Pinewood Elementary School

School Information

School Name:  Pinewood Elementary School
School Address:   3757 Old Dixie Highway, Mims, FL 32754
School Phone:  321.269.4530
School Fax:  321.264.3030
Principal:  Donna Neill
Principal E-Mail:  neill.donna@brevardschools.org
Web Address: http://www.edline.net/pages/Pinewood_ES

Demographics

Number of Students: 390
Number eligible for Free and Reduced Lunch: 60%
Percent of Limited English Proficient: 0.2%
Percent of Special Education: 21%
Racial/Ethnic Percentages:

• White:  92.6%
• Black: 4.2%
• Hispanic:  0.7%
• Asian/Pacific Island:  0%
• Other:  0%

 

Student Achievement Data

FCAT Reading and Math % of students meeting/exceeding standards

Grade 3	Math (School/State/District)	Reading (School/State/District)
2005-06	63/72/80	75/75/81
2006-07	87/74/81	84/69/78
2007-08	85/76/83	94/72/81
2008-09	95/78/82	88/71/79
2009-10	74/78/81	70/72/79

 

Grade 4	Math (School/State/District)	Reading (School/State/District)	Writing (School/State/District)
2005-06	73/67/78	74/66/76	83/76/79
2006-07	79/69/77	70/68/78	91/78/81
2007-08	85/71/79	85/70/80	96/77/78
2008-09	85/75/80	88/74/84	97/85/86
2009-10	91/74/80	93/72/80	98/94/94

 

Grade 5	Math (School/State/District)	Reading (School/State/District)	Science (School/State/District)
2005-06	63/57/66	78/67/77	46/35/57
2006-07	82/59/70	88/72/82	73/42/64
2007-08	78/61/71	80/67/78	61/43/61
2008-09	76/62/70	82/71/80	63/46/62
2009-10	81/63/69	87/69/79	69/49/64

 

Grade 6	Math (School/State/District)	Reading (School/State/District)
2005-06	78/53/70	78/64/78
2006-07	78/50/68	83/62/78
2007-08	91/53/74	87/63/80
2008-09	83/55/73	81/66/81
2009-10	83/57/76	84/67/81

 

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

A professional learning community was first established with 4th grade teachers in the area of writing in 2005 – 2006 and has continued with the same team. The writing data in particular demonstrates the power of PLCs as there has been a steady increase in both the average essay score and percent of students considered proficient. Fourth grade teachers continue to meet weekly to define, measure, and adjust instruction to ensure the essential learning objectives are mastered by students.  They also evaluate student work across classes to determine areas of needed attention and then plan instruction to address those needs. Significant collaboration and resource sharing takes place in an attempt to ensure that all students become fluent writers. An additional element is a mentor, Nancy Prizito, who teaches in Indian River County. She provides coaching in person once or twice a year and makes herself available for email and phone consultation. This extended PLC component has helped make this team of teachers highly effective.  Fourth grade is also now utilizing the same process in all content areas.

After witnessing the success of the 4th grade writing PLC and a careful analysis of trends in reading, writing, math, and science, PLCs were expanded, based on areas of interest and concern for student achievement in the 2006 – 2007 school year.  That particular year saw gradual growth in teacher understanding of the goal of PLCs and meaningful participation by more and more teachers.  During the 2007 – 2008 school year a schedule was devised to allot time during the regular teacher work day for PLCs to meet.  A PLC Team Feedback Sheet was devised so teams could keep the principal apprised of topics, outcomes, questions, and concerns.  This feedback sheet has become a very useful tool since the principal is not able to attend all PLC meetings.  It permits a steady flow of information geared toward improving student achievement.  Last year, 2009 – 2010, PLCs focused on refining formative assessments, monitoring student success with both the core curriculum and intervention strategies, and some teams also participated in lesson study.  Overall data shows steady gains in both mean scale scores and percentage of students at proficiency, but our biggest measures of success are the students who had previously shown no or little learning gains who are now progressing at a much more accelerated rate.

Of significance is the gain in science. All fifth grade teachers initially participated in a district sponsored science workshop. Thereafter they meet weekly during a planning period to collaborate on the critical questions of student learning. During these PLC meetings, they determined the most essential skills, concepts and dispositions they wanted students to acquire. Then strategies, materials, and assessments were explored in an effort to both impart the desired skills, concepts and dispositions and determine whether the essential learning had been achieved. Weekly formative assessments were developed to monitor progress. When necessary plans for re-teaching and or enrichment were made for individual students based on these formative assessments. This strong PLC contributed to the percentage of students at proficiency improving from 46% to 73% in 2007. A slight decline to 61% was seen in 2008; however, the percentage of ESE students in fifth grade tripled that year.  The 2008-2009 science data revealed a small increase to 63%; however, again the percentage of ESE students in fifth grade was 20%.  The 2010 science data shows another increase to 69% proficient. 

Pinewood Elementary also earned adequate yearly progress under the NCLB during the 2006 – 2007, 2007 – 2008, and 2008 – 2009 school years.  This is quite an accomplishment for a Title I school with a total ESE population of about 21%.

Although not reflected in this data, Pinewood also saw increases in the percent of students in the lowest 25 percent achieving an annual learning gain in both math and reading during the past two years.

A final non-quantitative measure is the extensive collaboration among teachers resulting in job satisfaction, high energy levels and a strong sense of community.

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

Students benefit when teachers develop a more in-depth understanding of content areas, of effective means of gathering and using formative assessment data and of how to differentiate instruction to address needs.  PLCs have provided the time to collaborate and reflect on instructional practice which naturally has had a positive effect on student achievement. Additionally, the bond of teamwork when groups of teachers work towards these goals is extremely powerful. Rather than working in isolation, teachers are joining forces to improve practice and student achievement. The development of PLCs at Pinewood has created an atmosphere of teacher empowerment and confidence to share and explore teaching practice.

Shared knowledge is a tremendous factor in continuous improvement. The PLCs also provide new teachers with a strong support system and greater access to the expertise of more experienced teachers while still valuing the elements they bring to the school.

As a result of PLCs, differentiated instruction is taking place in every classroom with focused, data-driven, direct instruction taking place throughout the day, frequently in small skill-based groupings. Students with disabilities are being taught in a school wide inclusion model and the expertise that ESE teachers have brought to PLCs has enhanced learning for all students.

Academic achievement has improved in all content areas since the onset of PLCs. Pinewood has not only maintained an A grade for eight years, but for three of the past four years, Pinewood has also earned AYP under NCLB. As a Title I school this is significant.

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 assessments, both formal and informal, to monitor student progress throughout the year.
i. Teacher observation and teacher/PLC created formative assessments (weekly and bi-weekly depending on subject area)
ii. Weekly assessment to monitor the progress of interventions
iii. Running records/error pattern analysis
iv. PAST, PASI, PSI & DAR
v. Quarterly District Benchmark Assessments
vi. FAIR – Florida Assessment in Reading (3 times annually)
vii. Scholastic Reading Inventory (3 times annually)
viii. School created formative assessments in grades 3 – 6 (twice annually)
ix. FCAT: Statewide Standardized Assessment (annually in grades 3 – 6)
- Time is built into PLC meetings to review data and determine the students’ response to core instruction and interventions. Students who are making progress have additional goals set and data is collected to ensure continuous growth. Students who are not making gains are discussed in-depth to determine options, appropriate interventions, next steps, and a timeline for more frequent progress monitoring. This is also a time for reflection on practice as it relates to student learning.
- All student data that is collected is charted and graphed to monitor trends within classrooms and content areas. Teachers and administrators reflect on the data and develop teaching strategies, flexible intervention groups, areas for professional development or areas of focus for PLCs.
- Classroom Walkthrough data is collected and teachers are provided with “think about/reflections” which may become points of discussion at PLCs.
- Grade level PLCs work together to either choose or create formative assessments to evaluate student progress. They meet weekly to plan ways to address needs or create enrichment.

2. Creating systems of intervention to provide students with additional time and support for learning.
- Pinewood has scheduled 30 minutes of intervention or enrichment time (depending on student need) into the master schedule for all grade levels. This is additional time outside of the 90-minute reading block to provide support or extension.
- Teachers collaborate to share materials, strategies and sometimes students to provide effective intervention in reading, writing, math, and science.
- Staggered 90-minute reading blocks allow ESE support, Title I support, and instructional assistants to rotate among classrooms making small group differentiated instruction possible during a portion of the block without students missing new, direct instruction.
- Staggered 60-minute math blocks to allow ESE support and instructional assistants to rotate among classrooms making small group differentiated instruction possible following whole class direct instruction. Because the additional teacher is present during the “lesson” the small group portion of the math block is cohesive and effective.
- Inclusion/Co-Teach is provided for students in grades K– 6. Classroom teachers and ESE teachers work together to ensure students reach high levels of achievement within the basic classroom setting.
- Title I intervention is provided through a “push-in” model in grades K - 6.
- The Reading Coach models research-based practices for teachers as well as providing support for new teachers. She assists teachers in the disaggregation of data, assessment, and planning for intervention. The Reading Coach also provides and coordinates much of the professional development related to literacy and is available for PLC support.
- During the 2009 – 2010 school year, PLCs focused on data analysis – creation or selection of assessments and how to use the data to inform instruction, especially as it relates to struggling students.  This information was used to design differentiated instruction.
- The Reading Leadership Team includes representatives from administration, primary, intermediate, ESE, and activity teachers. This team gathered information from the entire faculty to develop a Literacy Plan committed to creating joyful, literate learners. The work of this team provided tools and direction for PLCs.
- High quality instructors are utilized in after school and summer programs to extend instructional time.

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.
Time within the instructional day has been provided for grade level PLCs to meet to address the critical question of student learning. This is accomplished through collaborative professional development, goal and priority setting, formative assessment decision making, data analysis, and cooperative planning.

Grade level teams share a common planning and lunch time which allows for regular communication and sharing, if so inclined, outside of scheduled PLC meetings.
Additional time has also been provided for PLC teams to meet during pre-planning, post-planning, building-level in-service days and at faculty meetings. Teachers regularly meet during their common planning times and after school as time permits. Finally, extended PLC time is provided three or four times a year (depending on funding) in the form of half-day (substitutes are provided to release teachers) PLC sessions.

For a PLC to work, collaborative teams must feel non-threatened and willing to share. This atmosphere is actively fostered by the administration and leadership team.
The principal promotes PLCs and plays an active role in the collaborative effort. She shares in working with students and in sharing with PLC members. She also creates the time in the schedule for collaboration to take place.

In creating the master schedule for the year, the exceptional education teachers, regular teachers, guidance counselor, speech/language pathologist, and principal work collaboratively to identify students’ needs and match them with the appropriate teacher. This collaborative approach to class placement and scheduling provides an environment focused on improved learning for all students.

Part of an effective PLC involves teams designing formative assessments based on the needs of students in which data is collaboratively analyzed and strategies shared, implemented, and revised. Since our district provides lots of assessments, most of our teams consider these resources and make decisions on which ones to use to meet their needs for data.

A voluntary professional book study group is focusing on research based practices that support creating a highly engaged classroom using the book The Highly Engaged Classroom by Robert J. Marzano and Debra J. Pickering with Tammy Heflebower. Group members come from a variety of grade level PLCs so they take back information and “ah-ha’s” to the PLCs.

Additionally, the entire faculty is participating in learning the information in modules 1, 2, and 3 of Brevard Effective Strategies for Teaching (B.E.S.T.) throughout 2010-2011.  Next year we will tackle modules 4, 5, and 6.

Various teachers volunteer to become the content contact for reading, math, science, writing, and social studies. These teachers bring information to the entire faculty and help develop PLC topics or provide expertise in the content areas.

Grade level teams and individual teachers worked with the principal to establish personal SMART goals for the year based on data and the desire to learn more as an educator.

Teachers meet at team meetings to discuss data, instruction, team trends and issues, student successes/issues and develop strategies for improved learning.
The Reading Leadership Team, which includes representatives from administration, primary, intermediate, ESE, and activity teachers, work together to look at data, school trends, and make school wide decisions for professional development and instructional strategies . These decisions are only made after working with grade level teams to collaborate and confer on issues.

List awards and recognitions your school has achieved
- State of Florida A+ School 2002 - 2010
- Achieved Adequate Yearly Progress 2007, 2008, and 2009
- Highest performing Title I school in Brevard County in 2007 & 2008, 3rd  in 2009, second in 2010
- Highest performing school in Area IV of Brevard Public Schools for the past 4 years
- Ranked 66th in the State of Florida 2007-2008 (Top 100 Schools)
- State of Florida Five Star School Award
- Gold Seal Award for Volunteerism
- Keep Brevard Beautiful School of the Year Award 2009-2010
- Governor’s Fitness Challenge Champion School
- Gold Key Safety Award for School Aged Child Care Program
- District earned the Governor’s Sterling Award 2007
- Earned U.S. Department of Energy “Energy Star Award” in 2009
-Earned a combined total of $9,059 in education grants
-Averaged 23.52 volunteer hours per student during 2009-2010
-Recognized for having 4 years of perfect financial audits