading, specifically text marking/note taking, student talk, and writing through reading. School-based: 1. The ELA Instructional Shifts training will be reviewed at a Tuesday Learning. The instructional coach will meet with any new teachers to set up a plan no later than September 1. 2. During the district provided half day sessions, teachers will collaborate to create a lesson using multiple texts/text types (ex: genres, interview, blog, chart, newspaper) focusing on text dependent questions of varying complexity throughout each read, text marking/note-taking, student talk, and a purposeful culminating task. Teacher will participate in peer observations and reflection on the created lesson. 3. Share exemplar Close Reading Lessons and student samples during school-based PD, grade level meetings, and Tuesday Learnings. 15

4. Provide a location for Tuesday Learning of Fisher & Frey Text Dependent Questions Grades K-5. 5. Schedule exemplar practices of balanced reading during Tuesday Learnings and grade level meetings. 6. Reading coach and Title I teacher will provide 1/2 day each of month of professional development for classroom assistants. 7. Six faculty members will attend an ASCD conference on instruction and curriculm in Atlanta to further knowledge regarding text dependent questions. 8. Provide Tuesday Learnings on everyday instructional reading and balanced literacy model. 16

Action Steps for Implementation: School Implementation Action Steps: 1. Order ELA Shifts Flip Charts and FSA Item Specs, from print shop, no later than July 10th. 2. Administer close reading needs assessment during May 2015. 3. Meet with Leadership on May 15 to determine SPP goals and school based-pd protocols. 4. Secure Fisher & Frey Text Dependent Questions K-5 for faculty through the Title I Department. 5. Administration will infuse strategies from Fisher & Frey's Text Dependent Questions Grades K-5 into faculty meetings and correspondence. 6. The first Tuesday Learning of each month will be a book discussion of Fisher & Frey Text Dependent Questions Grades K-5. 7. Schedule classroom assistants professional development. 8. Purchase Recat sound systems and ipads for classrooms to assist with the Balanced Literacy Model. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will continue to embed the Instructional Shifts into daily instruction through purposeful lessons and activities. 2. Teachers will embed Close Reading strategies from Fisher & Frey's Text Dependent Questions into daily instruction. 3. Teacher will create text dependent questions of varying complexity as the vehicle to drive student comprehension (from literal to inferential) throughout each read of the Close Read. 4. Students will regularly interact with complex texts, using text dependent questions and a guide to navigate these texts and deepened understanding. 5. Teachers will create and model purposeful text marking/note-taking strategies to aid comprehension and facilitate student response to text dependent questions. 6. Students will use modeled text marking/note-taking strategies to respond to text dependent questions of varying complexity. 7. Teachers will create opportunities for student talk/discussion through purposeful text dependent questions and writing tasks to build student comprehension, stamina, and persistence in reading. 8. Students will utilize student talk strategies (ex: sentence frames, talk moves) to respond to text dependent questions and prepare for writing activities. 9. Teachers will use standards and Item Specs to model how to write appropriately complex questions and utilize answer stems. 10. Students will routinely answer questions to varying complexity constructed from standards and Item Specs. 17

11. Students will write questions of varying complexity reflective of the standards and Item Specs. 12. Teachers will incorporate elements of Close Reading in Everyday Reading, specifically text marking/note-taking, student talk, and writing through reading. 13. Teachers will incorporate best practices of a balanced literacy model (guided reading, read alouds, writing workshop, close reading, explicit instructional and modeling) and curriculum maps. 14. Classroom assistants will be provided training using Tyner and Fountas/Pinnell. Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Close Reading Process: text dependent Weekly Lesson Plans (A), Walk Throughs (A), Administration (A), Leadership (L) questions, text marking/note taking, purposeful culminating tasks Tuesday Learning (L) Student Talk Weekly Walk Through (A), Grade Level Administration, Leadership Meetings (L) Everyday Instructional Reading Weekly, Monthly Monthly Lesson Plans (A), Walk Administration Close Read Lesson Creations, Observation, and Reflection Cycle 2 Times during the 4 District provided Professional Developments Through (A) Lesson Plans (A), Reflection IC, L Adminstration, Leadership, Instructional Coach (I) Standards and Item Spec Question Writing Weekly Lesson Plans (A), Teacher Created Assessments (T) Classroom Assistants Weekly Walk Throughs (A), Student Assessments (TT) Teacher Feedback (A) Administration, Teachers (T) Teachers, Title I Teachers, (TT) Administration Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 18

ELA Focus 2 School Action Plan ELA: Strategies & Programs to Support the Objectives Focus: Writing: Opinion & Informational Goal: By the end of the year, we expect our students to be able to present his or her opinion and attempt to convince the reader to agree when writing opinion writing. We also expect our students to inform the reader about a subject when writing an informational writing. Ultimately, the reader should have a better understanding of the subject after reading the student s informational paper. Professional Development and Activities: District: The central message provided (September, October, November/December, and January/February) will focus on individual components of effective writing, including the following: o Unpacking the Prompt How the task determines the purpose and audience o Marking the Text The purposeful text marking aligns with the task and purpose o Planning for the Essay Planning provides guidance and aids student s thesis/claim o Writing the Essay How are we scaffolding instruction as we build from one source to multiple sources? How are we addressing introductions? How are we addressing conclusions? How are we addressing citing evidence? How are we addressing elaboration? How are we addressing transitions? How are we addressing content specific (from the sources) vocabulary? School-based: 1. During PLCs, faculty will participate in Tuesday learning to assist teachers to learn about the writing process. For example, the instructional coach may lead TL on how to conduct effective student conferences, a kindergarten teacher may model how to introduce a prompt, and/or a fifth grade teacher may lead a TL on best practices for scaffolding of writing with sources, etc. 2. Vertical meetings will be held monthly to calibrate scoring of writing using student samples. 3. Selected teachers will participate in a book study and implementation of Lucy Calkins, Units of Study in Opinion, Information, and Narrative Writing. 4. Each quarter, the intructional coach will meet with grade levels to calibrate writings to the rubric. 19

Action Steps for Implementation: School Implementation Action Steps: 1. Schedule Tuesday Learnings. 2. Schedule Vertical meetings by Septebmer 30. 3. Select teachers to participate in book study by August 20. 4. Schedule computer lab time by first week of school. 5. Give a baseline writing assessment by September 30. Classroom Implementation Action Steps (Teachers and Students): 1. Kindergarten teachers will use a gradual release model for teaching the writing process. (Modeling, Guided Practice, Group Brainstorming, Independent Practice) with teacher conferencing during this time. Daily sharing of ideas prior to and after writing. * Kindergarten teachers will guide students to address a task beginning with a picture to match the prompt, moving to labeling, writing words, and then to a writing a sentence on the topic. * Kindergarten teachers teach students to write one sentence on the topic (students learn that informational writing brings facts from text and opinion is about their ideas and reasons to support their ideas) and gradually add detail sentences. Students will learn to reread and orally share their writing daily and accept peer feedback. 2. First and Second grade teachers will teach students to close read the prompt and mark the prompt (by circling the format and underline key words) through modeling and guided practice to set a purpose for reading the text. Students discuss ideas and share writing with peers, groups, or the class. * First and Second grade teachers use mentor text, student writing samples to introduce the type of writing (informational, opinion). First grade begins by teaching students to write a topic/thesis sentence with second grade writing introductory statement prior to topic/thesis, and then minimum of three detail/supporting facts from what was underlined in the text, followed by closing/conclusion sentence. Model lesson anchor charts are displayed for students to reference during independent writing. Students are provided in first grade a graphic organizer (OREO [opinion] and hamburger model [informational]) and taught to draw it in second grade graphic organizers showing topic/thesis, three reasons and why, and closing/conclusion. * Second grade will focus on using one source for first semester and then build to two sources during second semester. Sources will increase in length as experience increases. 3. Third through Fifth grade will teach students to Close Read the writing task. This includes identifying the topic, format, purpose for reading and marking the text. * 3rd- 5th grade students are expected to use a minimum of three purposefully chosen pieces of evidence cited with transitions using corresponding 20

support and elaboration. * Teachers of grades 3-5 will scaffold instruction of writing from multiple sources by adjusting the length and lexile of the sources as students build stamina and experience in grade level expectations. * Each component of writing is modeled, guided, and practiced prior to moving on to the next component of writing. This is over a series of days or weeks (Introduction, Details or Body paragraphs, and Conclusions). Fourth and Fifth grade teachers will use computer lab time and classroom technology to practice typing. 4. All grade levels use anchor charts that include transition words appropriate to the type of writing and grade level (Building in complexity). 5. Teachers will hold student conferences (individual and small group) guiding students to analyze their own writing (using highlighters for topic/thesis, evidence, elaboration, transitions) for effective use of evidence (citing and summarizing) and elaboration. In addition, conferences will guide students to use appropriate transitions. Peer conferences following the same routine should also occur. 6. Writing conferences will be focused on specific areas not an entire paper. 7. Teachers will model during mini-lessons and will continue modeling during small group and indvidual writing conferences. 8. Teachers will share mentor texts and student exemplars. 9. Through unpacking the task and text for key vocabulary and citing evidence students will use anchor charts and strategies. Anchor charts will be differentiated for Information/Opinion. 10. Teachers will expose students to a writing continuum of exemplar student samples for the grade level. Students will evaluate their own papers in relation to the rubric and exemplars. This will begin with teacher guiding analysis of sample papers and build towards independence. Writing conferences will focus on greatest need in relation to the writing rubric. 11. Teachers will use the rubric to guide modeled writing. 12. Students will write by implementing the "non-negotiables every time. Northwood Non-negotiable expectations for conventions K-5 Capital letter and punctuation mark at the end of a sentence. I must be capitalized when used as a pronoun. Establish grade level minimums related to ELA standards. 21

Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Grade Level Writing Plans Daily Walk-Throughs (A), Lesson Plans (A), Student Work (T & IC) Teachers, Instructional Coach, Administration Anchor Charts Monthly Walk-Throughs (A), Lesson Plans (A) Administration Student Conferences Weekly Walk-Throughs (A), Lesson Plans (A_ Administration Modeling Daily Lesson Plans (A) Administration Writing Continuum Monthly Walk-Throughs (A), Lesson Plans (A) Administration Non-Negotiable Weekly Student Work (T & Students) Teachers, Students Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 22

ELA Focus 3 (Optional) Focus: Independent Reading School Action Plan ELA: Strategies & Programs to Support the Objectives Goal: By the end of the year, we expect our students to be able to build reading behaviors for lifelong learning and enjoyment of reading. Professional Development and Activities: School-based: By October, the Instructional Coach, will provide Tuesday Learning sessions on how to implement reading conferences with students. Action Steps for Implementation: School Implementation Action Steps: By August 30, provide passwords and usernames of AR to teachers. Classroom Implementation Action Steps (Teachers and Students): Classroom Implementation Action Steps (Teachers and Students): 1. Students will select texts from a variety of genres and formats to read for enjoyment. 2. All teachers will utilize Accelerated Reader. 3. Teachers will hold reading conferences with students. 4. Teachers will read aloud to students daily. 5. Students will have a time built into the day for independent reading. 6. Students will keep a reading log with student set goals. 23

Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Accelerated Reader Monthly Reports (TT, A) Title I Teacher, Administration Reading Conferences Weekly Walk-Throughs (A) Administration Read Aloud Weekly Lesson Plans (A) Administration Independent Reading Weekly Lesson Plans (A) /Circulation Rate (T Teachers, Administration & A) Conference Logs Weekly Conference Log (T & Students) Teachers, Students Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 24

ELA Levels 1 and 2 Focus 1 (Grades K-2) Focus: Reading School Action Plan ELA: Strategies & Programs to Support the Objectives Goal: By the end of the year, we expect our students to be able to be strategic readers. Students will develop competency in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Professional Development and Activities: School-based: The classroom assistants will meet with the Title I teacher, Instructional Coach, and Administration to review and discuss the Tyner method. Action Steps for Implementation: School Implementation Action Steps: 1. Schedule 1/2 day monthly classroom assistants meetings. 2. Provide additional Tyner materials, as necessary. 3. Include the SLD teacher in the data meetings. 4. Implement a continuous exchange of communication of students progress between the classroom assistant, teacher, SLD teacher, and other information (red folder). Classroom Implementation Action Steps (Teachers and Students): 1. Teachers and/or classroom assistants will evaluate and determine baseline level for students in Tyner lessons. 2. Teachers will have daily small group instruction to focus on strategic reading. 3. Classroom assistants will have small group instruction using the Tyner method. 3. Students will meet with the teachers daily in small group instruction to practice phonemic awareness, phonics, fluency, vocabulary, and comprehension. 25

Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Communication Exchange Weekly to Monthly Emails (T), data meetings (T), discussions (T & IC),red folder (SLD) Teachers, SLD teachers, Instructional Coach Tyner Schedules for Title 1 Monthly Schedules (A) Administration, Implementation of Tyner lessons for Title 1 and selected teachers Daily Observations (T & A), Walk Throughs (A), Student Achievement (CA, T, IC, A) Classroom Assistants, Teachers, Instructional Coach, Administration Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 26

ELA Levels 1 and 2 Focus 2 (Grades 3-5) Focus: Reading Comprehension School Action Plan ELA: Strategies & Programs to Support the Objectives Goal: By the end of the year, we expect our students to be able to achieve grade-level competency. Professional Development and Activities: School-based: 1. The classroom assistants and teachers using the Fountas /Pinnell program will be provided additional professional development in small group instruction during PLCs, as necessary. 2. Classroom assistants will be provided additional professional development on using Renaissance to monitor independent reading, conference with students about reading, and set individual reading goals. 3. The Title I ELA teacher will attend the ELA professional developemnt with alternating grade levels of three to five. 27

Action Steps for Implementation: School Implementation Action Steps: 1. Schedule classroom assistant meetings with the Instructional Coach and Title I teacher. 2. Create classroom assistant schedules. 3. Purchase additional Fountas/ Pinnell materials, as necessary. 4. Hire Title I Teacher by July 30. Classroom Implementation Action Steps (Teachers and Students): 1. Teachers will evaluate and determine which students need Fountas/ Pinnell. 2. Teachers will monitor classroom assistants. 3. Teachers will implement small group reading lessons to help students achieve grade-level competency. 4. Students will attend daily small group instruction to become competent readers. Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Fountas and Pinnell Daily Observations (A), Walk-throughs (A), Data (T, A, IC, TT) Teachers, Administrators, Instructional Coach, Title I Teacher Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 28

School Action Plan ELA: Strategies & Programs to Support the Objectives ELA Subgroup Focus Subgroup: Goal: By the end of the year, we expect our students to be able to Focus: Professional Development and Activities: School-based: Action Steps for Implementation: School Implementation Action Steps: Classroom Implementation Action Steps (Teachers and Students): Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 29

ELA SWD Focus Focus:Differentiated Small Group Reading and Assessment School Action Plan ELA: Strategies & Programs to Support the Objectives Goal: By the end of the year, we expect our students to be able to Differentiated Small Group Reading Professional Development and Activities: School-based: 1. During PLCs, faculty will participate in weekly Tuesday Learning. ESE teachers will lead and facilitate collaborative discussions on strategies for working with SWD in small group reading during Tuesday Learning. 2. Selected teachers and the instructional coach will observe exemplar and then debrief. 3. Provide collaborative discussions between the reading coach, resource teacher, and classroom teacher. Action Steps for Implementation: School Implementation Action Steps: 1. Schedule Tuesday Learning. 2. Identify a resource room and set up stations to meet the needs of the students. 3. Provide an ongoing systematic way for the classroom and resource teacher to communicate. Continue to provide teachers with red folders. Classroom Implementation Action Steps (Teachers and Students): 1. Review each ESE student's IEP and question the importance of small group testing in a small group of three or less to meet the needs of each student. 2. Implement small group testing, according to the IEPs. 3. Provide additional small group instruction daily (beyond the Resource Teacher). 4. Provide additional daily independent reading time. 30

Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Review of IEP Interim IEP - (RT, SS, A) Resource Teacher, Staffing Specialist, Administration Small Group testing Daily/Weekly Lesson Plans (A), Walk Throughs (A) Administration Small Group Instruction Daily Lesson Plans (A), Walk Throughs (A), Observations (A) Administration Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 31

School Action Plan Math District AMO: District Goal: The percent of Okaloosa County students who will be proficient in math as defined by the State of Florida on the Florida Standards Assessment Test will be at least %. Students shall demonstrate math proficiency at or above the expected grade level. Objectives: AMO: The percentage of all curriculum students who will be proficient in math as defined by the State of Florida on the Florida Standards Assessment Test will be at least %. AMO: The percentage of SWDs who will be proficient in math on the Florida Standards Assessment Test will be at least % AMO: The percentage of ELL students who will be proficient in math on the Florida Standards Assessment Test will be at least % The percentage of all curriculum students who will make learning gains in math as defined by the State of Florida on the Florida Standards Assessment Test will be at least %. The percentage of students in the lowest 25% who will make learning gains in math as defined by the State of Florida on the Florida Standards Assessment Test will be at least %. The percentage of Level 4 and 5 students who will make learning gains in math on the Florida Standards Assessment Test will be at least % 32

DEA Math K # Students Tested LEVEL 1 DEA Math Proficiency (By Grade) Math: Data PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity Status LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2015 Post Test (C) 161 1% 24% 45% 30% 75% 68% 85% 33% 65% 73% 75% 71% 79% 63% 60% 75% District 2015 2,387 1% 14% 41% 44% 85% 82% 87% 84% 72% 82% 82% 83% 88% 66% 76% 80% ESE ELL F/R DEA Math Grade 1 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity Status LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2015 Post Test (C) 153 1% 11% 56% 32% 88% 88% 89% 87% 100% 50% 92% 88% 74% 75% 83% District 2015 2,361 1% 6% 56% 37% 93% 93% 94% 98% 89% 91% 92% 95% 94% 82% 88% 91% ESE ELL F/R DEA Math Grade 2 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2015 Post Test (C) 107 3% 9% 46% 42% 88% 86% 89% 100% 80% 80% 89% 89% 79% 60% 85% District 2015 2,351 1% 13% 50% 35% 86% 86% 85% 98% 70% 84% 90% 87% 88% 68% 76% 81% ESE Status ELL F/R 33

DEA Math Grade 3 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity Status LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2015 Post Test (C) 149 1% 20% 60% 19% 79% 81% 77% 100% 92% 80% 0% 44% 80% 58% 50% 76% District 2015 2,367 1% 14% 64% 20% 84% 85% 84% 94% 73% 79% 67% 82% 88% 66% 55% 79% ESE ELL F/R DEA Math Grade 4 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity Status LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2015 Post Test (C) 106 2% 14% 68% 16% 84% 86% 83% 100% 73% 83% 100% 100% 83% 67% 100% 77% District 2015 2,062 1% 13% 65% 21% 86% 87% 84% 88% 75% 78% 90% 87% 88% 67% 66% 79% ESE ELL F/R DEA Math Grade 5 # Students Tested LEVEL 1 PROFICIENCY (Based on Common Core Assessment) Achievement Levels Gender Ethnicity Status LEVEL 2 LEVEL 3 LEVEL 4-5 % Proficient M F A B H I M W 2015 Post Test (C) 131 2% 13% 54% 31% 85% 83% 87% 100% 77% 80% 100% 100% 84% 54% 0% 82% District 2015 2,102 2% 14% 47% 38% 84% 83% 86% 88% 74% 79% 88% 87% 87% 60% 66% 77% ESE ELL F/R 34