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Surfside Elementary School

 

School Information

School Name: Surfside Elementary
School Address: 475 Cassia Blvd., Satellite Beach, FL 32937
School Phone: 321.773.2818
School Fax: 321.777.1841
Principal:  Susan Murray
Principal email:  murray.sue@brevardschools.org
Web Address: http://www.surfside.brevard.k12.fl.us/

Demographics

Number of Students:  400
Number Eligible for Free and Reduced Lunch:  22%
Percent of Limited English Proficient:  .24%
Percent of Special Education:  12.28%
Racial/Ethnic Percentages:

- White:  90.5%
- Black:  1%
- Hispanic:  4%
- Asian/Pacific Island:  1.7%
- Other:  2.8%

 

Student Achievement Data:

Percentage of students meeting high standards on FCAT test for grade level 4-6.

Grade: 6
Math
Reading
Writing
Science
Promotion Rate
2005-06
89
90
N/A
N/A
100%
2006-07
85
95
N/A
N/A
100%
2007-08
91
95
N/A
N/A
100%
2008-09
80
89
N/A
N/A
100%
2009-10
87
89
N/A
N/A
100%

Grade: 5
Math
Reading
Writing
Science
Promotion Rate
2005-06
81
88
N/A
67
100%
2006-07
88
93
N/A
91
100%
2007-08
89
91
N/A
83
100%
2008-09
77
78
N/A
81
100%
2009-10
81
84
N/A
80
100%

Grade: 4
Math
Reading
Writing
Science
Promotion Rate
2005-06
93
93
86
N/A
100%
2006-07
94
100
98
N/A
100%
2007-08
95
92
77
N/A
100%
2008-09
81
88
98
N/A
100%
2009-10
91
85
97
N/A
100%

Grade: 3
Math
Reading
Writing
Science
Promotion Rate
2007-08
88
86
N/A
N/A
100%
2008-09
96
91
N/A
N/A
100%
2009-10
96
96
N/A
N/A
100%

Grades: 3-6
Math
Reading
Writing
Science
Promotion Rate
2007-08
91
93
87
82
100%
2008-09
93
97
98*
88
100%
2009-10
93
93
77*
87
100%

*The state changed writing calculations in 2010. In 2009, ninety-eight percent (98%) scored a level 3.5 or above. In 2010, the state average the percent of students scoring a level 3 (97%) with the percent of students scoring a level 4 (78%) and above.

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

Surfside is considered to be a high performing school in a high performing district. FCAT scores range from Level 1 to Level 5 with 1 being the lowest. Two percent (2%) of students in grades 3rd-6th in reading and mathematics scored a level one. Each year the scale scores for the school are significantly higher than the district and state average.  For the last eight years the school scores in reading, math, science and writing rank in the “top ten” of the Brevard School District. The district ranks second in the state of Florida. Third and sixth grade consistently remain at the top of the district. Scores are also given in scale scores. Surfside Elementary students also out perform others in the district and the state and are again, ranked in the “top ten” of the district. There have been some declines in some scores but also an increase in economically disadvantaged and mobility.

The school has received a school grade of “A” from the state of Florida for the past eight years and Adequate Yearly Progress as defined in No Child Left Behind.

From 2007-08:

4th grade reading: 24 points higher than district 39 points higher than state
4th grade math: 26 points higher than district 40 points higher than state
5th grade reading: 22 points higher than district 37 points higher than state
5th grade math: 11 points higher than district 22 points higher than state
5th grade science: 20 points higher than district 44 points higher than state
6th grade reading: 24 points higher than district 47 points higher than state
6th grade math: 20 points higher than district 48 points higher than state

The school has received a school grade of “A” from the state of Florida for the past 6 years and anticipates receiving an “A” for 2007-2008.

 

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

  1. Grade level teams use common assessments and meet regularly with administrators to analyze data, make instructional decisions, and to modify instruction.
  2. Grade level teams and administrators use data to make instructional decisions.
  3. Grade level teams and administrators monitor student performance on a regular basis, particularly the lowest 25% in reading and mathematics.
  4. Teacher leaders share best practices in all curriculum areas at faculty meetings.
  5. Teacher leaders model for their peers and conduct staff development throughout the year.
  6. Teachers meet in PLCs to increase their skills in using technology as an instructional tool to enhance instruction in all curriculum areas.
  7. Teachers meet in PLCs to develop a school-wide literature circle plan.
  8. Activity teachers meet in PLCs to design strategies to support the basic ed curriculum in PE, music, art and media.

 

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

1. Monitoring student learning on a timely basis. 

Common assessments such as running records, reading benchmarks, lexiles, writing, math and science benchmarks, etc. are given for each grade level. Teachers develop common assessments to check for understanding. Teachers meet with administrators on a regular basis approximately every other week to share results and make decisions about interventions and strategies for further assistance. These common assessment results give teachers information about student performance and assist them with re-teaching and are also predictors of success on the state assessment. The principal keeps a notebook to monitor student performance. A data page is made for each student and new results are recorded. Past test results are also included. Additionally, the district has provided an electronic tool that allows the teachers and administrators to access all test data, attendance, discipline and more. The staff can also input information such as parent conference documentation, intervention strategies and monitoring plans. Student progression can be monitored very carefully. If students begin to have difficulties, interventions are put into place. All interventions can be documented into this program. Meetings are also held before interim and progress reports (report cards) go home to parents. These meetings ensure that teachers are reporting accurate results to parents and that comments, etc. are appropriate. The principal reads all of  the interims and progress reports before they go home. Additionally, the administrators can monitor grades of students throughout the grading period as teachers post grades through an electronic tool.

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

A master schedule is created to include an uninterrupted reading block and daily intervention period. All students in grades K-6 participate in a 90-minute uninterrupted reading block on a daily basis. An additional 20-30 minutes is in each class schedule for reading intervention. Students are presented information in a whole group setting, but also include small group instruction based on need during the 90-minute block. The teachers use authentic literature in literature circles to go above and beyond the basic text to meet the needs of students and to develop high-level comprehension skills. Students who need additional interventions work in a small group or one on one with the teacher for needed strategies and practice outside of the 90-minute block for intervention. The Varying Exceptionalities (VE) teacher works as a resource teacher and goes into the basic classroom for additional support. This inclusion model allows the exceptional education students to remain in their classrooms and receive necessary support. Other students who are working below grade level also receive support. Typically, the VE teacher works with a small group as well as assists during whole group instruction. Her schedule allows her to work in several classrooms for the entire 90-minute reading block. She also works with students who are substantially deficient in a traditional “pull-out” method when necessary.

The state and district have very specific Response to Intervention (RTI) guidelines. Surfside is considered a Phase II school for the 2010-2011 school year. Fortunately, most students do not meet the criteria for Tier II and Tier III under RTI guidelines. In PLCs teachers have monitored data and have found that the intervention block can best be used for enrichment and extending beyond the basic curriculum. Teachers use their intervention block and work as a team to divide the students for additional support and for enrichment. PLC teams met to decide on materials and assessments to be used during the intervention blocks. Small group attention is given to ALL students.

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

All grade levels work as teams and have a common planning time. They each have common assessments. The results of the common assessments as well as strategies are discussed and shared at team meetings. Staff development is very important at Surfside Elementary. There are many teacher leaders who have outstanding results. These teachers share best practices at faculty meetings and on professional development days.  Teachers also meet after school in PLCs to develop meaningful instructional strategies especially using technology. Best practices are shared for using technology in each curriculum area. Teachers have assisted each other in designing their assessments using a tool called Exam View. The tool makes it easy for teachers to design and score tests with specific data and item analysis. Students can use student response systems to answer questions. Due the efforts of integrating technology, Surfside was one of the first six schools to receive the ATTAIN (Achievement Through Technology and Innovation) Award.  The school is considered a model technology school for 2009-2012 due to the efforts of the teachers and administrators to reach today’s learners.

 

List awards and recognitions your school has achieved (updated 2010):

    1. Ranked 14th in state for 2007 (school grade)
    2. Ranked 8th in the state for 2007 for science
    3. Science Teacher – Regional Winner for PRISM (Promoting Regional Instruction in Science and Mathematics)
    4. State winners for Poetry and Poster Career contest (1st and 3rd place)
    5. Future Problem Solving team - district and state winners (1st, 2nd, 3rd and 6th)
    6. Added art teacher as National Board Certified (17% of staff)
    7. Music Demonstration School 2007-2010
    8. Started Lego/Robotics club – summer camp 2008
    9. 7 of 12 students placed at Area Science Fair (district level)
    10. Science enrichment camp for summer 2008- fee supported
    11. Exemplary Internal Accounts Audit – 0 findings/comments
    12. Math Team placed 6th in the district
    13. Eighteen books submitted for district “Discovering Quality Literature” – 13 received 1st place; 4 received 2nd place, and 1 in 3rd place. One book was selected as best of show for third grade
    14. Three teams participated in district Book Bash competition – all three teams received highest honor – exemplary
    15. 5th place in state competition for collecting pop tabs to support Ronald McDonald House
    16. Earned over 7,000 volunteer hours for the school year
    17. “A” School – State of Florida past eight years
    18. Adequate Yearly Progress obtained in 2010
    19. ATTAIN –Achievement Through Technology and Innovation Award 2009-2012
    20. Florida Music Demonstration School 2007-2010
    21. Future Problem Solvers-placed at district and state
    22. National Bridge League Award
    23. Robotic Design Award in regional Tournament
    24. Each year numerous awards for district competitions: art and science shows, poster contest, quality literature, math bowls, environmental awards, etc.
    25. Science Teacher – Regional Winner for PRISM (Promoting Regional Instruction in Science and Mathematics)

Three teachers have received national recognition:

  1. President Bush in Washington, D. C, recognized fifth grade mathematics teacher and sixth grade science teacher selected as Florida’s National Representative for Outstanding Excellence in Teaching Mathematics and Science – both.
  2. Third grade teacher recipient of the Outstanding Leaders in Cable Award. She was recognized in Washington, D. C. at the Smithsonian Institute for outstanding teacher using cable TV in the classroom. A British film production company read about the award and came to Surfside Elementary to film the school and the teacher for an educational program aired in Great Britain.