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

 

Demographics

Number of Students: 900
Number Eligible for Free and Reduced Lunch: 197 (23%)
Percent of Limited English Proficient: 1.1%
Percent of Special Education: 18%
Racial/Ethnic Percentages: 17%

• White: 82%
• Black: 9%
• Hispanic: 5%
• Asian/Pacific Island: 1%
• Other: 3%

 

Student Achievement Data:

Annual Yearly Progress under the No Child Left Behind Act

The data provided by the Florida Department of Education shows that our school is making progress towards the goal of all students meeting high standards. The graphs that follow display our data and how we utilized Professional Learning Communities to analyze, reflect, and implement strategies to improve areas of need.

2006

The writing data in particular demonstrates the power of Professional Learning Communities in promoting student achievement. After analyzing our 2005 – 2006 data, we took the following actions:

1. Professional Book Studies that utilized the PLC format to read and discuss best practices in writing
2. Professional Learning Community for our 3rd and 4th grade teachers to work together to provide quality writing instruction in the year prior to the high stakes testing

2007

Enterprise Elementary was 1 of the 1,088 schools in Florida who qualified for AYP. 34% of Florida schools qualified for AYP in 2007.

95% of our students reached writing proficiency in 2006-2007

	Reading	Math	Writing
04-05	87	83	95
05-06	86	81	86
06-07	90	85	95

 

2008

Enterprise Elementary again qualified for AYP. This year we were 1 of the 787 schools to make AYP in the state of Florida. Only 24% of Florida schools made AYP in 2008.

	State/District/Enterprise
Grade 3	Reading	Math
2005-06	75/81/80	75/80/84
2006-07	69/78/80	74/81/84
2007-08	72/81/81	76/83/94

 

	State/District/Enterprise
Grade 4	Reading	Math	Writing
2005-06	66/76/85	67/78/78	68/72/86
2006-07	69/78/80	69/77/83	60/69/95
2007-08	70/80/86	71/79/79	68/61/85

 

	State/District/Enterprise
Grade 5	Reading	Math	Science
2005-06	66/76/82	57/66/65	NA
2006-07	68/78/87	59/70/78	35/57/58
2007-08	67/78/80	61/71/73	43/61/64

 

	State/District/Enterprise
Grade 6	Reading	Math
2005-06	64/78/73	53/70/75
2006-07	62/78/73	50/68/71
2007-08	63/80/79	53/74/74

 

 

2008 FCAT Reading Results

Enterprise scored above state and district for paercent of students meeting high standards in reading.

2008 FCAT Math Results

Enterprise scored above the state and at the same level as the district for percent of students meeting high standards in math.

2008 FCAT Science Results

Enterprise scored above the state and district in percent of students meeting high standards in science.

2008 FCAT Writing Results

Enterprise scored above the State average in Writing, however, we scored 3% below the District average for percent of students meeting high standards in Writing.We utilized PLC’s to analyze the data for strengths and weaknesses and come up with an Action Plan to ensure gains in student achievement.

 

 

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

- 2003 – 2004: After analyzing our standardized test data, we realized that we had flatlined in our reading scores. Professional Learning Communities were formed and met on a monthly basis to analyze reading data and discuss teaching strategies to address the needs of all students.
- 2004 – 2005: Initiated on-going professional development in the area of Comprehension Strategies for the entire faculty. In the second year of our Professional Learning Communities we refined our focus and began conducting Action Research in response to our reading data.
- 2005 – 2006: After analyzing our 2004 – 2005 writing scores, we discovered a gap between our students’ ability to write expository versus narrative text. In order to share accountability for writing instruction, we initiated a Professional Book Study for the primary grades (K, 1, and 2) using Lucy Calkin’s Units of Primary Study. This included professional development through teacher demonstration videos and break-out sessions among grade levels. We also created a Professional Learning Community for our 3rd and 4th grade teachers to bridge the gap as children transitioned into the testing grade. The following year, 95% of our students scored at the proficient level on the State Writing Exam.
- 2006 – 2007: Our 2006 test data showed that students scoring in the lowest 25% in Math were not making the annual learning gains in comparison to our lowest 25% in the other subject areas. In response, we shifted our focus in Professional Learning Communities to differentiated instruction in Math. We also plan to use our District Training Day to providing professional development in Math.
Since implementing our Professional Learning Communities and increasing our on-site Professional Development, we have made steady gains in narrowing the achievement gap and increased overall achievement of the student body.
- 2007– 2008: Our PLC’s analyzed our writing data and found that several sub-groups made significant gains, while a significant number of our “on-grade level” students underperformed.

Positive gains:
- Six students scored a perfect 6 on their FCAT Writing Test. This is a higher number of perfect scores than we have ever experienced at Enterprise
- Many of our Exceptional Education and English Language Learners scored proficient on the writing exam.

Action Plan:
- Provide additional practice with authentic test-taking conditions to help those students who said they were negatively affected by test anxiety due to the changes in the environment on test day.
- Provide explicit instruction and feedback for students who are proficient writers but have difficulty writing within time limits.

 

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

1. Monitoring student learning on a timely basis.

We use a variety of formal and informal assessments on an ongoing basis to monitor our students’ progress, plan instruction, as well as pinpoint profession development needs. The following assessments are used throughout the school year:

- Teacher Observation/Performance Assessments
- Running Records/ Error Pattern Analysis
- District Level Benchmark Assessments (Quarterly)
- DIBELS TM (3 times/year) - Scholastic Reading Inventory TM (3 times/year)
- FCAT: Statewide Standardized Test (1 time/year)

Teachers meet to analyze assessment data and identify trends and instructional needs once a month in our Professional Learning Communities. The PLC’s are made up of grade level teams working with Exceptional Education teachers.

 

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

This year we are using PLC’s to intensify our Response to Intervention. Several grade levels have decided to schedule an intervention block into their daily instruction, while other grade levels have worked together on a modified push-in/pull-out response. We realize that we must intensify our instructional focus and delivery if we are going to continue to make significant learning gains for all of our students.

The following systems are already in place to help provide our students with the instructional time and focus they need to achieve academic success:

- Vertical Teams – Cross-grade level teams work on curriculum mapping and planning. Students can move within vertical teams for remediation and enrichment based upon instructional needs.
- Primary Houses - K, 1, 2 houses provide a smaller learning community within our school for our youngest students. Each house has an Exceptional Education teacher and Assistants, as well as Speech and Language Pathologist. The K, 1, 2 team also lends itself to providing intervention instruction for students who need additional support.
- Inclusion/Co-Teaching Model - Classroom teachers and Exceptional Education teachers work together to ensure all students reach high levels of achievement. All of our ESE students are fully included in the basic classrooms and receive instruction from the educational team.
- Reading Coach/Reading Teacher – The Reading Coach models research-based practices for teachers and provides intervention for 2nd and 3rd grade students who need additional small group instruction. She also supports teachers as they plan to meet the diverse needs of their students. Additionally, she provides on-going staff development.
- Reading Leadership Team - Representatives from all grade levels work together to create a Literacy Plan committed to creating joyful, literate learners. They work closely with the faculty as a whole to refine and implement the plan to ensure that all students have access to quality instruction across the curriculum.

 

3. Building the capacity of teachers to work as members of high performing collaborative teams who focus the efforts of their team on improved learning for students.

We nurture teacher collaboration to focus on student achievement through the following:

- Professional Book Study: Research based practices that support school-wide academic initiatives.
- Writing Across the Curriculum: Best practices in writing, writing to increase comprehension across the curriculum, shared accountability for writing career of our students.
- Quality School Meetings: Strengthening our vision as a William Glassar Quality School and implementing strategies that improve relationships, increase meaningful learning, and support a safe environment
- Professional Learning Communities: Teachers collaborate to analyze data, identify needs, create action plans, and implement strategies.
- Team Meetings: Ongoing Professional Development and articulation on district policies and state-wide standards.

 

List any Awards and Recognition Garnered by Your School

- 1 of 23 William Glasser Quality Schools worldwide
- A+ and AYP School
- Principal of the Year
- Honored for number of teachers to earn National Board Certification (14)
- Holmes Partnership with University of Central Florida to serve as a demonstration school for their education students.
- Golden School Award
- Our district earned the Governor’s Sterling Award
- Serves as a model school within our district with educators from around the world coming to observe our teachers and students in action.