VISION/MISSION/BELIEF STATEMENTS

Note: Required for Title I

Vision Statement: Surfside Elementary School provides a safe and positive environment where high quality education occurs for all students.

Mission Statement: Surfside Elementary School will create a challenging, positive learning environment that promotes individual excellence and group achievement. Staff, students, and parents will work together to encourage children to realize their maximum potential for learning, problem solving, and responsible citizenship.


SCHOOL PROFILE DEMOGRAPHICS

Surfside Elementary is located in Satellite Beach, Florida. The school opened in 1964 when Kennedy Space Center was at the height of the new "space age." The school began with over 1,100 students in double sessions and has had a steady decline especially over the last ten years. The student population is now at 405 students.

The east/west boundaries extend from the Atlantic Ocean to the Banana River. The north/south boundaries extend approximately one mile each way. The school is considered a "neighborhood school" and has no school buses. The majority of students ride their bikes, walk or are driven to school by their parents. The school has 117 students coming on an Out of Area Assignment and 22 going out to other schools. The school is located in the heart of Satellite Beach which is near the local police station, the fire station and City Hall. Many community members take pride in the school as they once attended school at Surfside themselves. Community members either have children or grandchildren at the school. Surfside feeds into DeLaura Middle School and Satellite High School.

Surfside's population is predominantly white with a middle socioeconomic level. The school's free and reduced lunch has increased over the past five years; rising from less than 5% to approximately 16%. It is noted that thus far the free and reduced rate is about 15% for the 2008-09 school year. The minority rate is 8.39%. The Exceptional Student Education rate (not gifted) is 11.35% and the gifted rate is 6.66%%. The ELL population is .73%

All sub-groups of students perform in a proficient range on the FCAT assessment. Currently there are seven Level 1 students in reading and three in mathematics. There are six Level 2 students in reading and eleven Level 2 students in mathematics. All sub-groups made learning gains with 73% of the lowest 25% making learning gains in reading and 79% in mathematics. Seventy-seven (77%) of the students were 3.5 and above in FCAT Writing+ and 87% were Level 3 and above in science. Attendance continues to be above the 95% rate. For 2007-08, attendance was 96.49% with a 99.8% promotion rate.

The instructional staff has thirty-one teachers with twenty percent (20%) being female and ten percent (10%) male. One hundred percent (100%) of the teachers are white. There are zero (0) vacancies. Surfside teachers work together as Professional Learning Communities. Surfside Elementary was recognized by ALLTHINGSPLC for their efforts, planning and teaming. One hundred percent (100%) of the teachers are considered "highly qualified" as they are certified in the areas they teach. Four (4) teachers have ELL (English Language Learner) students. Three of the four English Language Learners (ELL) teachers are not certified in ESOL, however, they will be taking appropriate course work in the required timeline. Class sizes all meet the required averages of the Class Size Amendment. K-3 classes are required to have an average of 18:1 and 4th-6th at 22:1. Surfside's averages for K-3 classes are 17.01 and for 4th-6th classes are 21.18.

The parental involvement is very high at Surfside Elementary. The parents are active in all school events and parent/community leaders give input through the Parent Teacher Organization and School Advisory Council. Surfside has a large number of parent volunteers who donate a great deal of time to the school. The volunteers logged in 7,273 hours for the 2007-08 school year. Parent attendance is high at parent nights and school events. The parent groups are also instrumental in raising needed funds for items such as computers, playground equipment, and other school necessities. Outside agencies such as Big Brothers and Big Sisters provide valuable mentoring hours to the students at Surfside. The school also receives benefits from many varied business partners. The Satellite Beach Fire Chief, Police Commander, and School Resource Officer, and local business woman serve on the School Advisory Council.

Surfside is considered a safe school with two incidents to reports for violent incidents and behaviors in 2007-08. Discipline referrals to the office are typically for minor infractions and usually result in conferencing with students. All efforts are made to keep students at school and more severe infractions result in an "in-school" suspension. However, if necessary, "out of school" suspension is used. Ninety-seven point fifty-three percent (97.53%) strongly agree or agree on the Client Survey to "Safe, orderly environment."

Surfside Elementary has been ranked an "A" school for the past seven years. The school has received Adequately Yearly Progress for the first two years and Provisional Adequate Yearly Progress for the third year of No Child Left Behind. The school received Adequately Yearly Progress for the 2007-08 school year.

The school facility has been updated to meet the needs of the 21st century classrooms in the area of technology. Wiring and cabling have recently been upgraded so that every computer in the school has Internet access. New servers and hardware were installed to meet the demands of current technology. Document cameras, projectors, DVD/VCRS, and audio amplification systems have been installed in all classrooms and throughout the facility. The Brevard Public Schools' Educational Technology Department is responsible for the upgrade and equipment. Training and support has also been provided to assist with successful implementation. One hundred percent (100%) of the faculty have received a laptop computer. School technology funds are matched by the Parent Teacher Organization (PTO). Teacher leaders assist with training in technology.

Overall, Surfside is considered a high-performing school. Client Survey results indicate that the school community is pleased with all aspects of the school. Every question but one increased by approximately ten percent (10%) from "Agree" to "Strongly Agree." The total number of points for the school grade dropped for he 2007-08 school year; however scale scores and percentage of students at or above grade level continue to be well above the district and state level. Goals and strategies will be implemented for continuous improvement.


SCHOOL MATCH

Note: Required for all Assistance Plus Schools


QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Susan B. Murray is the principal at Surfside Elementary. She has been the principal for the past nine years at the school. Mrs. Murray has a bachelor's degree from University of Central Florida in Elementary Education. She received her master's in 1992 from Nova University in Educational Leadership. Mrs. Murray is certified in Elementary Education (K-6), Early Childhood (Primary - 3rd) and School Principalship (all levels). This is her thirtith year in Brevard Public Schools. She taught at Mila and Sherwood Elementary in both primary and intermediate classes. Mrs. Murray was a Primary Specialist and then an Elementary Specialist at Sherwood and Suntree Elementary for seven years. She was an Assistant Principal for five years at Suntree Elementary. In her twenty-nine years, she has had varied experiences with all ability levels. Mrs. Murray has had extensive training and experience in the School Improvement Process. She has been involved with school improvement from the beginning in 1990.

Mrs. Murray has high expectations for her teachers, staff and students. The schools has received an "A" for the past seven years and a "B" for the first two years while she has been principal at Surfside. The school has received Adequate Yearly Progress for the past three years with Provisional Adequate Yearly Progress for 2005-06. Adequate Yearly Progress was obtained for 2007-08. There have been many improvements to the facility and upgrades in technology under her direction. Mrs. Murray monitors student performance on a regular basis and communicates regularly with teachers and parents. She is an instructional leader who is considered hands-on and serves on a variety of school committees such as the reading committee, School Advisory Council, and the Child Study Team. Mrs. Murray also stays current on educational trends through educational internet research, and participates in staff development opportunities.

Mrs. Jill E. Keane is the Assistant Principal at Surfside Elementary. She began in March of 2004 and has been at Surfside for approximately four and a half years. She has a bachelor's degree that she received in 1987 in Elementary Education from University of Central Florida. She has her master's degree from Nova University. She received the degree in Educational Leadership in 1999. She is certified in Elementary Education (K-6), and School Leadership (all levels). This is Mrs. Keane's twentieth year in Brevard Public Schools. She taught at Endeavor and Fairglen Elementary in grades second through fifth. Mrs. Keane looped with groups of students as their teacher for three years. She was also the Elementary Specialist at the West Melbourne School of Science. She transferred to Freedom 7 Elementary and taught fourth grade before coming to Surfside in March of 2004. Mrs. Keane also brings a variety of experiences with many ability levels to Surfside. She is considered an instructional leader and works diligently to provide textbooks, materials and updated expectations for all faculty and students. Mrs. Keane also serves on a variety of school committees such as writing, English Language Learners (ELL) and science. She is also involved in the school improvement process.

Recruitment/Retention of Highly Qualified Teachers

Note: Required for Title I

There are thirty-one employees in the instructional staff at Surfside Elementary. One hundred percent (100%) are certified in the area for which they are teaching. Three (3) teachers are considered out of field for ELL (English Language Learners). These teachers have an ELL student and will begin course work within the required timeframe. Fifty-six percent (56%) have a bachelor's degree with forty-two percent (42%) having a master's degree. The teachers at Surfside have an average of twenty (20) years of teaching experience. Most of the years are at Surfside. Retaining high-quality teachers is successful at Surfside. The teachers like the atmosphere provided by the administrators and work in a collaborative fashion with each other. The teachers have high expectations and enjoy the caliber of students and parents at the school.

There are rarely any openings at Surfside as teachers do not request to transfer to other schools. A few teachers are beginning to retire, but have not been replaced, due to the declining enrollment. If there is an opening, the administration allows input from the faculty for characteristics and traits necessary to fill the position. Applicants with varied backgrounds who are highly qualified are the only ones accepted for the position. The administration ensures that all qualifications are met. Job references are a must and always used to verify information. The principal also works closely with the district certification office to ensure appropriate areas of certification. 

Show Attached Staff List 


ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: Required for Title I

School Wide Improvement Model

Note: Required for Title I

Components of the Florida's Continuous Model are used at Surfside Elementary:
1. Disaggregation of Test Scores - The administration disaggregates the FCAT data in the spring and summer as the data is received. The data is shared with the instructional staff at pre-planning and with the School Advisory Council. Small group meetings are also held with the teachers in grades 3rd-6th that test students. Individual and class group data is shared. The teachers and administrators analyze how the past groups have done and analyze the present year's group. The administration take an extensive look at the learning gains of all students and the lowest 25% in reading and math to set goals for the school year. All teachers write Progress Monitoring Plans for the Level 1 and 2 students and set goals for their Professional Development Plans in reading based on the data that was provided. Data is reviewed and progress is monitored throughout the year.
2. Instructional Time-Line - The individual grade levels meet on a regular basis to establish time lines and set instructional goals. The district pacing guides are followed as well. Documentation of the Sunshine State Standards are required in all lesson plans.
3. Instructional Focus - The district pacing guides are followed. Regular grade level meetings are conducted to discuss instructional focus and to monitor student progress. Benchmark assessments in reading and math are conducted in accordance with district guidelines. Results are analyzed to monitor student progress and to make instructional decisions.
4. Assessment - District benchmarks are followed. Results are monitored by the principal through regular meetings with each grade level. Through the frequent monitoring, strategies and support are identified. Teachers also use on-going, mini-assessments to monitor student performance. They use running records, DIBELS, DAR (Diagnostic Assessment of Reading) and fluency checks. Reading lexiles are determined through Scholastic Reading Inventories. Rubrics are also used to assist students with expectations and self-assessment.
5. Appropriate Review and Maintenance - Students are monitored on a regular basis. Administrators and teachers meet on a regular basis to discuss assessments and student progress. The principal maintains data sheets on each student who has an PMP (Progress Monitoring Plan) or IEP (Individual Education Plan), 504, and/or lowest 25% in reading and math. Additional assessments are given as necessary. Parents are kept well informed of progress.
6. In-school Tutorial and Remediation - Students who need additional support are provided with support from the classroom teacher in small group and one-on-one instruction. One hundred percent (100%) of all exceptional education students are mainstreamed into the basic classroom. A before school Academic Support Program is offered to students who have scored a Level 1 or 2 on the FCAT reading and/or mathematics. Students who scored below a 300 in science are offered an Academic Support Program for science. Enrichment activities are provided for students who are performing above grade level in reading, math and science. The enrichment is provided by the classroom teacher as an extension of the concepts that have been taught. The computer labs are also used for projects such as power point presentations and book publishing for additional enrichment. There are a variety of extracurricular activities offered for students after school, such as Spanish, Dance Team, Strings, Chorus, Bridge Club, Book Bash, Math Team and Lego/Robotics. Classworks, Scholastic Reading Iventory and FCAT Explorer are also used in the computer lab for additional support and enrichment according to student need.
7. Systematic Monitoring - Classroom Walkthroughs are conducted by the principal and assistant principal. Informal and formal observations are completed in the classrooms by the administrators. Regular meetings are held to monitor student performance. The Professional Development plans are monitored through the year by the assistant principal. The school counselor assists with student observations and serves as the Exceptional Education Contact. She participates in grade level meetings to offer valuable input and suggestions.

NCLB Public School Choice

Note: Required for Title I

Surfside Elementary is not required to offer school choice options. Information about the school grade, assessment information, etc. is sent to the parents in a variety of methods. There is a school newsletter that goes home two times per month. There is a school web-page. One hundred percent (100%) of the instructional staff have a web page with information about their class. Interim and progress reports go home four times per year. If necessary, letters from the student progression plan are sent to families of individual students. The principal requires that these individual letters be done in a face-to-face conference with parents. The letter, requirements and support can be explained in a level that is better understood by the parents. Teachers meet with parents on a regular basis to discuss student performance. The school also uses the synervoice system to call all parents with special announcements. Parents of third through sixth grade students can register for Edline. Grades are posted by the teachers.

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition

Note: Required for Title I

A pre-registration is held each spring for upcoming Kindergarten students. Information about the school is provided during the pre-registration. Two meetings are held in the spring. One meeting is for the parents to provide information about school expectations and procedures. The second meeting is held for the new students and their parents. A school tour of the Kindergarten classrooms is provided. Local pre-schools and day care centers may bring their studnets for a tour as well. Kindergarten students do not begin the first three days of school in August. Instead, they come for a one-on-one appointment with their teacher for one hour. The teacher meets with the child to get to know them and to administer a screening. The FLKRS (Florida Kindergarten Readiness Screener) is administered within the first month of school.


MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Note: Required for Title I

New teachers become part of Brevard Public School's Teacher Induction Program. The assistant principal facilitates the process and assigns a mentor teacher to assist the new teacher. Regular meetings are held to ensure the new teacher is familiar with all school procedures and expectations. Experienced teachers who are new to the school are also assigned a mentor for support. The counselor assists with mentoring and supporting teachers who are new to the school. She assists by aquainting the new teachers with the learning enviroment, staff, facilities, and school procedures. Sixteen percent (16%) of the instructional staff are National Board Certified. They all work toward their mentoring hours by providing valuable mentoring hours to new teachers and others. Their schedules vary depending on need and teaching assignment. Teachers are encouraged to obtain National Board Certification and /or their master's degree. A support group of NBC teachers hold information meetings and offer assistance. The counselor holds regular support groups and work sessions for those who are working on their National Board Certification. The school is looking to increase the number of National Board Certified teachers from sixteen percent (16%) in 2008 to twenty percent (20%) in 2009.
Administrators monitor teacher performance through formal and informal observations. Input is also considered from parents and students. If a teacher appears to be having difficulties, support is offered. All procedures of the Brevard Public Schools Appraisal System are followed. The teacher is informed of deficiencies through conferences before an Interim Evaluation. A Professional Development Assistant Plan (PDAP) is written to identify deficiencies and strategies for assistance. The Brevard Public Schools does assist with mentor teachers who can offer support. Once there has been time to implement the Professional Development Assistance Plans (PDAP), a final evaluation is written.

Show Attached Teacher Mentoring List

Extended Learning Opportunities

Note: Required for Title I

The Academic Support Program is offered, before school, to students who scored Level 1 or Level 2 on the FCAT 2008 in reading or mathematics, for the lowest 25% in reading and math, or students who were recommended by their teacher because they were working below grade level. Students are offered twenty sessions of reading for one hour each session, which occurs one day a week from October through March. They are also provided math support for fifteen sessions, which occurs two days a week from October through February. The Classworks program is used in the computer lab for additional support in both reading and mathematics during the school year and for the Academic Support Program. The reading teachers also utilize the Voyager Passports Intensive Intervention Program and the SOAR Scholastic Reading kits as supplemental materials.
A Science Club is offered to sixth grade students who scored below 300 on the 2008 FCAT Science and to fifth grade students who need additional science support. The Club is also open to fifth grade students that are higher achievers in order to form a heterogeneous group. Many of the teachers offer their own time by staying after school to offer individual assistance and tutoring after school as well. The science support will occur once a week for a period of sixteen weeks (for one hour). The goal of the Academic Support Program is to provide eligible students and low performing students with additional support in core curriculum areas and work with them in a small group setting.
There is one student in third grade who received a Level 1 on FCAT reading. He is also an exceptional education student. He receives iii intervention during the school day in his basic classroom as well as in the resource Varying Exceptionalities classroom. He receives small group instruction with a variety of remedial materials including the Voyager Passport Program. He is eligible to attend the before school Academic Support Program.
Students in third through sixth grade, who scored at Level 1 or 2 in FCAT 2008 reading or mathematics, are offered the opportunity to attend the Academic Support Program in a small group setting to receive one on one intensive reading and/ or math remediation. For reading, this occurs one day a week for twenty sessions from October through March. For math this occurs for fifteen sessions, two days per week, from October through February. In addition, third grade students are provided a summer camp for intensive reading remediation. Due to budget restraints it is expected that the summer program may be greatly reduced. Plans have not been finalized. A Science Enrichment Camp and Lego/Robotics Camp are also offered to incoming 4th and 5th graders for an inquiry based program.


SCHOOLS GRADED C OR BELOW

Professional Development

Disaggregated Data

Informal and Formal Assessments

Alternative Instructional Delivery Methods


SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Responsibility of Teaching Reading for Every Teacher

Quality Professional Development for Teachers and Leaders

Small Learning Communities (SLC)

Intensive Intervention in Reading and Mathematics

Parental Access and Support

Applied and Integrated Courses

Course Choice Based on Student Goals / Interests / Talent

Master Schedules Based on Student Needs

Academic and Career Planning



 

GOALS

 

ADDITIONAL GOALS

 

FINAL BUDGET

SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle, junior high and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

SAC Involvement

Surfside's School Advisory Council is in compliance with state law regulations. The principal serves as the administrator. Teachers are elected by teachers, support staff elected by support staff, and parents elected by parents. Parent ballots are distributed at Parent Orientation Night. Fifty-three percent (53%) are non-school personnel. Forty-seven percent (47%) are school employees. There are also three community members and one business member.
The School Advisory Council meets on the first and third Wednesday of each month. The group meets to analyze data and to write goals, objectives and strategies for reading, writing, mathematics, science, attendance, technology, Secondary Schools of National Prominence, Parental Involvement and safety. Once the plan is written, the group meets to implement the school improvement plan. Past accomplishments include helping the school to achieve a school grade of an "A" for the past seven years. The school has also received Adequate Yearly Progress for the past three years and provisional AYP for 2005-06. AYP was obtained for 2006-07 and 2007-08. The SAC budget and plan has allowed teachers to attend professional conferences and workshops in the areas of reading, writing, mathematics and science for effective staff development. Necessary safety equipment has been purchased as well. As the budget has been reduced, some training opportunities may be limited. The School Advisory Council is the sole body responsible for final decision making at the school relating to the implementation of the school improvement plan.


SAC Members

Members
1)  Susan Murray,   Principal
2)  Dianne Peterson,   SAC Chair
3)  Jayne Mosher,   Teacher
4)  Nancy Rehwoldt,   Teacher
5)  Jayna Snyder,   Teacher
6)  Elva Rella,   Business Member
7)  Chris Carter,   Parent
8)  Bridgette Eells,   Parent
9)  Jennifer Mench,   Parent
10)  Rose Marie Hilliard,   Parent
11)  Tara Forcier,   Parent
12)  Jeff Pearson,   Community Member
13)  Daniel Rocque,   Community Member
14)  Gretta Valiente,   Community Member
15)  Marcia Roberts,   School Support Personnel

IMPLEMENTATION EVALUATION

A timeline has been established with each SMART objective. The School Advisory Council (SAC) meets on the first and third Wednesday of each month to monitor the implementation of the plan. Information about the school improvement plan is shared with the faculty during the school year. Once FCAT data and Client Survey results are received the group will meet to determine the final evaluation and extent of successful implementation.

Reading Professional Development:
Analysis of FCAT Reading results, DIBELS, FORF (Florida Oral Reading Fluency) and Scholastic Reading Inventory (SRI)
Developing fluency in reading
Technology software to support reading such as Classworks/FCAT Explorer/SRI
Running records K-6
Effective small group guided reading instruction
District Workshops and Instructional Support
Reading Coach Training
MacMillan Treasures Reading training on the new reading series and the use of the Intervention piece-Triumphs
The 90-minute uninterrupted reading block
Best Practices and Quality Indicators Information
Professional Conferences and Workshops
District training for media specialists
District training for English Language Learners (ELL) out of field teachers

Math Professional Development
Training by the school Math Point of Contact for all grade levels (share information with staff)
Utilization of AIMS resource materials and activities to help develop problem-solving strategies
FCTM annual conferences
Math Bowl Competition Training
Florida Solves resource CD
Setting Our Sights On Mathematics district math handbook

Writing Professional Development:
School-based training on Piece by Piece (K - 6th)
Training for the utilization of Developing The Craft and Elaborating Ideas lesson guides
School wide training for FCAT Writes scoring procedures, Six Traits Writing
Writing Point of Contact teacher will share information with the staff on writing techniques and procedures that are successful during Professional Learning Communities
District writing resource teacher will assist with staff development for writing.

Science Professional Development:
Brevard mini grants and aerospace grants will be written, by exemplary teachers, for science field trips, experiments and materials
Science Point of Contact representative for the school will disseminate appropriate information to the staff after attending monthly meetings and facilitate necessary training for the staff especially regarding the next generation Sunshine State Standards and requirements for each grade level
Faculty inservices through Professional Learning Communities
Professional conferences and workshops such as FAST and NSTA

Parental Involvement Training:
Surfside Parent Orientation Program in August
Surfside Volunteer Breakfast and informational meeting discussing ways to volunteer
School personnel will attend required in-service and training sessions for using volunteers
Mentors will be trained to work with students in academic areas
A volunteer coordinator, who is VIPS trained, will be assigned to assist with logging volunteer hours
Volunteers will attend school level training sessions to learn about volunteer rules and procedures


Technology Professional Development:
Technology training and workshop opportunities provided to all teachers.
RMeasiteach
Edline
Technology Integrators
Teachers Leaders - Professional Learning Communities

Secondary School of National Prominence:
Staff development training to help implement the new reading series
Training for the new math standards and science Next Generation Standards
School based professional learning community opportunities in reading, mathematics, writing, and science Utilize the school Point of Contacts to disseminate important curriculum changes and updates


 

REPORTING

Baseline Data Report

Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008 and all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  0 0 0 0 0 0 0 0 0 0
Name of Assessment Used

FCAT Assessed Grade Level: 4
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  0 0 0 0 0 0 0 0 0 0
Name of Assessment Used

FCAT Assessed Grade Level: 5
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  0 0 0 0 0 0 0 0 0 0
Name of Assessment Used

FCAT Assessed Grade Level: 6
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  0 0 0 0 0 0 0 0 0 0
Name of Assessment Used

FCAT Assessed Grade Level: 7
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  0 0 0 0 0 0 0 0 0 0
Name of Assessment Used

FCAT Assessed Grade Level: 8
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  0 0 0 0 0 0 0 0 0 0
Name of Assessment Used

FCAT Assessed Grade Level: 9
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  0 0 0 0 0 0 0 0 0 0
Name of Assessment Used

FCAT Assessed Grade Level: 10
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  0 0 0 0 0 0 0 0 0 0
Name of Assessment Used

FCAT Assessed Grade Level: 11
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  0 0 0 0 0 0 0 0 0 0
Name of Assessment Used


Baseline data aggregated at school level

 
 		 Reading
Baseline Data		 Mathematics
Baseline Data		 Writing
Baseline Data		 Science
Baseline Data
Baseline Data
No data submitted

End of Baseline Data Report



Mid-Year Report

 

FCAT Assessed Grade Level: 3
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

FCAT Assessed Grade Level: 4
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

FCAT Assessed Grade Level: 5
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

 
FCAT Assessed Grade Level: 6
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

FCAT Assessed Grade Level: 7
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

FCAT Assessed Grade Level: 8
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

FCAT Assessed Grade Level: 9
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

 
FCAT Assessed Grade Level: 10
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

FCAT Assessed Grade Level: 11
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

 

Empty data from baseline data aggregated for your school.




Reading Data Analysis

1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred.


2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup.


3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines.


4. What specific strategies will be used to improve the achievement of non-AYP subgroups?




Mathematics Data Analysis

1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred.


2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup.


3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines.


4. What specific strategies will be used to improve the achievement of non-AYP subgroups?




Writing Data Analysis

1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred.


2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup.


3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines.




Science Data Analysis

1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred.


2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup.


3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines.




Extended Learning Programs for Students

Describe the activities (e.g. after school, pull-outs, etc) that have taken place to date.

SUBJECT AREAFREQUENCYDURATIONTOTAL # OF LEVEL 1 AND 2 STUDENTS IN THE SCHOOLAVERAGE # OF LEVEL 1 AND 2 STUDENTS PARTICIPATINGAVERAGE % OF LEVEL 1 AND 2 STUDENTS PARTICIPATING
No data submitted



Please describe the academic improvement that has occurred for participating students (please refer to specific data points).




Research-based Professional Development Activities for Teachers

Describe the professional development activities to date that are aligned with the school’s instructional needs.

NAME OF PROFESSIONAL DEVELOPMENT ACTIVITYDATE
(MM/DD/YYYY)		INSTRUCTIONAL NEEDS ADDRESSED# OF TEACHERS PARTICIPATING
No data submitted



Based on the baseline and mid-year data, what additional professional development will be offered before the FCAT to help teachers increase student performance?




Parent Involvement Activities

Describe the parent involvement activities to date that are aligned with the school’s student achievement needs.

ACTIVITYDATE
(MM/DD/YYYY)		ACHIEVEMENT NEED ADDRESSED# OF PARENTS PARTICIPATING
No data submitted



Based on the baseline and mid-year data, what additional parent involvement activities will be offered before the FCAT to address student achievement needs?




End of Mid-Year Report

 

AYP DATA

No Data Found
No Data Found
No Data Found


SCHOOL GRADE DATA

Brevard School District
SURFSIDE ELEMENTARY SCHOOL
2007-2008
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 93%  91%  77%  87%  348   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
% of Students Making Learning Gains 70%  76%      146  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 73% (YES)  79% (YES)      152  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         646   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested


    Brevard School District
    SURFSIDE ELEMENTARY SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 94%  91%  98%  93%  376   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 87%  82%      169  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 88% (YES)  76% (YES)      164  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         709   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested


    Brevard School District
    SURFSIDE ELEMENTARY SCHOOL
    2005-2006
      Reading
          		 Math
          		 Writing
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 94%  91%  85%  270   Writing: Takes into account % scoring 3.5 and above. Sometimes the District writing average is substituted for the writing average.
    % of Students Making Learning Gains 73%  83%    156  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 77% (YES)      77  Adequate Progress based on gains of lowest 25% of students . Yes, if 50% or more make gains .
    Points Earned       503   
    Percent Tested = 100%         Percent of eligible students tested
    School Grade       A  Grade based on total points, adequate progress, and % of students tested