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Ocean Breeze Elementary School

School Information

School Name: Ocean Breeze Elementary School
School Address: 1101 Cheyenne Drive, Indian Harbour Beach, FL 32937
School Phone: 321.779.2040
School Fax: 321.779.2045
Principal:  Dr. Colleen H. Skinner
Principal E-Mail: skinner.colleen@brevardschools.org
Web Address: http://www.edline.net/pages/Ocean_Breeze_Elementary_School

Demographics

Number of Students: 580
Number eligible for Free and Reduced Lunch: 13.8%
Percent of Limited English Proficient: .9%
Percent of Special Education: 18%
Racial/Ethnic Percentages:

  • White: 91.4%
  • Black: .6%
  • Hispanic: 3%
  • Asian/Pacific Island: 2.1%
  • Other: 2.9%

 

Present Student Achievement Data

 

Grade 3
Math
Reading
2001-02
84/68/59
78/69/60
2002-03
86/74/63
88/75/63
2003-04
91/75/64
97/78/66
2004-05
86/78/68
90/78/67
2005-06
93/80/72
95/81/75
2006-07
99/81/74
92/78/69
2007-08
94/83/76
89/81/72
2008-09
92/82/78
91/79/71

 

Grade 4
Math
Reading
Writing
(3.5 and above)
2001-02
84/64/51
82/69/55
67/55/52
2002-03
86/67/54
83/75/60
75/72/69
2003-04
90/72/64
88/79/70
85/70/69
2004-05
95/72/64
99/81/71
95/78/69
2005-06
88/78/67
90/76/66
82/79/76
2006-07
92/77/69
88/78/68
82/81/60
2007-08
94/79/71
92/89/70
75/78/77
2008-09
94/80/75
96/84/74
95/86/85

 

Grade 5
Math
Reading
Science
2001-02
69/55/48
75/65/53
N/A
2002-03
73/63/52
82/71/58
N/A
2003-04
83/61/52
90/73/59
N/A
2004-05
77/65/57
90/77/66
N/A
2005-06
86/66/57
96/77/67
92/57/35
2006-07
86/70/59
94/82/72
81/64/42
2007-08
80/71/61
89/78/67
69/61/43
2008-09
90/70/62
95/80/71
78/62/46

 

Grade 6
Math
Reading
2001-02
84/61/43
84/66/51
2002-03
83/67/47
90/72/53/
2003-04
82/68/46
86/77/54
2004-05
88/69/47
85/74/56
2005-06
88/70/53
91/78/64
2006-07
89/68/50
93/78/62
2007-08
94/74/53
94/80/63
2008-09
85/73/55
92/82/66

 

 

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

Ocean Breeze Elementary consistently scores above State and District averages in reading, math, science and writing. Student achievement has improved throughout the seven years of assessment data. Based on the overall student achievement on the 2009 FCAT, Ocean Breeze Elementary ranked third in the district and 11th in the state among all elementary schools. The consistently high levels of student achievement in recent years has earned the school the nomination for the National Blue Ribbon School Recognition Program. Most notable in the data provided is the percent of students making annual learning gains in Reading and Math. The lowest 25% of the students in reading achievement made outstanding progress, with 90% of those students making a year's worth of growth during the 2008-09 school year. Teachers met in the Professional Learning Communities to focus on the needs of all learner, and formative assessments were used to determine progress throughout the year.

 

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.

- The professional learning community at Ocean Breeze Elementary is a systematic process which supports teachers to determine results-based goals, implement strategies and interventions, and identify the academic progress made within the school. Teachers learn from each other through the Professional Learning Community teams, grade level teams, and vertical teams. Each group develops specific SMART goals and has a definitive function within the professional learning community at Ocean Breeze Elementary. The Reading Leadership Team is also an integral part of the professional learning community as teachers examine data, make curricular decisions and develop goals which are monitored by the administration and staff.

- Teacher leaders facilitate Professional Learning Communities which are scheduled two times per month to share best practices and instructional strategies. The focus for 2007-2008 was Kagan Cooperative Learning and the focus for 2008-2009 is Thinking Maps. SMART goals are developed by the PLC teams and monitored throughout the year.

- Grade level teams use common assessments and create common SMART goals for which all members are held accountable. The Individual Professional Development Plan (IPDP) is created by each teacher based on the team SMART goals. Teachers are held individually accountable for the IPDP.

- Grade level teams meet regularly with administration to analyze data, determine instructional goals and strategies, and to examine areas of growth or concern for academic success.

- Grade level teams work with administration and support staff to monitor student progress, especially those students working below grade level or in the lowest 25%.

- Teacher leaders provide model classrooms for their peers, and peer coaching is encouraged through release time for teachers.

 

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

1. Monitoring student learning on a timely basis.

Data and Assessments:

Student progress is monitored throughout the year using a variety of formative and summative assessments. Students are administered inventory assessments for reading and math upon entering the school or at the beginning of the school year. They also complete a Scholastic Reading Counts online test to determine their reading level. Quarterly assessments are administered, in conjunction with DIBELS oral reading fluency assessments. These common assessments provide data for teachers to use to determine areas of strengths and needs. They are used to formulate individual instruction for students. Teachers and administrators keep an ongoing data notebook to monitor progress of students. Meetings are held with parents to communicate their progress throughout the year. Administrators work with basic classroom teachers and exceptional education teachers to produce detailed, informative progress reports for each child. The Reading Leadership team is led by teacher leaders, and a plan is created each year which includes disaggregated data, SMART goals and strategies to the meet the goal. Essential elements of the curriculum are identified, and non-negotiable are developed for schoolwide implementation. The plan is communicated to all teachers through staff meetings led by teacher leaders and school administration. Teachers are held accountable to the goal and meet on a monthly basis to determine academic progress.

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

Vertical Teams:

Teachers in prekindergarten through sixth grade, in addition to activity teachers and exceptional education teachers, belong to a vertical team. Each team meets twice a month to focus on specific concerns for student performance or behavior. Interventions are suggested and then implemented by the classroom teacher or supporting personnel.

Interventions:

Interventions may be provided through additional resources of exceptional education teachers or activity teachers working with small groups. The interventions are timely and specific to meet the individual needs of the students. These interventions are in addition to the 90 minute reading block scheduled for all students. An afternoon program, COACH (Creating Opportunities to Achieve for Children) is conducted outside the instructional day for those needing the reading or math instructional support. Mentors and volunteers also work with instructional personnel to provide additional support for basic skills as part of the intervention program.

Inclusion:

Instruction by exceptional education teachers is provided in basic classrooms as appropriate. Students receive the interventions by both the classroom and support staff. Students with disabilities are mainstreamed or fully included in basic programs.

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.

Professional Learning Community:

All instructional teachers and administrators are members of a Professional Learning Community team. The PLC teams are led by teacher leaders. The PLC teams are comprised of two or three grade levels along with activity and exceptional education teachers. This composition of PLC teams facilitates communication on instructional strategies, and strengthens the staff by learning from peers and working together in a collegial atmosphere. SMART goals are developed by each PLC team, and the progress of the goals is monitored throughout the year. The PLC teams also provide a vehicle for professional development. Instructional strategies are shared, as well as successful implementation within the classroom of discussed interventions. Non-negotiables and essential learning elements are identified.

Grade level teams meet weekly to address student needs and instructional strategies. Each grade level has common planning time to develop assessments and share teaching strategies. Teachers address common formative assessments, essential learning, and collectively monitor the student achievement of all students within the grade level. Teacher-created common formative assessments are used by each grade level to determine strengths and needs of students. Common summative instruments also provide critical information on students and their academic skills. Each grade level:

- Develops and implements common formative assessments
- Develops action research projects tied to their Individual Professional Development Plan
- Establishes core learning and essential learning for their grade level
- Identifies common academic vocabulary essential to each core subject
- Examines the evidence of student achievement as it relates to the team SMART goals

Teachers are also encouraged to present best practices in faculty meetings and other staff development settings. An emphasis is placed on implementation of best practices in the classroom.

- School wide Professional Development
- Differentiated Instruction 2005-06
- Marzano's High Yield Strategies 2006-07
- Kagan Cooperative Learning 2007-08
- Thinking Maps 2008-09

 

List awards and recognitions your school has achieved

Student Achievement:

Ocean Breeze Elementary has been an "A" school based on Florida School Recognition Program for the past nine years.

The school received the Florida Music Demonstration School Recognition in 2007-2008 school year.

The ATTAIN recognition for outstanding technology integration was awarded in 2008-2009.

Parent Volunteers:

The school has over 9,000 volunteer hours for the 2007-08 school year, and has received the Golden School Award for 13 years. Ocean Breeze Elementary has also received the Five Star Award each year for business partnerships, parent volunteers, and communication.

Staff:

The cafeteria continues to receive the Five Star Cafeteria recognition for proper management of food service.

The School Age Child Care received the Gold Key Award for excellence in program offerings, safety and management of the program.

The school has seven National Board Certified Teachers on staff. The principal, Dr. Colleen Skinner, received the Florida State Assistant Principal of the Year Award in 2003 and the Hidden Potentials Administrator of the Year Award in 2005.