I SACSCASI defines accredited schools as ~~schools in motion; they are improving schools. While all schools today are expected to engage in a continuous process of improvement, a SACS-accredited school is different in that it meets a set ofstandards revealed by research and best practice as essential for a quality school, seeks feedback regularly from an external group of professionals conducting a Quality Assurance Review (a process of peer review), and continually demonstrates to its stakeholders t~at it is providingfor quality assurance." fa{~~ ~\~ School Name: Enterprise Elementary School Principal: Mr. Ray Fugate Peer Review Date: A;:.;::.r;:n~rl::.::. I..::::l;.:;:;8.-,2;:;..;O~O:..:::6~ Best Practices/Quality Assurance Review Team Chair: Ms. Annette McPherson Member: Dr. Virginia Abernathy Member: Mrs. Stacy Gotlib Directions: At least one (1) recommendation must be provided for each ofthe first six (6) parts ofthe report. Reviewers will cite best practices from the District Strategic Plan for all recommendations and commendations and, where practical, reference the SACSCASI K12 Public School Standard that is met.
A follow-up inquiry will be sent to schools one year after their peer review to determ~. their response to the recommendations provided in the BP/QA Peer Review Report. I PART II COMPREHENSIVE SELF-EVALUATION (Addresses SACSCASI Standard Two, 2.5 Ensures that the curriculum is enacted, supported, and assessed; Standard Three: Curriculum The school offers a researched-based curriculum that supports best practices and clearly defines expectationsfor students learning; Standard Five: Assessment and Evaluation - The school uses a comprehensive assessment system to monitor and evaluate student learning and to improve curriculum and instruction.) Climate Survey Data Adequate Progress Performance Appraisal Program Evaluation 1. One hundred percent ofthe teachers felt that administration is open to teachers, they have a strong academic focus, and are active in obtaining resources necessary for instructional improvement. District Strategic Plan (DSP): Academic Excellence I Comprehensive Curriculum 1.2 2. Ninety-seven percent ofthe parents report that the school atmosphere is conducive to learning and that teachers expect students to do their best. DSP: Academic Excellence I Comprehensive Curriculum 1.5 3. Data analysis indicates that there was a 3% increase in the number of students achieving a 3 or better in FCAT Math and also a 2% increase in the number of students achieving 3 or better in FCAT Reading. DSP: Academic Excellence I Monitoring Instruction and Achievement 3.1 1. Recommendation: There needs to be a deeper understanding and utilization ofthe Best Practices and Essential Indicators in the process ofwriting the Strategic Plan for School Improvement. Rationale: The Program Evaluation Tools are the means of lining the data analysis and the climate survey to the action portion ofthe Strategic Plan for School Improvement. DSP: High Performing Instructional and Non-Instructional Staff I Instructional Expectations 3.3 PART III
PRIORITIZE IDENTIFIED NEEDS Use offocus Questions Interviews ofparents, community members, teachers and staff(addresses SACSCASI Standard One: Beliefs and Mission, 1.1 - Engages its stakeholders in a collaborative process; Standard Eight: Stakeholder Communications and Relationships - The school fosters effective communication and relationships with and among its stakeholders; Standard Ten: Continuous Process ofschool Improvement, 10.2 - Provides opportunities for stakeholders to contribute to the development and implementation ofthe school improvement plan.) 1. Parents felt valued, welcomed, happy for their children to attend Enterprise Elementary School, and loved the family atmosphere. DSP: Involved Family and Community / Resources and Program Partnerships 3.1 2. Community involvement is a strong presence at this school. DSP: Involved Family and Community / Resources and Program Partnerships 2.2 3. Monthly newsletter is Bi-lingual, informational, and there is contribution from each grade level. DSP: Involved Family and Community / Family Communication 1.3 4. School has gone to great lengths to meet the diverse needs ofthe community by providing staff development in the teachings ofruby Payne, Ken and Barbie Reed, and Dr. Frazier. DSP: Involved Family and Community / School Climate 3.2 1. Recommendation: Provide an academy for incoming parents ofkindergarten students to learn about the school initiatives: Diversity, Bully Proofing, Social Skills, etc. Rationale: The academy would provide an avenue for new students and their families to transition easily into the culture and diversity ofthe school It would also provide families with an appreciation ofthe school's initiatives for acceptance ofthe diverse community. DSP: Involved Family and Community / Family Communication 1.3 PART IV EVALUATION OF THE IMPLEMENTATION OF THE ACTION PLAN FOR SCHOOL IMPROVEMENT (Addresses SACSCASI Standard Three: Curriculum - The school offers a research-based curriculum that supports best practices and clearly defines expectations for
student learning; Standard Four: Instruction - The school employs instructional strategies and provides services thatfacilitate learningfor all students; Standard Five: Assessment and Evaluation - The school uses a comprehensive assessment system to monitor and evaluate student learning and to improve curriculum and instruction; Standard Ten: Continuous Process ofschool Improvement - The school establishes, implements and monitors a continuous process ofimprovement that focuses on students improvement.) o o Goals Objectives Area(s) offocus Best Practices(s) Essential Indicator( s) 1. Teachers are provided with individual student data at the start ofthe school year to help detennine their professional growth plan. DSP: High Perfonning Instructional and Non-Instructional Staff / Teacher Support 1.3 2. Principal meets with teachers each nine weeks to review student progress and outcomes.. DSP: Academic Excellence / Monitoring Instruction and Achievement 3.3 3. Principal recruits and retains effective classroom teachers. DSP: Access and Equity / Program Compliance 3.1 4. Principal has created a system which easily interprets data to guide the academic course and focus ofinstruction ofthe school DSP: Academic Excellence / Monitoring Instruction and Achievement 3.2 PART V 1. Recommendation: Infonnation gleaned from the interpretation ofdata by the principal should be utilized as the springboard for the development ofthe school's action plan. Rationale: There was an abundance ofvaluable infonnation in the data that was collected and analyzed regarding the students at Enterprise. This infonnation was only a minute portion ofthe plan even though it had been effectively utilized for instructional planning. DSP: Academic Excellence / Monitoring Instruction and Achievement 3.4 EVIDENCE OF IMPLEMENTATION Observable Implementation ofthe Strategic Plan
Interviews On-site Observations Documentation A. Commendation(s)/Best Practices 1. Title I funds are utilized effectively to support the goals and objectives ofthe plan. DSP: Access and Equity / Program Compliance 3.1 2. Staff development is held every other Monday to support areas ofneed as identified by the school DSP: High Performing Instructional and Non-Instructional Staff /1.1 3. Strategies to address cultural diversity are addressed; i.e., Hispanic Heritage Program, May Fair, Bi-lingual Newsletter, Translators, etc. DSP: Involved Family and Community / School Climate 3.1 B. Recommendation{s)/Best Practices 1. Recommendation: Narrow down scope ofstrategies in the plan. Rationale: There are far too many generic strategies in the plan. The school should focus on strategies that are unique to the needs ofenterprise Elementary School. DSP: High Performing Instructional and Non-Instructional Staff / Teacher Support 1.1 2. Recommendation: Utilize the Program Evaluation Prioritizing Needs Form (PEPNF) in the manner which complies with the district's guidelines for utilization. Rationale: Rather than completing the form all at once, it is suggested that various faculty meetings be earmarked for completing specific portions ofthe PER.t~. The PERNF should be broken into percentages to identify the priority needs. DSP: High Performing Instructional and Non-Instructional Staff / Instructional Expectations 3.3 3. Recommendation: Implementation monitoring goals need to match the goals of the action plan. Rationale: The goals listed in the Implementation area did not match the goals of the action plan. DSP: High Performing Instructional and Non-Instructional Staff / Instructional Expectations 3.3
PART VI GENERAL EVALUATION Note any school-based practices or Charter District waiver process that can be replicated at other schools. 1. School was pro-active in obtaining approval for SAC Board members to co-share their position on the board. DSP: Involved Family and Community / Family Communication 1.1 2. Fifth graders are to be commended for their initiative in developing rules and consequences for their grade level during their lunch period in the cafeteria. DSP: Access and Equity / Instructional Program 2.1 3. Administration, faculty, and staff are to be recognized for creating a warm, friendly, and family atmosphere on their campus. DSP: Involved Family and Community / School Climate 3.1 4. Facu1ty is to be complimented for teaching organizational skills to the students through the utilization ofplanners. DSP: Academic Excellence / Comprehensive Curriculum 1.5 1. Recommendation: Continue to utilize information from the data collected to determine the school needs, staff development, recruitment of teachers, and teacher assignments at the school. Rationale: There has been excellent utilization ofthe data collected to make school-wide decisions based on sound documentation. DSP: Academic Excellence / Monitoring Instruction and Achievement 3.4 PART VII SUMMARY STATEMENT: The Best Practices/Quality Assurance Peer Review Team found that Enterprise Elementary School is meeting the goals and objectives of their Strategic Plan for School Improvement. We commend the Administration, Faculty, Staff, Students, Parents, and Community for the outstanding efforts and achievements that are visible and measurable throughout their campus. The Peer Review Team thanks everyone for their hospitality and creating a memorable visit.