• Category 1

    Selected in 2022

  • Grades: k - 3
    School Setting: suburban
    Town Population: 13
    Student Enrollment: 750
    Student Demographics:

    Black/African American: 28%
    White/Caucasian: 41%
    Hispanic: 12%
    Hawaiian/Pacific Islander: 0%
    Asian: 10%
    Native American: 1%
    Other: 8%

    Teacher/Student Ratio: 1:22
    % Reduced Lunch: 64.5%
    % ELL Learners: 12.8%
    Founded: 1981
  • PRINCIPAL:
    Melissa Quave
  • CONTACT:
    4540 Brodie Rd
    D'Iberville, MS 39540
    228-392-2803
    MQuave@harrison.k12.ms.us
D'Iberville Elementary School
D'Iberville, MS
"The D'Iberville Elementary philosophy is based on the belief that it is imperative to encourage students to grow both emotionally and academically."
1. Tell us about your school’s success.
The D'Iberville Elementary philosophy is based on the belief that it is imperative to encourage students to grow both emotionally and academically. This is demonstrated through high expectations, standards-based instruction, and being student centered to meet the needs of each individual student. By having quality instruction and monitoring student progress, the school has seen gains in closing individual achievement gaps. The goal is to identify and intervene as early as kindergarten. Each year the expectation is to exceed the annual growth. DES implements strategies that foster learning. Strategies include: differentiated instruction, vertical planning, interventions, parent communication, wellness programs, and the incorporation of technology. Success of the students and faculty at D'Iberville Elementary School cannot be attributed to just one or two factors. It is understanding that failure is not an option and continuing to push forward regardless of the obstacles set in the path.
2. Talk about the greatest contributing factor(s) that promoted positive change in your school.
The most instrumental practice at DES is closing individual achievement gaps by cultivating a data driven culture. Through weekly Professional Learning Community meetings, the Instructional Coach and administrators, teachers discuss student data from weekly common assessments, benchmark testing, and weekly progress monitoring. The PLC meetings begins with analyzing school-level data and ends with the discussion of individual student data. The team pinpoints conceptual or procedural gaps by reviewing unmastered standards and creating a plan for remediation for all students below the 50th percentile. Grade level and cross-grade level teams collaborate to develop strategies to meet the needs of students and reduce the achievement gap of each student. Once the gaps are identified the teachers and tutors use flexible grouping, multi-grade groupings, and walk to learn. All of these interventions provide immediate and constructive feedback.
3. How has ESEA funding supported the school's success?
Funding through ESEA has been instrumental to our school’s success. Resources have been purchased to aid in student instruction, interventions, and incentives. Saxon Phonics is used as our core phonics instruction in kindergarten through 2nd grade. Heggerty is used to teach phonemic awareness in our lower grades and used as an intervention tool. At DES, we believe in providing incentives for both academics and behavior. Title tutors were hired to work with struggling students. Teachers and tutors worked together to analyze progress monitoring and made prescriptive changes based on the data. DES’s Instructional Coach (IC) is also funded through title money. The IC leads all PLC meetings, works with teachers to design interventions specific to individual students’ needs, and attends training opportunities to bring those ideas and strategies back to teachers. As additional support, DES has utilized ESEA funding to hire consultants from Kids First to provide coaching and training.
4. What professional development activities were used to improve teaching and learning?
The goal of professional development at DES is to improve student achievement. Teachers play an active role in professional development. The responsibilities are distributed among the various teachers at each grade level. Consultants are brought in to assist as needed. Consultants have model taught lessons and provided training on to the most effective ways to teach reading and writing. The administration and Instructional Coach hold weekly PLC meetings and monthly faculty meetings. Meetings focus on assessment data, common assessments, and standards. The IC also attends various professional development meetings put on by Harrison County District office and then provides training to the teachers. Grade level teachers also participate in Harrison County School District PLC groups to collaborate and share ideas.
5. Talk about the cultural shift leading up to your school's success.
DES has created a culture of school responsibility for closing the achievement gap for all students. Students are given personal goals and students track mastery of these goals. Students are recognized and rewarded for both achievement and growth. Data boards are in every classroom and serve as a visual model to track student proficiency. According to the 2010 U.S. Census, the city population increased 24% over a 10-year period. Some of the challenges were a result of Hurricane Katrina and the B.P. Oil Spill. As a result of the changes in the community over the past ten year, the enrollment has increased, the English Learners has increased, and the economically disadvantaged population has increased. Due to these changes, the faculty and staff had to evolve and adapt to accommodate the new wave of incoming students. D'Iberville Elementary School is committed to excellence and continued growth in students achievement as lifelong learners.
6. How has community involvement strengthened your success?
DES encourages all parents to play an active role in their child's education. The school has worked to build a partnership with the community. DES teachers and staff provide parents with weekly newsletters and a monthly calendar with events and happenings in the school and community. Families are provided opportunities monthly with events, such as Open House, Meet and Greet, Family Reading Night, and Award Ceremonies. DES also held a Parent Night this year. We also have parents and community members serve on various committees, such as our school's Wellness Committee, Drop-Out Prevention, and Title committees. D'Iberville Elementary School is grateful for the amount of community involvement it receives. School supplies are donated each year from multiple businesses and organizations to ensure students are prepared for the upcoming school year. The Backpack Program provides food weekly for students in need at the school.
Stats
  • Category 1

    Selected in 2022

  • Grades: k - 3
    School Setting: suburban
    Town Population: 13
    Student Enrollment: 750
    Student Demographics:

    Black/African American: 28%
    White/Caucasian: 41%
    Hispanic: 12%
    Hawaiian/Pacific Islander: 0%
    Asian: 10%
    Native American: 1%
    Other: 8%

    Teacher/Student Ratio: 1:22
    % Reduced Lunch: 64.5%
    % ELL Learners: 12.8%
    Founded: 1981
  • PRINCIPAL:
    Melissa Quave
  • CONTACT:
    4540 Brodie Rd
    D'Iberville, MS 39540
    228-392-2803
    MQuave@harrison.k12.ms.us