Enterprise Elementary School

School Information

School Name: Enterprise Elementary School
School Address: 7000 Enterprise Road, Cocoa, FL 32927
School Phone: 321.633.3434
School Fax: 321.633.3438
Principal: Theresa A. Lee
Principal email: Tess@brevard.k12.fl.us
Web Address: http://www.enterprise.brevard.k12.fl.us/

Demographics

Number of Students: 687
Number Eligible for Free and Reduced Lunch: 308
Percent of Limited English Proficient: 1.31%
Percent of Special Education: 19.8%
Racial/Ethnic Percentages: 18%

• White: 82%
• Black: 5%
• Hispanic: 6%
• Asian/Pacific Island: 2%
• Other: 5%

 

Student Achievement Data:

Annual Yearly Progress under the No Child Left Behind Act

School Year	Enterprise earned AYP	Percent of FL schools making AYP	Number of FL schools making AYP
2010	Yes	13%	456
2009	Yes	23%	785
2008	Yes	24%	787
2007	Yes	34%	1088

13% of the schools in Florida qualified for AYP under No Child Left Behind in 2010. Enterprise Elementary was among the 13% of schools who demonstrated learning gains for all subgroups in Reading, Mathematics, and Writing. It is noteworthy that we maintained our AYP status as the percentage of our clientele eligible for free and reduced lunch rose over twenty percent, from 23% to 44% in the past two school years.

Evidence of Commitment to Learning for All Students

To support our commitment to learning gains for all students, our faculty completed a year-long professional book study of Classroom Assessment for Student Learning: Doing it Right – Using it Well (Stiggins, Arter, Chappuis) during the 2009-2010 school year. After analyzing the 2010 standardized test scores, the leadership team has dedicated an additional year to site-based professional development in the area of common formative assessment.

One resource we are utilizing to strengthen our understanding of effective use of formative assessments is Sharon Tolson, the East-Coast Director of FDLRS (Florida Diagnostic and Learning Resources System). Ms. Tolson shares videos and research on how to create and utilize formative assessment to inform instruction and respond to students experiencing difficulty reaching proficiency of state standards. In addition to the training Ms. Tolson provides our staff during monthly faculty meetings, she also supports grade level PLCs as they create common assessments, analyze results, and devise plans for timely and focused interventions.

 This year we reached a milestone in support of student achievement with the completion of the Florida Response to Intervention Online Course by every member of our faculty. This common foundation enables our Administration, Classroom teachers, Exceptional Education teachers, and Content area teachers - to have a shared understanding of the principles guiding RtI. Grade level PLCs develop team norms to guide teachers in maintaining focus on the goals of Individual Student Problem Solving Meetings, Data Analysis Meetings, and RtI meetings. To continue growth in student achievement, grade level PLCs have developed Common Essential Outcomes for content areas, social skills, and skills of independence. Once Essential Outcomes were agreed upon for each grade, they were shared within Vertical PLCs to ensure that students gain the skills they need to succeed in upcoming grade levels.

To meet the needs of our students who experience difficulty academically, we continue to use our Walk to Intervention Model in the area of Reading. For students struggling with other content area we are utilizing district funds to provide tutoring during non-academic times so students do not miss instruction of core content area standards.

At Enterprise we are striving to serve the needs of our students who would benefit from extension and enrichment programs. As the nation works on strengthening students’ achievement in Math and Science, we are focusing on extra-curricular clubs that help students gain skills in logical thinking, problem solving, and real world skills. We currently have teacher leaders serving as facilitators for our Lego Robotics Team, Future Problem Solvers, and Odyssey of the Mind team.  Our guidance counselor leads a chapter of the National Elementary Honor Society. This group of students embodies the leadership principles and lifeskills embodied in our 7 Habits Initiative through projects designed to enrich our school and community members. We also continue to fund after school Book Clubs for our Intermediate students. Children are chosen for these activities based on teacher recommendation and their own interest and commitment to an area of interest.

Evidence of a Collaborative Culture

Our move towards a more collaborative culture is best embodied in the changes we have made in our processes for responding to a student when they begin to experience difficulty in their learning. We are using the problem solving method within a team made up of teachers from across grade levels, guidance staff, and administration to reflect on the environment, instruction, and other factors that may be hindering the student’s progress. It has taken a paradigm shift from detailing the student’s deficits to examining the factors we can control, in order to increase their achievement. Our Administration demonstrated a commitment to the necessary time it takes to nurture collaboration by providing an additional planning period for each Grade Level team on a monthly basis.

The Individual Student Problem Solving Meetings have increased the level of collaboration among all stakeholders. Our teachers are starting to view themselves as professionals who have expertise that can be used to raise the achievement for all of our students. It is not a quick process, but we are moving away from the isolation of individual classrooms and specific grade levels, to a cohesive group of professionals devoted to all of the students at our school.

A specific example of this type of collaboration occurred after receiving our Science results in 2009, which showed a 1% decline in the level of students meeting proficiency in Science, our leadership team made the decision to assign our school level Science expert to the fifth grade, where Science is tested. This teacher-leader’s expertise had a positive impact on not only her students’ learning, but on the entire grade. A new level of collaboration was developed through formal and informal PLCs. The grade level frequently collaborated on effective teaching strategies based on the Next Generation Sunshine State Standards, allowing for a synergistic relationship among our science teachers.  This teacher leader also shared activities and best practices with the faculty to ensure that we had a firm understanding of the new standards for each grade level. As a result of the collaborative effort of our teachers, our percentage of students meeting high standards in science increased by 8% in 2010.

Evidence of a Focus on Result

Each year teachers work within their Grade Level PLCs to develop a SMART goal as a part of their Professional Development Plan. This year, in addition to targeting an area of need based on our data for our goal, we looked more closely at the professional training we would need to achieve our goal. Our administration is working closely with teachers to provide the training teachers need individually or as a team with a specific content area focus. Teachers getting the training they need will be crucial for us in the next year as our testing will cover the Next Generation State Standards.

Our 3rd grade teachers recently attended training on developing portfolios to demonstrate their students’ proficiency in each of the Reading Standards. This training provided valuable resources for gathering data in the area of Reading Comprehension. Our teachers are working with other teachers in the district to add to the current bank of comprehension assessments. During our PLCs devoted to intervention, our teachers are providing feedback to each other as they share the data from these assessments. This is done in a supportive environment and has decreased the subjective nature of some of the assessments we were using. The combination of meaningful professional development and an environment that supports collaboration, will be necessary to sustain our achievement over time.

Enterprise Elementary

Student Achievement Data – 3rd Grade Reading

Third grade reading is an area we continually strive to improve. Our state law mandates that any student scoring a Level 1 on the 3rd grade reading test must be retained, unless a portfolio demonstrating proficiency is in place. In light of the high stakes nature of the standardized testing, our 3rd grade level team worked to improve the intensity and focus of their reading instruction. The Reading Coach worked closely with the team to assist with progress monitoring and analyzing data in order to ensure that students were getting the interventions they needed.

Student Achievement Data -5th Grade Science

After a 1% decrease in our Science scores the previous year, the leadership team utilized our school Science Contact teacher to strengthen the level of instruction in the Scientific process and content. Weekly grade level PLCs were devoted to sharing best practices and analyzing data to provide more focused instruction. These changes led to an 8% increase in our 2010 Science Scores. 

Student Achievement Data – 6th Grade Math

Our 6th grade Math scores showed an increase of 6% in students achieving high standards of proficiency.

In an effort to increase Math proficiency in our students, we reorganized the sixth grade team  of teachers; moving a strong pair of teachers from fifth grade to sixth grade.  They collaborated with other members of the team and used supplemental materials from our neighboring middle school.  By doing this, the teachers raised the expectations and brought up the number of students achieving proficiency in this grade level.  

Percent Meeting High Standards

Subject	2009	2010	Change
Reading	87	87	Maintained level
Writing	90	92	Up 2%
Math	84	84	Maintained level
Science	63	71	Up 8%

 

Awards and Recognition for Enterprise Elementary:

• Outstanding Staff Development Practices Award 2009 from the Florida Association of Staff Development
• 1 of 24 William Glasser Quality Schools Worldwide
• A+ and AYP School
• Principal of the Year
• Florida Reading Teacher of the Year
• Honored for number of teachers to earn National Board Certification (14)
• Demonstration School for pre-service education students as a member of the Holmes Partnership with University of Central Florida
• Golden School Award
• Model School within our district with educators from around the world coming to observe our teachers and students in action.