Coquina Elementary School

 

School Information

School Name:  Coquina Elementary School
School Address: 850 Knox McRae Drive, Titusville, FL 32780
School Phone:  321-264-3060
School Fax:  321-264-3062   
Principal: Andrea Townsend
Principal email: townsend.andrea@brevard.k12.fl.us

 

Demographics

Number of Students: 419
Number Eligible for Free and Reduced Lunch: 238
Percent of Limited English Proficient: 4%
Percent of Special Education: 27%
Racial/Ethnic Percentages:

- White – 74%
- Black – 18%
- Hispanic – 6%
- Asian/Pacific Island – 0%
- Other – 2%

 

Student Achievement Data

FCAT scores (School/State)

Grade 3	Math (school/state)	Reading (school/state)
2004-05	70/68	71/67
2005-06	85/72	67/75
2006-07	77/74	80/69
2007-08	86/76	92/72

Grade 4	Math (school/state)	Reading (school/state)	Writing (school/state)
2004-05	57/64	63/71	67/82
2005-06	69/67	71/66	71/82
2006-07	73/79	71/68	55/78
2007-08	83/71	74/70	80/61

Grade 5	Math (school/state)	Reading (school/state)	Writing (school/state)
2004-05	51/57	63/66	NA
2005-06	42/57	67/67	39/35
2006-07	61/59	83/72	57/42
2007-08	63/61	71/63	45/43

Grade 6	Math (school/state)	Reading (school/state)
2004-05	64/47	62/56
2005-06	44/53	58/64
2006-07	69/50	73/62
2007-08	78/63	76/53

Please comment on any aspect of the data that you believe is particularly significant.

In 04/05 we implemented our PLC after becoming an “A” school. The first year we had all our tested areas involved in our PLC. In 06/07 we removed writing from the PLC and placed it on our activity rotation. We noted a sharp decline in our scores which we believe resulted in the removal from our PLC. This indicates our writing score shows the effectiveness of the support of a PLC when in place.

We have shown steady growth in most areas since implementing our PLC. Some highlights include:

- Going from 55% in 06/07, 4th grade writing to 80% in 07/08 – 25% increase
- Going from 80% in 06/07, 3rd grade reading to 92% in 07/08 – 12% increase
- Going from 69% in 06/07, 6th grade math to 78% in 07/08 – 9% increase
- Going from 67% in 05/06, 3rd grade reading to 80% in 06/07 – a 23% increase
- Going from 57% in 04/05, 4th grade math to 73% in 06/07 – a 16% increase
- Going from 63% in 04/05, 5th grade reading to 83% in 06/07 – a 20% increase
- Going from 44% in 05/06, 6th grade math to 69% in 06/07 – a 25% increase

 

Please present additional information that indicates your efforts to build a professional learning community have had a positive impact on students and/or teachers.

1. Positive Impact on Students

Differentiated instruction is being used on a school-wide basis. We focus on providing direct, explicit, instruction at the student’s instructional level and monitor their data closely. We are able to use flexible grouping to provide enrichment and interventions as needed. This has resulted in increased academic success.

2. Positive Impact on Staff

- Teachers are able to function as a cohesive team that flourishes in collegiality and professionalism. The strong professional community has increased student learning where all our staff is responsible and involved in all the students learning.
- On-going school wide staff development is provided based on the needs of the teachers and students.
- Teachers are provided with a common planning time to discuss academic needs and successes, best instructional practices, and professional development.

Please elaborate strategies you have found to be effective in the following areas:

1. Monitoring student learning on a timely basis.

- Student data is monitored and reviewed weekly during our Kid Talk meetings. Individual interventions are created for students who are having difficulties.  Data is collected and reviewed often to determine the student’s response to interventions.  Students who are making progress have additional goals set and data collected to ensure continuous growth.  Students who do not make gains or show results are discussed at our Instructional Consultation Team (IC).  This multi-disciplinary, multi-grade level team of teachers discusses options, interventions, and next steps for the student.  Data is collected and monitored for a set period of time.  The team develops instructional strategies as that student succeeds. Results are monitored until that child reaches complete success.  Students who do not respond to interventions are referred to our Child Study Team for additional recommendations of testing/screening.
- All student data that is collected is charted and graphed to monitor trends within each classroom in all content areas. Pacing conferences are held and data is discussed.  Teachers and administration reflect on the data and develop teaching strategies, flexible intervention groups, areas for growth and professional development or areas of focus for a PLC.
- Classroom Walk Through data is collected and ‘think abouts/reflections’ are discussed with individual teachers weekly.  Trends are monitored for best practices as well as areas of growth and professional development.
- Students also monitor their own data and record their data in individual data binders.  The information is discussed with students and parents during conferences or at the student/parent level.
- Grade level data boards to monitor student data and progress.

2. Creating systems of intervention to provide students with additional time and support for learning.

- Staggered 90 minute uninterrupted reading block with two instructional personnel in the classroom to focus on instruction and interventions.
- A flexible, differentiated 30 minute ‘move to’ enrichment/intervention time for all students to be involved specialized instruction to meet their individual needs. The students can move within their grade level or to another grade level to have instruction at their independent level.
- Reading Buddies – older students mentor our younger students during a set period of time.
- Teachers are assisted throughout the day utilizing volunteers, instructional assistants, and the Co-Teach model.
- Learning goals are set for each student.  Students who are not progressing in a timely manor have individual support plans developed.
- We have moved to the inclusion model with common planning times for instructional staff to meet and plan for instruction.

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

- All of our teachers are members of a grade level PLC. Each team meets weekly during a common planning time to discuss instruction, team trends and issues, or student successes/issues. In addition to weekly meetings all of the teams have a common lunch time to build collegiality. All teams develop common standards and expectations for their grade level.
- Teams collectively set learning goals for all of their students in all core content areas and collectively monitor student progress.
- All teams, including our special area teachers, participate in the discussion of student achievement.
- Teachers develop PLC topics and then become the instructional leader in that topic.  Teachers lead staff development activities, book discussions, and other community initiatives.
- Each team looks at trends at their grade level and develops an action research plan to address a trend or issue.
- Collaborative book studies.
- We are in the process of working in vertical teams (Pre-K to 6th grade) to develop a school wide common language to ensure smooth transitions from grade to grade.
- Vertical teaming and articulation to obtain our SMART goals.
- Principal Advisory Committee (PAC) monitors the culture and climate of our school to ensure the school maintains our focus and directions through shared leadership and teacher capacity.
- Committees are open to all staff members to build leadership and staff capacity.

 

List awards and recognitions your school has achieved

- Gold Key
- 5 Star
- Clean Campus
- Green Campus
- “A” School
- Golden School
- USS Kitty Hawk honored our students for supporting our troops
- Our district earned the Governors Sterling Award