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South Lake Elementary

School Information

School Name:  South Lake Elementary
School Address:  3755 Garden St, Titusville, FL 32796                      
School Phone:  321.269.1022
School Fax:  321.264.3047
Principal:  Dr. Nancy Nichols
Principal E-Mail: nicholsn@brevard.k12.fl.us

Demographics

Number of Students:  389
Number eligible for Free and Reduced Lunch:  79%
Percent of Limited English Proficient:  .03%
Percent of Special Education:  23%
Racial/Ethnic Percentages:

  • White: 50%
  • Black: 43%
  • Hispanic: 4%
  • Asian/Pacific Island: 2%
  • Other: 1%

 

FCAT Student Achievement Data:

Percent of students meeting or exceeding Florida State Standards (School/State)

Grade 3 2007 (School/State) 2008 (School/State) 2009 (School/State) 2010 (School/State)
Math 60/74 73/76 80/78 80/78
Reading 60/69 63/72 69/71 80/72

Grade 4 2007 (School/State) 2008 (School/State) 2009 (School/State) 2010 (School/State)
Math 62/69 72/71 78/78 78/74
Reading 61/68 77/70 83/74 87/72
Writing 91/78 89/77 97/85 100/94

Grade 5 2007 (School/State) 2008 (School/State) 2009 (School/State) 2010 (School/State)
Math 52/59 62/61 67/62 72/63
Reading 76/72 55/67 63/82 74/69
Science 53/42 50/43 42/46 72/49

Grade 6 2007 (School/State) 2008 (School/State) 2009 (School/State) 2010 (School/State)
Math 71/50 72/53 67/55 75/57
Reading 70/62 69/63 65/66 70/67

 

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

The data is clear!  As a result of implementing school wide PLCs, the 2010 FCAT data demonstrates that South Lake students exceed the state’s average for grades 3-6.  Also, a gradual increase in noted for all grade levels for the last four years indicating a trend of continuous improvement for students at South Lake Elementary School.  Additionally, regression analysis confirms that South Lake Elementary, in spite of its high free and reduced lunch status is a beat the odds school!

South Lake Elementary School is one of the lowest socioeconomic schools (as indicated by the percentage of free and reduced lunch) in Brevard Public Schools, yet continues to achieve the highest standards in writing and in science compared to the state average.  The school attributes its level of writing excellence to a schedule designed to rotate all fourth grade students to a highly trained fourth grade teacher whose passion is writing.  Limiting the lesson preparations for this teacher also increases the effectiveness of the writing lessons. 

The science data is particularly noteworthy as it also demonstrates the effectiveness of the PLCs.  The 2010 science data indicates an increase of 30 percentage points from 46% of fifth grade students at proficiency to 72% at proficiency, a significant gain!  Fifth grade teachers combine “experiential” lessons with “textbook” lessons.  The textbook is used as a foundation for beginning the “journey”; while “hands-on” activities cement the lesson for the students.  Also teachers use “real” FCAT style questions to further push their students to achieve. 

Teachers collaborate to ensure rigorous instruction of Science concepts.  Weekly formative assessments continue to be used to monitor student progress and adjust instruction.  The very significant gain in science is a tribute to talented teachers understanding the potential of collaboration with peers. 

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

South Lake Elementary has been an “A” school for the past eight years as designated by the Florida A+ Plan.  South Lake attributes its success for achieving continued academic achievement to the implementation of a school wide PLC.  All teachers attend grade-level meetings to discuss individual student data and effective lesson delivery.  In addition, teachers also share test/quiz data for the purpose of increasing student achievement, and improving teaching methods.  As a result of these regular meetings, teachers have been able to identify strengths in regards to specific lessons and lesson delivery. Furthermore, action plans are developed based on the findings of the data.  Best practice teaching strategies are shared and strengths are celebrated and barriers identified.  Timelines are also created to address the specific areas for student improvement.

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

1. Monitoring student learning on a timely basis.

Teachers from each grade level meet for the purpose of analyzing data to improve instruction.  Early in the year, data from quizzes, tests, and other assessment tools are used to establish baseline information regarding each class and student.  These meetings are attended by grade level teachers, reading coach, principal, assistant principal, guidance counselor, as well parents when longer trends have been identified and additional interventions are needed to increase the student’s performance.  This creates a “wrap-around” feel to the delivery of service to address the students’ needs.

In addition to discussing student data, teachers also discuss lesson delivery to help increase student learning.  Teachers happily share “ah-ha” moments of successful lessons.  Student data is charted by Adequate Yearly Progress (AYP) subgroup and interventions are developed to address deficient skills.  On occasion, teachers will observe lessons presented by a colleague highlighting the non-threatening environment created from working closely in a PLC.

Another very important aspect is the formative testing developed at the school level to monitor student progress.  The results of the formative testing also provide a springboard for discussion at the PLC. 

Students with disabilities benefit from intense on grade level instruction in the regular classroom.  Title I teachers provide interventions and remediation through a “push-in” model in grades 3-6.  

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

“Push-in” immediate interventions are provided in the areas of reading, math, writing, and science for below grade level students.  Teachers and instructional assistants go into classrooms to provide extended learning opportunities for students.

Exceptional Educational Students (ESE) are included within the regular classroom with their peers.  Specific educational needs identified in the students’ Individual Education Plan (IEP) are addressed in the classroom by both ESE and regular classroom teachers.  The inclusion model has been in place for several years and addresses both academic and behavioral concerns.

Regular progress monitoring occurs in order to track student performance for reading, math, writing and science.  The data is collected and used to create intervention strategies.  In addition to utilizing Title I and ESE teachers to help with interventions, dual certified activity teachers also “push-in” to provide further academic assistance to struggling students. 

In grades kindergarten, one and two, students receive an extra thirty minutes of reading instruction outside the mandatory 90 minute reading block using the Read Well supplemental program. During this time, students in groups of six or seven rotate to receive small group instruction and practice phonemic awareness, phonics, vocabulary, fluency, and comprehension. In grades 3-6, a combination of two teachers and/or assistants go into each of the classrooms for a minimum of one hour of small group rotations to receive intensive direct instruction in reading.

Another avenue for discussion at the PLCs is the work of the Reading Leadership Team.  This team is charged with the task of monitoring strategies within the School Improvement Plan.  Periodic meetings ensure fidelity to the plan. 

The reading coach serves as a mentor to new teachers and models instructional lesson as well as assists with the interpretation of test data. 

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

One of South Lake’s most successful examples of a PLC at work continues to be the instructional leadership team.  South Lake’s instructional leadership team meets daily to review the effectiveness of instructional strategies and lesson delivery.  The leadership team has put into operation the direct instruction model as a school wide model for lesson delivery.  The direct instruction model is utilized by all teachers and follows the “I do, we do, you do” model. 

Another successful strategy is one that utilizes Title I teachers, ESE teachers and instructional assistants to assist the classroom teacher with lesson delivery.  This strategy helps to ensure that each South Lake student receives high quality and effective teaching in the critical FCAT subject areas.  In addition to having extra personnel in the classroom; teacher transitions have been streamlined by having teachers rotate to each group of students rather than experiencing the disruption of having the students rotate among teachers.  This important piece has not only reduced distractions, but has increased instructional time with the students.  

Weekly grade level meetings are also an important communication tool to ensure that instruction and assessment is in alignment with the Sunshine State Standards (SSS).  During these meetings, the instructional leadership team prepares a personal accountability report for every teacher.  Working in conjunction with teachers, the leadership team helps to focus weekly goals for reading and math.  As a result of the school’s instructional leadership team implementing these strategies, teachers are able to continuously gauge the level of student mastery, adjust instructional efforts to meet the needs of students, re-teach struggling students, provide enrichment, and enhance student achievement.

The South Lake faculty participates in the district’s training of BEST (Brevard Effective Strategies for Teaching).   BEST provides research-based best practice instructional strategies. 

Grade level teachers meet together weekly to discuss to focus on scheduling, formative assessments, instructional strategies, and lesson delivery to influence increased student performance.  

List awards and recognitions your school has achieved:

State of Florida A+ School for 8 consecutive years

Florida Department of Education Five Star School Award for exemplary community involvement 2005- 2010

Golden School Award, 2005-2010

Florida School Recognition Program for Academic Improvement, 2006

Music Demonstration School, 2005

ATTAIN 2010, Achievement Through Technology and Innovation

District earned the Governor’s Sterling Award, 2007