***2006-2007 No Child Left Behind - Blue Ribbon Schools Program***

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[**X**\]
Elementary \[ \] Middle \[ \] High \[ \] K-12 \[**X**\] Charter

Name of Principal

[Mr. John J.
Castleberry]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Official School Name

[Pensacola Beach Elementary
School]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

School Mailing Address

[900 Via De Luna
Dr]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

[Pensacola Beach FL]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[32561-2262]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
City State Zip Code+4 (9 digits total)

County \_\_[Escambia County]{.underline}\_\_ State School Code
Number\_\_[17-2108]{.underline}\_\_\_\_\_\_\_

Telephone [(850) 934-4020]{.underline} Fax [( 850) 934-4040]{.underline}

Web Site [pbes.org]{.underline}

E-mail [jcastleberry@escambia.k12.fl.us]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent

[Mr. Jim Paul]{.underline}\_\_\_\_\_\_\_\_

District Name [Escambia County School District]{.underline} Tel. [( 850)
432-6121]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Superintendent's Signature)

Name of School Board President/Chairperson

[Mr. G. Daniel Green, President, Board of Directors]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school's eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

The school has some configuration that includes grades K-12. (Schools on
the same campus with one principal, even K-12 schools, must apply as an
entire school.)

The school has made adequate yearly progress each year for the past two
years and has not been identified by the state as "persistently
dangerous" within the last two years. To meet final eligibility, the
school must meet the state's adequate yearly progress requirement in the
2006-2007 school year.

If the school includes grades 7 or higher, it has foreign language as a
part of its core curriculum. The school has been in existence for five
full years, that is, from at least September 2001 and has not received
the No Child Left Behind -- Blue Ribbon Schools award in the past five
years. The nominated school or district is not refusing OCR access to
information necessary to investigate a civil rights complaint or to
conduct a district‑wide compliance review.

OCR has not issued a violation letter of findings to the school district
concluding that the nominated school or the district as a whole has
violated one or more of the civil rights statutes. A violation letter of
findings will not be considered outstanding if OCR has accepted a
corrective action plan from the district to remedy the violation.

The U.S. Department of Justice does not have a pending suit alleging
that the nominated school or the school district as a whole has violated
one or more of the civil rights statutes or the Constitution's equal
protection clause.

There are no findings of violations of the Individuals with Disabilities
Education Act in a U.S. Department of Education monitoring report that
apply to the school or school district in question; or if there are such
findings, the state or district has corrected, or agreed to correct, the
findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district:

\_\_\_[34]{.underline} Elementary schools

\_\_\_[13]{.underline} Middle schools

\_\_\_\_[0]{.underline} Junior high schools

\_\_ [8]{.underline} High schools

\_\_ [33]{.underline}\_ Other

\_\_\_[88]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_\_\_\_[\$6,340]{.underline}\_\_\_

Average State Per Pupil Expenditure:
\_\_\_\_[\$6,396]{.underline}\_\_\_\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

\[ \] Urban or large central city

\[ \] Suburban school with characteristics typical of an urban area

\[ **X**\] Suburban

\[ \] Small city or town in a rural area

\[ \] Rural

4\. \_\_[5]{.underline}\_\_\_ Number of years the principal has been in
her/his position at this school.

If fewer than three years, how long was the previous principal at this
school? N/A

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**                             

  **K**       11        12                     **23**       **8**                             

  **1**       8         9                      **17**       **9**                             

  **2**       12        8                      **20**       **10**                            

  **3**       9         9                      **18**       **11**                            

  **4**       15        6                      **21**       **12**                            

  **5**       7         12                     **19**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   118
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of the school:

Use only the five standard categories in reporting the racial/ethnic
composition of the school

[94]{.underline} % White

[0]{.underline} % Black or African American

[0]{.underline} % Hispanic or Latino

\_\_[1]{.underline}\_\_\_ % Asian/Pacific Islander

[5]{.underline}\_\_\_ % American Indian/Alaskan Native/Multiracial

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[20]{.underline}\_\_%

8\. Limited English Proficient students in the school:
\_[0.00]{.underline}\_\_%

Total Number Limited English Proficient \_\_[N/A]{.underline}\_\_

Number of languages represented: \_\_[0]{.underline}\_\_\_

Specify languages: [N/A]{.underline}

9\. Students eligible for free/reduced-priced meals:
\_\_[9]{.underline}\_\_%

Total number students who qualify: \_\_\_[10]{.underline} \_

10\. Students receiving special education services:
\_\_\_[11]{.underline}\_\_\_\_%

Total Number of Students Served: \_[14]{.underline}\_\_

Indicate below the number of students with disabilities according to
conditions designated in the Individuals with Disabilities Education
Act. Do not add additional categories.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_ [1]{.underline}\_ Other Health Impaired

\_\_\_\_Deaf-Blindness \_[2]{.underline}\_ Specific Learning Disability
(Consult)

\_\_\_\_Emotional Disturbance \_[11]{.underline}\_Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

\_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including Blindness

\_\_\_\_Multiple Disabilities

**Number of Staff**

11\. Indicate number of full‑time and part‑time staff members in each of
the categories below:

> **[Full-time Part-Time]{.underline}**

Administrator(s) \_\_[1]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[6]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_\_\_\_
\_\_[5]{.underline}\_\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_[1]{.underline}\_\_\_\_\_

Support staff \_\_[1]{.underline}\_\_\_\_ \_\_[2]{.underline}\_\_\_\_\_

Total number \_\_[8]{.underline}\_\_\_\_ \_\_[8]{.underline}\_\_\_\_\_

Average school student-classroom teacher ratio, that is, the number of

students in the school divided by the FTE of classroom teachers, e.g.,
22:1

\_\_[19.1]{.underline}

13\.

  ----------------------------- ---------- ---------- ---------- ---------
                                2006       2005       2004       2003

  Daily student attendance      95%        95%        96%        95%

  Daily teacher attendance      97%        96%        97%        97%

  Teacher turnover rate         27%        20%        13%        38%
  ----------------------------- ---------- ---------- ---------- ---------

**PART III -- SUMMARY**

Pensacola Beach Elementary School (PBES) is committed to its students
and their learning. The teachers, administration and staff are dedicated
to making knowledge accessible to all students. The underlying
philosophy that drives the curriculum, instructional strategies, and
practices is that ALL students can learn. Students are treated equitably
with recognition given to individual differences. To ensure that "No
Child is Left Behind"; the prevailing theories of cognition and
intelligence are incorporated in the practices used at the school.

As stated in our charter, Pensacola Beach Elementary School recognizes
each child's individual needs and abilities. The school is dedicated to
providing a nurturing, safe environment in which students achieve
academic success to prepare them to confidently succeed in the global
economy and the twenty-first century.

To accomplish this mission, PBES has created an academically challenging
curriculum that promotes academic excellence within a traditional model,
character development, critical thinking skills, creativity and an
appreciation for our environment. PBES utilizes the location of the
school, a barrier island, and its resources to create an innovative
learning environment that promotes the "inquiry" method of learning.
Core values such as equality, honesty, integrity, patriotism, respect
and responsibility are interwoven into the curriculum for character
development. PBES strives to develop students who are self confident,
critical thinkers who cultivate and value creativity. In addition,
students are encouraged to discover and nurture their innate leadership
abilities. The school's success dates back from the schools origin.

Pensacola Beach Elementary School (PBES) was founded in 1978 and was a
part of the Escambia County School District. In 2001, when Escambia
County announced that the school would be closing, a group of committed
parents and community leaders organized a corporate Board of Directors.
This Founding Board wrote and applied to the Florida State Department of
Education for PBES to become a public charter school. In 2002, PBES
became a charter school with the Escambia County School District as its
sponsor. In 2006 the charter was renewed for 15 more years. The school
is governed by a Board of Directors, consisting of parents, community
members and teachers. The Board is responsible for all aspects of the
operation of the school along with the principal whom manages daily
operations of the school.

PBES is located in a small community on a barrier island in northwest
Florida. This is a K-5 school with only one class per grade. PBES has
approximately 115 students, a principal, six classroom teachers, art,
music, and physical education teachers, a media specialist, a speech
pathologist, a technology coordinator and administration support staff.
PBES receives tremendous support from its parents and the community.
This was proven by the commitment to rebuild the school after it was
ravaged by Hurricane Ivan (2004). The school set up temporary classrooms
in local churches for over 18 months during the rebuilding time period.
During this temporary "setback" the school maintained their academic
achievement goals as reflected in the high scores achieved on both
county and state reading, math, science and writing exams.

The faculty and staff of Pensacola Beach Elementary School believe that
all children can learn. The school supports cultural diversity among
students and the larger community. PBES recognizes that cooperation
among stakeholders is an essential component of a successful school;
therefore, relationships are created not only with the parents but with
the community as well.

To ensure that "No Child is Left Behind" at Pensacola Beach Elementary
School, high and rigorous standards are established for their teachers.
PBES teachers are devoted to high quality practices and they offer each
student the opportunity to succeed. The composition of the instructional
staff at PBES includes graduate level instructors, multiple
certification instructors and National Board Certification teacher.

**PART IV - INDICATORS OF ACADEMIC SUCCESS**

**1. Assessment Results:**
[http://fcat.fldoe.org/fcinfopg.asp]{.underline} The assessment may be
viewed at the State of Florida, Department of Education Comprehensive
Assessment Test at <http://fcat.fldoe.org/fcinfopg.asp>. Pensacola Beach
Elementary School has shown significant gains in the past three years on
the Florida Comprehensive Assessment Test (FCAT). The FCAT test is given
to students in grades 3-5 in the spring of each year. Third graders are
tested in the areas of reading and math; fourth graders in reading, math
and writing; and fifth graders in reading, math and science. The FCAT is
made up of two parts: Criterion-Referenced Tests (CRT), which measures
selected benchmarks in the content areas from the Sunshine State
Standards (SSS), and Norm-Referenced Tests (NRT) in reading and math
which measure an individual student's performance against national
norms.

In the previous four years, PBES has outperformed the State of Florida
averages in reading and math. The following averages comprise the
percentage of students who scored a level "3" or above in reading and
math. A level "3" is considered "passing" score based on the State of
Florida, Sunshine State Standards. In reading, during the years 2003,
2004, 2005 and 2006, the PBES students who performed at or above grade
level was 93%, 86%, 97% and 90%, respectively, as compared to the state
scores of 61%, 65%, 69% and 70% for the same time period. In math,
during the years 2003, 2004, 2005 and 2006, the PBES students who
performed at or above grade level was 93%, 86%, 97% and 90%,
respectively, as compared to the state scores of 57%, 60%, 64% and 65%
for the same time period.

The reading portion of the FCAT requires students to read narrative and
expository passages, then analyze, synthesize and evaluate what has been
read to respond to multiple choice questions as well as open-ended
response questions. Students must be able then respond to questions by
referring back to the text, and infer answers beyond the text utilizing
critical thinking skills.

The mathematics portion of the FCAT is based on the application of
skills and concepts. Higher level problem solving requires students to
identify necessary information and ignore extraneous information.
Students must determine a specific strategy for solving the problem,
sometimes with multiple steps. Ultimately, students must solve for the
final answer and be able to explain their rationale in complete
sentences and/or diagrams.

The writing portion of the FCAT requires fourth grade students to
demonstrate their ability to communicate in writing their purpose and
intent in response to a prompt. Students are expected to comprise on
"demand" (within a 45 minute time period) either a narrative or
expository "draft" composition incorporating the writing components of
focus, organization, elaboration and conventions.

The science portion of the FCAT requires fifth grade students to apply
scientific reasoning and process skills such as observing,
communication, comparing, generalizing and hypothesizing. Multiple
choice and extended response questions are used for this assessment.

In the past three years, PBES has outperformed the Florida state
averages and has shown continuous academic improvement in all areas. All
PBES students, even the small number of students that comprise our
subgroups, are provided continual assessments using multiple methods and
appropriate instruction to meet their individual learning needs.

**2. Using Assessment Results:** Pensacola Beach Elementary School
teachers understand the strengths and weaknesses of different assessment
methods. Instruction is based on continuous assessments, and multiple
evaluation methods, both formal and informal. These assessments and
evaluation methods are used to gather information on the progress of
individual students and on the class as a whole. The information
gathered from assessments allows the teachers to evaluate the success of
their instructional strategies and serves as a guide for improving their
practice.

Teachers improve student performance by checking for understanding
through questioning, monitoring, and observing both oral and written
performance assessments. Alternative assessments are used to meet the
individual needs of the students. Teacher created evaluations are used,
in conjunction with standardized tests, to track student progress,
assess the classroom climate and to modify instruction. Educational
materials, programs and instructional strategies are determined from the
information obtained from evaluations and assessments.

Students who score in the lowest quartile in reading and math are
identified and provided interventions and remediation to improve their
area of weakness. Students who benefit from enrichment activities are
also identified and provided with appropriate learning opportunities.
Data from the reading, math, writing and science FCAT tests and the
Stanford 9 test are analyzed in the fall by the teachers in preparation
for the next school year. The information from these assessments is used
to set school objectives and goals, purchase materials, and implement
programs and strategies for the next school year. These objectives and
goals are written as a way to measure learning gains for all students,
and allow teachers to focus on individual needs, so that no child is
left behind. Information from classroom assessments, district and state
assessments are analyzed and used in the School Improvement Plan written
each year.

Teachers at PBES use the results of assessments to track the progress of
all students, help students to understand and expand on their strengths
and to identify and improve on their weaknesses, as well as encourage
students to continue their commitment to learning.

**3. Communicating Assessment Results:** The principal and staff of
Pensacola Beach Elementary School recognize the importance of the
home/school connection and that this relationship is the key to student
success. It is particularly important for teachers to communicate
assessment results to students, parents and the community. This is done
in a variety of ways and at many different times during the year.

Curriculum assessments and teacher developed tests are reported to
students and parents on a weekly basis. Students at PBES utilize
planners that, not only organize their daily work, but also help notify
parents when curriculum area assessments will occur. This provides
guidance to the parents on the content of the curriculum being tested
and gives them an opportunity to support the student in his/her class
work. These tests along with information collected from the Success
Maker computer program (reading and math), are used by teachers to
develop re-teaching, re-enforcement or enrichment lessons in order to
ensure that no child is left behind. Communicating academic assessment
results to parents gives them the opportunity to encourage and support
their child.

Parents receive a formal grade report at mid term and at the end of each
9 week period on their child's progress. Conferences are scheduled so
that teachers and parents have a chance to communicate needs and
accomplishments of a student. Academic Assessment Plans (AIP's) are
established for students who demonstrate a need for additional support
in a content area.

Students in grades 3-5 take the Reading and Mathematics FCAT (Florida
Comprehensive Achievement Test) each spring. Fourth graders also take
the FCAT Writing test and Fifth graders take the FCAT Science test.
Results are reported by the state to the school district, school and to
the parents prior to the end of the school year. In addition, these
results are also published in local newspapers and the school/district/
FLDOE website.

The FCAT tests students for comparison against the grade level
benchmarks of the Sunshine State Standards. The FCAT results evaluate
teaching practices as well as student performance. Textbooks and
materials used at PBES incorporate the Florida Sunshine State Standards
utilizing proven teaching practices help ensure that each student has
the opportunity for academic success.

**4. Sharing Success:** The teachers at Pensacola Beach Elementary are
committed to the continuing growth and development of their colleagues,
school and profession. The teachers collaborate with their peers and
other educational professionals to shape the culture of the school and
strengthen their schools' programs. The fifth grade teacher at PBES
works with other fifth grade teachers as well as the middle school
teachers to improve the scope and sequence of instruction, so, the
students successfully transition to middle school.

To ensure the greatest possible chance for success as students move from
a familiar to an unfamiliar setting, the kindergarten teacher works with
area pre-kindergarten teachers providing information regarding the
kindergarten curriculum and expectations. The lower elementary teachers
mentor and coach other educators from other schools in both Escambia and
Santa Rosa County in the areas of classroom organization, assessment
tools as well as mathematical instructional strategies and activities.
The third grade teacher at PBES is certified in guidance and E.S.E. and
shares experiences with other counselors and resource teachers regarding
custom-tailored instruction, integration of curricula and special
services for students with special needs. The PBES fourth grade teacher
has presented numerous papers at professional meetings. In addition, she
trains other teachers in both Escambia and Santa Rosa County in the area
of writing using the graphic organizer created and used school wide at
the beach school.

By interacting with others the teachers at Pensacola Beach Elementary
School improve their own effectiveness, expand their knowledge base and
improve the quality of educational programs not only at their school but
in the larger learning community.

**PART V - Curriculum and Instruction**

**1. Curriculum:** Pensacola Beach Elementary School's curriculum is
based on instructional programs developed through years of academic
study. Content and curriculum are applied to a diverse range of learners
using a variety of instructional approaches. Curriculum goals and
objectives are established based on the major ideas, concepts and themes
of a subject. Students are regularly engaged in activities that have
real outcomes and worth. Students make connections between and among
topics within and across the disciplines. Long term learning goals are
based on student needs and topics are connected to the student's lives.

Teachers provide academic tasks to explore, and they chose relevant
topics and quality materials that utilize the students' time wisely. A
wide range of materials and resources are created, adapted and used to
meet all students' learning needs ensuring that" No Child is Left Behind
". Students apply their knowledge, skills and understandings across the
subjects. Music and Visual Art are integrated into the curriculum
providing insight into other disciplines to stimulate imagination,
creativity and cognitive growth of the students. The arts are essential
life and future job skill and add to the classroom environment for their
aesthetic, intellectual, and perceptual values. Technology provides an
invaluable resource and tutorial practice.

*[Language Arts:]{.underline}* Reading and writing are regarded as a
reciprocal process at PBES and these two subjects are integrated. All
students explore written language in a variety of ways enabling them to
communicate effectively in society and to achieve personal goals.
Teachers incorporate strategies and skills in their instruction of the
writing process (prewriting, drafting, revising, editing and
publishing). Research based graphic organizers are used during the
planning stage of the writing process. To engage students in writing and
to encourage persistence of commitment, the teachers create writing
assignments around the students' interest and knowledge. To make writing
meaningful numerous writing experiences are provided (journals,
explanations to mathematical problems, newsletters, scientific
observations, historical events, etc...). Students are given the
opportunity to address audiences outside the classroom by participating
in local writing and speech contests.

[*Mathematics***:**]{.underline} The major concepts, procedures,
processes and ideas of mathematics include number systems and number
sense, computation, geometry, algebra, measurement, statistics and
probability. Each of these concepts comprises the math curriculum at
PBES. A research based instructional plan that activates prior
knowledge, provides guided practice, assessments, visual representation,
modeling, hands-on activities and step by step procedures, ensure that
all students acquire skills, strategies, and knowledge of the subject.
Manipulative and/or pictorial representations are used to establish
conceptual understanding and help students link the concrete to the
abstract. Students explore, invent, discover, and think critically about
mathematical relationships enabling them to perceive the value and
importance of mathematics. All students are challenged with open-ended
problems. As a result of this challenging approach, students discover
patterns in mathematics, create non-standard problem-solving methods,
articulate their thinking, justify their answers and apply mathematics
to real world problems in which math intersects with other subjects in
the curriculum.

*[Social Studies]{.underline}***:** History, civics, government,
economics, geography, culture as well as current issues and events in
the community, nation, and the world comprise the social studies
curriculum at Pensacola Beach Elementary School. To foster civic
competence, group activities are provided and civic involvement, social
responsibility, constitutional and democratic traditions. heritage,
values, rights and responsibilities that characterize good citizenship
are taught to all students. Students participate in community and school
service projects that contribute to the well being of the community.
These activities help students understand the democratic values that are
the core of the American system of government.

*[Science]{.underline}*: Students are taught the major science thematic
ideas -- systems, order and organizations, evidence, models, evaluations
and explanations, energy, constancy, patterns of change, scale and
measurement, evolution and equilibrium, and form and function using the
inquiry method. Physical Science, Earth Science and Life Science and
their relationship to one another and to the other disciplines comprise
the science curriculum at Pensacola Beach Elementary.

**2. Reading Curriculum:** The use of Scientifically-Based Reading
Research found in the National Reading Panel Report and in the No Child
Left Behind legislation provides the foundation for the reading programs
and curriculum at Pensacola Beach Elementary School. Solid, explicit and
systematic instruction in the five reading component areas of phonemic
awareness, phonics, vocabulary development, reading fluency and reading
comprehension are used throughout the school. Differentiated instruction
such as whole class, small groups and one-on-one teaching is provided to
meet the students' reading needs. Students are engaged in guided
reading, shared reading, independent reading and read alouds to develop
reading skills, knowledge and strategies. Students are grouped based on
their reading needs at all grade levels to improve areas of weakness and
to expand areas of strength. To maintain the high reading standards that
have been established at Pensacola Beach Elementary School, regular
reading assessments are conducted to identify the reading needs of the
students and to provide instructional interventions to address these
reading needs. All students are provided access to a variety of texts in
various genres including works with varied perspectives and different
ethnic and cultural traditions to develop the student's analytical
skills and strategies. All students at Pensacola Beach Elementary School
are taught to read for different purposes including for critical
understanding of a topic, essential information and for personal
pleasure. Teachers at Pensacola Beach Elementary School strive to
instill in their students an intrinsic motivation to read by providing
various leveled (classroom leveled books, Wordly Wise vocabulary
program, software programs), age appropriate, and high interest reading
materials.

**3. Science Curriculum:** Earth Science, Life Science, and Physical
Science and their relationship to one another and to other disciplines
comprise the science curriculum at Pensacola Beach Elementary School.
Students are taught the major thematic ideas - systems, order and
organizations, evidence, models, evaluations and explanations, energy,
constancy, patterns of change, scale and measurement, evolution and
equilibrium, and form and function using the inquiry method. Students
are provided direct experiences to build understanding. Cooperative
learning experiences and group projects encourage students to discuss
and share scientific discoveries. Through projects and hands on
activities, students develop important scientific concepts and themes.
Located on a barrier island, science lessons are often taught "on site".
Community members - EPA Agencies, National Park Rangers, Santa Rosa
Island Authority, W.E.A.R. weather channel, geologist, biologists,
businesses (Roy Hyatt Environmental Studies Center, Recycling Center,
American Dermatology), and the local university (University of West
Florida and Pensacola Junior College - professors and students) are used
to enrich the science curriculum at Pensacola Beach Elementary School.

**4. Instructional Methods:** Pensacola Beach Elementary School provides
excellent, innovative instructional methods in order to ensure that
annual learning gains are made by each student. A wide variety of best
teaching practices are in place. Learning environments are created that
recognize and value different learning styles. Teachers help to build
each child's self confidence through praise and positive reinforcement.
A strong connection with the parents and members of the community lends
itself to a "family" atmosphere at the school.

Teachers provide direct instruction of material and allow for guided
practice either individually or in small, cooperative groups. Students
are given opportunities to work in collaborative groups with their peers
(science, Sunshine Math), with multi-aged partners (reading and writing
buddies) and independently to acquire content knowledge and social
skills. Real life situations and multiple step solutions are used for
mathematical reasoning and higher order thinking skills, while
manipulative materials are used to introduce or re-teach essential math
concepts. The inquiry method is used to provide students the opportunity
to observe, communicate, compare, generalize and hypothesize in
physical, life and earth science. The uniqueness of the barrier island
where the school is located provides for an interactive, living
laboratory in which to study. The value of collaborative and cooperative
groups are used in social studies as students work together to
understand democratic processes, historical events, and current social
studies issues. Integrating the content areas across the curriculum and
across grade levels makes the subject more relevant and reiterates the
value of cooperation, teamwork, consideration and tolerance. Extending
our school day by twenty-five minutes has given each student an
opportunity to work in the computer lab on curriculum related research
or conceptual skills. Improving student learning is always foremost in
our teachers' instructional plans.

**5. Professional Development:** To strengthen the effectiveness and
quality of their practice and to stay abreast of developments in the
profession the teachers at Pensacola Beach Elementary School regularly
attend professional development programs. All of the teachers at the
school recognize the value of professional development programs and
continuously attend programs at the county and state level. Therefore,
they continuously attend programs in the county and state level to
improve the school and to advance their knowledge and practice in their
field.

The desired impact of the professional development programs (PDP) at
Pensacola Beach Elementary School is to improve student achievement and
increase academic gains. Teachers attend a variety of professional
development programs to ensure that this goal is met. One of the
professional development programs that have resulted in academic gains
in reading is the DIBELS (Dynamic Indicators of Basic Early Literacy
Skills) reading diagnostic program. This diagnostic assessment program
identifies students who demonstrate a weakness in reading. Intervention
and remediation programs were established and implemented to improve
these reading deficits. Early intervention provides students with
additional resources, opportunities, and experiences to develop their
phonemic awareness, decoding skills, vocabulary building, comprehension
and fluency which directly impacts their ability to construct meaning
from a text and thus improves their reading skills.

The Differentiated Instruction, C.R.I.S.S., and Cooperative Learning
professional development programs have provided insight into
instructional practices and provide a variety of methods to meet the
diversified needs of the students. The impact of cooperative learning
groups provides students with an understanding, appreciation and respect
for opposing points of view, as well as developing an appreciation for
well-supported opinions and sensitivity to differences. Additionally,
students heighten their awareness of diversity and gain a greater
ability to cooperate with their peers. The impact on student achievement
from these programs has been an increase in student participation, class
discussions, more time on task, and therefore, less time spent resolving
behavior issues.

The Curriculum Mapping professional development program provided the
teachers a format to use in their review of their grade level curriculum
regarding "gaps" or "repetition" of subjects. The school's academic
programs were evaluated and redesigned to improve the quality and
effectiveness of the curriculum. The impact of the Curriculum Mapping
program on student achievement is an integrated curriculum which engages
students in applied activities so that concepts are learned in context.
The curriculum is now more relevant and meaningful to the students and
thus results in an increase in achievement on classroom assessments.

Professional Development Programs in the area of mathematics have
provided more "hands on" activities for the students to acquire
mathematical skills and knowledge. The activities reinforce the
relevance of math in the daily lives of the students. As a result,
student achievement in the content area of mathematics and the
application of mathematics across the disciplines has improved.

All of the teachers have attended the Success Maker technology workshop
in order to implement a school wide reading and math tutorial program.
Drill and practice is provided to each student at their individual level
in both reading and math. Customized courses are designed based on the
individual performance of each student. Student achievement has
increased as reflected in both county and state standardized tests as
well as classroom assessments. Academic gains have been made for 100% of
our student population in both reading and math.

**PART VII - ASSESSMENT RESULTS**

**Pensacola Beach Elementary Charter School, Pensacola Beach, FL**

**STATE CRITERION-REFERENCED TESTS**

Subject\_[READING]{.underline}\_\_ Grade\_\_[3]{.underline}\_\_
Test\_[Florida Comprehensive Assessment Test (FCAT-SSS)]{.underline}

Edition/Publication Year\_[2004-2006]{.underline}\_
Publisher\_\_[Florida Department of Education]{.underline}\_\_\_\_\_\_

Source: http://fcatresults.com/demog

  --------------------------------------------- -------- -------- --------
                                                2006     2005     2004

  Testing month                                 March    March    March

  **SCHOOL SCORES\***                                             

  \% "Meeting" plus "Exceeding" State Standards 100      100      85

  \% "Exceeding" State Standards                80       50       53

  Number of students tested                     20       16       38

  Percent of total students tested              100      100      100

  Number of students alternatively assessed     0        0        0

  Percent of students alternatively assessed    0        0        0
  --------------------------------------------- -------- -------- --------

**\* % "Meeting" and "Exceeding" State Standards = % scoring level 3, 4,
and 5**

**% "Exceeding" State Standards = % scoring level 4 and 5**

**Pensacola Beach Elementary Charter School, Pensacola Beach, FL**

**STATE CRITERION-REFERENCED TESTS**

Subject\_[READING]{.underline}\_\_ Grade\_\_[4]{.underline}\_\_
Test\_[Florida Comprehensive Assessment Test (FCAT-SSS)]{.underline}

Edition/Publication Year\_[2004-2006]{.underline}\_
Publisher\_\_[Florida Department of Education]{.underline}\_\_\_\_\_\_

Source: http://fcatresults.com/demog

  --------------------------------------------- -------- -------- --------
                                                2006     2005     2004

  Testing month                                 March    March    March

  **SCHOOL SCORES\***                                             

  \% "Meeting" plus "Exceeding" State Standards 84       92       86

  \% "Exceeding" State Standards                37       49       53

  Number of students tested                     19       37       15

  Percent of total students tested              100      100      100

  Number of students alternatively assessed     0        0        0

  Percent of students alternatively assessed    0        0        0

                                                                  
  --------------------------------------------- -------- -------- --------

**\* % "Meeting" and "Exceeding" State Standards = % scoring level 3, 4,
and 5**

**% "Exceeding" State Standards = % scoring level 4 and 5**

**Pensacola Beach Elementary Charter School, Pensacola Beach, FL**

**STATE CRITERION-REFERENCED TESTS**

Subject\_[READING]{.underline}\_\_ Grade\_\_[5]{.underline}\_\_
Test\_[Florida Comprehensive Assessment Test (FCAT-SSS)]{.underline}

Edition/Publication Year\_[2004-2006]{.underline}\_
Publisher\_\_[Florida Department of Education]{.underline}\_\_\_\_\_\_

Source: http://fcatresults.com/demog

  --------------------------------------------- -------- -------- --------
                                                2006     2005     2004

  Testing month                                 March    March    March

  **SCHOOL SCORES\***                                             

  \% "Meeting" plus "Exceeding" State Standards 86       100      87

  \% "Exceeding" State Standards                47       54       43

  Number of students tested                     36       13       23

  Percent of total students tested              100      100      100

  Number of students alternatively assessed     0        0        0

  Percent of students alternatively assessed    0        0        0
  --------------------------------------------- -------- -------- --------

**\* % "Meeting" and "Exceeding" State Standards = % scoring level 3, 4,
and 5**

**% "Exceeding" State Standards = % scoring level 4 and 5**

**Pensacola Beach Elementary Charter School, Pensacola Beach, FL**

**STATE CRITERION-REFERENCED TESTS**

Subject\_[MATH]{.underline}\_\_ Grade\_\_[3]{.underline}\_\_
Test\_[Florida Comprehensive Assessment Test (FCAT-SSS)]{.underline}

Edition/Publication Year\_[2004-2006]{.underline}\_
Publisher\_\_[Florida Department of Education]{.underline}\_\_\_\_\_\_

Source: http://fcatresults.com/demog

  --------------------------------------------- -------- -------- --------
                                                2006     2005     2004

  Testing month                                 March    March    March

  **SCHOOL SCORES\***                                             

  \% "Meeting" plus "Exceeding" State Standards 100      100      84

  \% "Exceeding" State Standards                80       50       63

  Number of students tested                     20       16       38

  Percent of total students tested              100      100      100

  Number of students alternatively assessed     0        0        0

  Percent of students alternatively assessed    0        0        0
  --------------------------------------------- -------- -------- --------

**\* % "Meeting" and "Exceeding" State Standards = % scoring level 3, 4,
and 5**

**% "Exceeding" State Standards = % scoring level 4 and 5**

**Pensacola Beach Elementary Charter School, Pensacola Beach, FL**

**STATE CRITERION-REFERENCED TESTS**

Subject\_[MATH]{.underline}\_\_ Grade\_\_[4]{.underline}\_\_
Test\_[Florida Comprehensive Assessment Test (FCAT-SSS)]{.underline}

Edition/Publication Year\_[2004-2006]{.underline}\_
Publisher\_\_[Florida Department of Education]{.underline}\_\_\_\_\_\_

Source: http://fcatresults.com/demog

  --------------------------------------------- -------- -------- --------
                                                2006     2005     2004

  Testing month                                 March    March    March

  **SCHOOL SCORES\***                                             

  \% "Meeting" plus "Exceeding" State Standards 89       86       87

  \% "Exceeding" State Standards                26       49       47

  Number of students tested                     19       37       15

  Percent of total students tested              100      100      100

  Number of students alternatively assessed     0        0        0

  Percent of students alternatively assessed    0        0        0
  --------------------------------------------- -------- -------- --------

**\* % "Meeting" and "Exceeding" State Standards = % scoring level 3, 4,
and 5**

**% "Exceeding" State Standards = % scoring level 4 and 5**

**Pensacola Beach Elementary Charter School, Pensacola Beach, FL**

**STATE CRITERION-REFERENCED TESTS**

Subject\_[MATH]{.underline}\_\_ Grade\_\_[5]{.underline}\_\_
Test\_[Florida Comprehensive Assessment Test (FCAT-SSS)]{.underline}

Edition/Publication Year\_[2004-2006]{.underline}\_
Publisher\_\_[Florida Department of Education]{.underline}\_\_\_\_\_\_

Source: http://fcatresults.com/demog

  --------------------------------------------- -------- -------- --------
                                                2006     2005     2004

  Testing month                                 March    March    March

  **SCHOOL SCORES\***                                             

  \% "Meeting" plus "Exceeding" State Standards 83       69       70

  \% "Exceeding" State Standards                61       43       47

  Number of students tested                     36       13       23

  Percent of total students tested              100      100      100

  Number of students alternatively assessed     0        0        0

  Percent of students alternatively assessed    0        0        0
  --------------------------------------------- -------- -------- --------

**\* % "Meeting" and "Exceeding" State Standards = % scoring level 3, 4,
and 5**

**% "Exceeding" State Standards = % scoring level 4 and 5**