Freedom 7 Elementary School of International Studies

 

School Information

School Name:  Freedom 7 Elementary School of International Studies
School Address:  400 Fourth Street South, Cocoa Beach, Florida 32931
School Phone:    321-868-6610
School Fax:  321-868-6615
Principal:  Mrs. Dorine Zimmerman
Principal email:  zimmerman.dorine@brevardschools.org

 

Demographics

Number of Students:  412
Number Eligible for Free and Reduced Lunch:  9%
Percent of Limited English Proficient:  0%
Percent of Special Education: 7%
Racial/Ethnic Percentages:
- White  80%
- Black  3%
- Hispanic  7%
- Asian/Pacific Island  4%
- Other  6%

 

Student Achievement Data:

Percent of Students Passing Statewide Assessment (Freedom 7/State)

Grade 4	2005-06 (school/state)	2006-07 (school/state)	2007-08 (school/state)
Math	97/67	100/69	99/71
Reading	97/66	100/68	97/70
Writing	85/76	91/78	83/77

Grade 5	2005-06 (school/state)	2006-07 (school/state)	2007-08 (school/state)
Math	100/57	100/59	100/61
Reading	100/67	100/72	100/67
Writing	N/A	N/A	N/A
Science	95/35	100/42	98/43

Grade 6	2005-06 (school/state)	2006-07 (school/state)	2007-08 (school/state)
Math	94/53	100/50	100/53
Reading	94/64	100/62	100/63

 

 

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

100% of Freedom 7 students in grades five and six scored on or above grade level in both reading and mathematics for two consecutive years. During the 2006-2007 school year, 100% of students in grades four, five and six demonstrated grade level or above performance in both reading and mathematics.

Freedom 7 has consistently ranked in the top ten schools in Florida for five consecutive years. The school has met all requirements for Annual Yearly Progress (AYP) since 2005.

 

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

The schools’ master schedule is designed to facilitate a minimum of one hour per week during the student day, for teachers to meet for collaboration and reflection on instructional strategies that will have a positive impact on student achievement.

 

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

1. Monitoring student learning on a timely basis.

The use of an electronic performance profile tool is maintained allowing both instructional staff and administrative staff to review student performance in reading, writing, and mathematics at any time. This data is utilized to identify areas of celebration and/or concern.

Regular “Progression Plan” meetings are held during which student progress is reviewed on an individual student basis and strategies developed as necessary.

For students who are experiencing academic difficulties or are working below grade level, individual “Progress Monitoring Plans” are developed in collaboration with teachers and parents.

Student progress reports are reviewed quarterly.

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

All special area teachers (music, art, physical education, media, etc) are utilized to provide additional one-on-one student support and assistance during the student day. A variety of common assessments are utilized to determine student academic growth and development. Among these are the Scholastic Reading Inventory, DIBELS (Dynamic Indicators of Basic Early Literacy Skills) assessments, the Metropolitan 8 Achievement Test, Standardized Tests for Achievement in Reading (STAR) the Florida Comprehensive Assessment Test (FCAT), and District benchmark assessments. Using these assessments, students reading, writing and mathematics levels are determined. Students are then grouped on their zone of proximal development in the area of reading, or in clusters of students with similar academic needs in the area of mathematics. The use of inquiry based instructional strategies is the primary focus in all areas. Teachers have the flexibility to use different forms of instructional strategies based on student needs, learning styles, concepts to be learned, content and resources. Through differentiation of instruction, teachers use pre-assessments and then implement strategies to address the needs of students. These vary and consist of direct instruction, systematic instruction, shared inquiry discussions, cooperative learning activities, and one-on-one tutoring. As students needs are identified, staff resources are utilized to provide one-on-one or small group tutoring by special area teachers, parent volunteers and exceptional education teachers.

When substitute teachers are assigned to the campus, the planning period is utilized to provide additional support to students in a one-on-one tutorial model.

A part-time resource teacher is utilized to provide small group and individual one-on-one assistance to students.

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

In PLC meetings at the beginning of the school year, students are identified in groups and individually. Teachers and grade level teams set goals for student groups and individual students.

Support is provided for new teachers or teachers in need of support through school-based mentors.

National Board certified teachers provide regular support through in-services, seminars and regularly scheduled faculty meetings.

Building level contacts are identified in the areas of reading, mathematics, writing, science and early childhood education. These contacts provide teachers with additional support or a “point of contact” for additional strategies and materials.

 

List awards and recognitions your school has achieved

Freedom 7 Elementary has been recognized as an “A School” by the Governor of the State of Florida. In addition, the school was recommended for the U.S. Department of Education “Blue Ribbon Schools” program. The results are expected in fall 2008.

Freedom 7 Elementary is recognized by the International Baccalaureate Organization as a “World School,” authorized to implement the IB’s “Primary Years Programme” to students ages 5 through 12.