Suntree Elementary School

 

School Information

School Name: Suntree Elementary School
School Address: 900 Jordan Blass Drive, Melbourne, FL 32940
School Phone: 321-242-6480
School Fax: 321-242-6485
Principal: Lisa Larkin
Principal email: Larkin.Lisa@brevardschools.org

 

Demographics

Number of Students:  802
Number Eligible for Free and Reduced Lunch:  3.75%
Percent of Limited English Proficient:  1.24%
Percent of Special Education:  16.79%
Racial/Ethnic Percentages:

- White:  83.3%
- Black:  1.6%
- Hispanic:  4.7%
- Asian/Pacific Island:  5.5%
- Other:  4.9%

 

Student Achievement Data:

FCAT Reading and Math Mean Scale Score

Grade: 3	Math (School/State/District)	Reading (School/State/District)
2004-2005	375/317/333	356/305/322
2005-2006	375/324/337	356/313/324
2006-2007	384/328/340	363/309/324

FCAT Reading and Math Mean Scale Score/FCAT Writing Mean Essay Score

Grade: 4	Math (School/State/District)	Reading (School/State/District)	Writing (School/State/District)
2004-2005	365/312/325	360/319/333	4.3/3.7/3.8
2005-2006	382/318/333	360/314/327	4.4/3.9/4.0
2006-2007	378/319/331	367/316/329	4.4/3.9/3.9

FCAT Reading and Math, and Science Mean Scale Score

Grade: 5	Math (School/State/District)	Reading (School/State/District)	Writing (School/State/District)
2004-2005	350/329/337	337/303/320	337/296/322
2005-2006	364/329/339	348/304/320	354/299/329
2006-2007	377/332/345	360/310/325	373/306/336

FCAT Reading and Math Mean Scale Score

Grade: 6	Math (School/State/District)	Reading (School/State/District)
2004-2005	336/305/333	348/299/325
2005-2006	362/312/336	354/311/329
2006-2007	364/307/334	358/306/328

 

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

Suntree consistently exceeds state and district mean scale scores in Reading, Math, Science, and Writing.  Continuous data analysis enables teachers to collaborate, research, and implement strategies to drive instruction and differentiate lessons to meet the needs of all Suntree students.

 

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 high percentage of National Board Certified Teachers/Leaders/Mentors in our school and strong administrator support have complimented our professional learning community at Suntree.  Reading, Math, Writing, and Science small groups meet constantly to analyze data, research current practices, and share information gained with all teachers.  Teachers are able to work in their “specialty” area(s).  These professional learning communities impacted students directly, as they worked together to create interactive bulletin boards throughout the school, targeting our focus of words/phrases, measurement, scientific process, and data analysis.  These teachers also created programs to air on our SunNews (TV, Closed-Circuit Broadcast) to reinforce these skills.  In addition, our Reading PLC have analyzed and set goals for timed oral reading fluency results in grades k-6.  We are utilizing parent volunteers to create literacy centers for each grade level, while teachers reevaluate and implement best practices in reading instruction.  Furthermore, a small group of teachers meet monthly to research and discuss current best practices in instruction targeting our school goals.  Teachers sent to district, state, or other out-of-area seminars, immediately disseminate  resources/strategies to other teachers in our school through PLCs to implement with their students.  Some of these topics include:  Student-Centered Mathematics, Multi-Sensory Phonemic Awareness, Math Games & Activities, Action-Based Learning & Brain Gym, Exploring Reading Websites, Managing Challenging Student Behaviors & Routines and Behaviors, Writing & Book Binding, and CRISS (CReating Independence through Student-owned Strategies) Refresher Strategies.

 

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

1. Monitoring student learning on a timely basis.

Continuous data analysis of state, district, and school assessments is the most effective strategy for monitoring student learning on a timely basis at Suntree.  Goals are set and strategies are put in place to support students, with frequent checks, until there is mastery of concepts.

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

Classroom teachers, administrators, guidance counselors, speech teachers, support personnel, exceptional education staff, the gifted instructor, activity teachers, etc. all take ownership of student progress by working together to meet the needs of our students.  Through our continuous data analysis of on-going assessments, goals are set for students to support their learning.

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

Time has been provided for teams to meet during building inservice days and at faculty meetings.  Additionally, teachers meet during their planning times and after school as time permits.  Administration has provided substitute teachers to cover classes to enable small groups of teachers to meet for special projects.  Suntree’s School Advisory Council (SAC) and administration have funded an ample amount of professional development for all subject areas as noted in our annual goals.  SAC has also purchased materials, such as informational materials.

 

List awards and recognitions your school has achieved:

- 2007 National Blue Ribbon School Award
- Golden School Award (volunteer hours) (14 consecutive years)
- 5 Star Award
- A+ School (Governor’s Award)