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Elementary Education

April Martin, Director

Sue Glass, Secretary
850-983-5062

Assessment wordleAssessments

FSA (Florida Standards Assessment)  |  FSA Writing (coming soon)  |  FCAT Science

Students in the Santa Rosa School District are assessed by their teachers as they participate in the daily classroom instructional program.  Teachers use a variety of methods to assess the progress of their students.  

REPORT CARDS

Kindergarten students receive progress reports every twelve weeks.  Teachers assess each child in the areas of Language Arts, Letters and Sounds, Mathematics, Science, Social Studies, Social Development, Work Habits, Motor Development and Creative Development.  Grade codes for kindergarten are E = excellent, S = satisfactory, N = Not mastered, O = Items circled indicate mastery, Blank = Not introduced/not assessed at this time.

Teachers report on the progress of students in first and second grades each nine weeks on a Santa Rosa School District Student Progress Report (report card) that is sent to the parent or guardian of each child.  A grade is assigned each nine weeks in the core curriculum areas of reading, language, writing, spelling, mathematics, science/health/ safety, and social studies.  In addition, students receive a grade in the resource areas of handwriting, music, art, and physical education. Conduct is also graded.   The grading scale is E = excellent, S = satisfactory, U = unsatisfactory, N = needs improvement, and I = incomplete.

In grades 3-6, students receive number grades in the core curriculum: 90-100 = A, 80-89 = B, 70-79 = C, 60-69 = D, and 0-59 = F.  Grade codes for the resource areas of handwriting, music, art, and physical education are E,S,N,U,or I.

When parents or guardians sign the child’s progress report they may indicate that a conference with the teacher is requested.  Parents are encouraged to meet with the teacher on a regular basis.

Student Promotion/Retention:

Promotion of students from one grade to the next in the Santa Rosa School District is based upon the careful evaluation of each student's achievement in terms of appropriate goals for the child.  Every effort is made to assure that students develop sufficient skills and behaviors for success in school.

Students must demonstrate proficiency in the core subject areas.  Any student not meeting the expected levels of performance for the grade level will receive diagnostic assessments to determine the nature of the difficulty and the areas of academic need.

A Progress Monitoring Plan (PMP) will be developed and implemented for students identified as needing intensive remediation.  If a student is not remediated he/she may be retained.

Retention does not mean that a child has "failed".  The purpose of retention is to give children who have substantial academic deficiencies more time and more intensive instruction necessary to become proficient in the core subject areas.

Third Grade Retention: The Law

Florida law states that third graders who score at Level I in reading on the FSA (Florida Standards Assessment) will not be promoted until he/she achieves the required reading level.  A substantial reading deficiency must be addressed before students can move to the more difficult schoolwork of fourth grade and beyond.  In fourth grade the focus shifts from learning to read to reading to learn.

Exemptions From Third Grade Retention:

Some third-graders who score Level 1 on the FSA (Florida Standards Assessment) in reading can be exempted from the retention requirements and be promoted to fourth grade.  This is called a "good cause exemption".  Good cause exemptions are given to only the following students:

*students who show an acceptable level of performance on the alternate reading test
 (the SAT 9)
*students who show, through a teacher-developed portfolio, that they can read on grade level
*Limited English proficient students who have had less than two years of instruction in an English for Speakers of Other Languages program
*students with disabilities whose individual educational plan (IEP) shows that it is not
  appropriate for them to take the FSA (Florida Standards Assessment)
*students with disabilities who take the FSA (Florida Standards Assessment) and whose IEP or 504 Plan says that
  they have received intensive remediation in reading for more than two years but who
  still show a deficiency in reading and who were previously retained in kindergarten
  through grade 3
*students who have received intensive remediation in reading for two or more years but who still have a deficiency in reading and who have already been retained in kindergarten through grade 3 for a total of two years.

If you believe your child may be eligible for a good cause exemption, talk to your child's teacher.

For additional information regarding the assessment of your child’s progress, click here to contact your child’s school.