Raymore Elementary School

 

School Information

School Name: Raymore Elementary School
School Address: 500 S Madison, Raymore, MO 64083
School Phone: 816-892-1925
School Fax: 816-892-1926
Principal: Susan M. Romeo
Principal email: sromeo@raypec.k12.mo.us

 

Demographics

Number of Students:  470 K-4
Number Eligible for Free and Reduced Lunch:  24.6%
Percent of Limited English Proficient:  .0063%
Percent of Special Education:  NA
Racial/Ethnic Percentages:

- White:  85.7%
- Black:  9.6%
- Hispanic:  2.2%
- Asian/Pacific Island:  2.4%
- Indian: .2%
- Other:  NA

 

Student Achievement Data:

Missouri Assessment Program Adequate Yearly Performance (AYP):
Communnication Arts Proficient and Advanced

Grades: 3-4	All RE Students	Black	F&R Lunch	IEP	State AYP Target
2001-02	46.8	50		0	18.4
2002-03	30.1	0	23.1	25	19.4
2003-04	51.0	40	46.7	25	20.4
2004-05	41.4	20	27.3	14.3	26.6
2005-06	56.8	31.6	51	27.3	34.7
2006-07	66.0	41.7	40	31.6	42.9
2007-08	57.1	31.3	40.4	45.8	51.0

Missouri Assessment Program Adequate Yearly Performance (AYP):
Mathematics Proficient and Advanced

Grades: 3-4	All RE Students	Black	F&R Lunch	IEP	State AYP Target
2001-02	31.5	11.1		0	8.3
2002-03	27.8	100	20	0	9.3
2003-04	28.2	0	17.6	0	10.3
2004-05	45.5	20.0	39.1	0	17.5
2005-06	59.3	36.8	49.0	38.1	26.6
2006-07	63.3	25.0	42.5	36.8	35.8
2007-08	59.2	31.3	50.0	50	45.0

Missouri Assessment Program–Percent of students scoring Proficient and Advanced

	School/State
Grade: 3	Communication Arts	Mathematics
2005-06	56.3/43.3	67.2/44.0
2006-07	67.4/43.3	69.0/45.3
2007-08	52.3/40.9	58.7/44.3

 

	School/State
Grade: 4	Communication Arts	Mathematics
2005-06	55.2/44.7	46.5/44.1
2006-07	58.7/46.3	52.9/45.7
2007-08	60.3/45.6	58.0/44.7

 

Please comment on any aspect of the data that you believe is particularly significant.

After taking the helm at Raymore Elementary in the summer of 2003, it was discovered that only 30.1% of our students had scored in the top two levels on the Missouri Assessment Program (MAP) test. In very short order, it was clear that the focus in recent years had not been on best teaching practices and continual school improvement. Due to the opening of a new school in our district which facilitated a number of intra-district transfers, Raymore Elementary was fortunate to hire eight new teachers for the 2003-2004 school year. Many of these teachers were well-trained and experienced and came to the Raymore-Peculiar District wanting to make a difference for students. In the first year, we spent much of our energy on re-norming the school, developing appropriate structures, and beginning to look at assessment data. Upon examining the data, it was clear our faculty had a lot of work ahead of us.

In order to begin addressing our “current reality” in the first year, we read articles about Professional Learning Communities to bring the staff on board with the idea of becoming a PLC. In the second year, we read Getting Started: Reculturing Schools To Become Professional Learning Communities, wrote and received a grant through the Kansas City Regional Professional Development Center (KCRPDC) for PLC training, and sent a team of teachers to a week-long PLC summer training. From that time forward we worked at accomplishing full implementation of PLC philosophies and practices.

While we recognize that we will never fully arrive at destination PLC, we know we have made great strides! One of our greatest accomplishments is that our 2007 MAP Communication Arts AYP score was more than double our 2003 score! In 2003, only 30.1% of our students scored in the top two levels on the MAP. In 2007 our scores indicated 66.0% of our students scored in the top two levels. Our staff attributes these gains to our adoption of Professional Learning Communities philosophies and practices. Overall, we have experienced steady gains in both Communication Arts and Mathematics since 2003.

We note there was a drop of student achievement in third grade. We attribute this to a number of staffing changes in that grade level. We have addressed the issue, have taken steps to assist the team, and expect the results to improve in 2009.

 

Please present additional information that indicates your efforts to build a professional learning community have had a positive impact on students and/or teachers.

Raymore Elementary is one of six elementary schools in the Raymore-Peculiar School District. Raymore Elementary has a student population of approximately 465 students and provides for the education of students in grades kindergarten through fourth grade. In addition, Raymore Elementary houses the district’s Early Childhood Program, Early Childhood Special Education, Parents As Teachers, and the Panther Cub Academy pre-school program. Fine arts, physical education, and computer training are provided to students daily, on a rotation basis. In addition, Raymore Elementary provides special education services to about 10% of our school population each day. The YMCA operates a before and after school daycare program at our school. In all, there are approximately 75 employees dedicated to providing a quality educational experience to the students at Raymore Elementary.

The 2008-2009 teaching staff is committed to high academic standards and continues to work toward full implementation of Professional Learning Communities philosophies and practices. Raymore Elementary posted increased MAP scores in all areas for 2007 with slight declines 2008. In addition, Raymore Elementary has more than doubled its Annual Yearly Progress (AYP) score over the past six years. The staff works collaboratively to meet the needs of each student and believes strongly in school improvement processes. Raymore Elementary teachers have become quite adept at collecting and analyzing student data in order to ensure quality instruction that meets the needs of every student. Analysis of recent data has led the staff to continue its focus on Guided Reading, the processes of effective writing, and heavy emphasis on hands-on mathematics strategies. The faculty is confident that these efforts will increase student learning and continue to raise standardized test scores.

As a PLC, teachers work together to ensure that each student masters state and local curriculum. Teacher teams collaborate weekly to develop lessons that correlate with key curriculum concepts. Teams also analyze student assessment data and plan for students who require more time and support to master key concepts. Reading is taught through flexible grouping in order to meet the specific reading needs of each student (Guided Reading). Teachers meet with struggling readers 4-5 times per week to work on core reading skills. Advanced readers meet with the teacher 3-4 times per week and are given more challenging reading assignments. In mathematics, flexible grouping is used in both third and fourth grades. Second through fourth grade math students are pre-assessed and placed in groups based on individual needs. This allows teachers to instruct students at their level for each particular unit. This method also allows more enrichment possibilities for students who excel in mathematics. Students who need more time and support to master curriculum are generally referred to work with either the Reading Interventionist or Teacher Associate. The Reading Interventionist provides remediation in reading for kindergarten through second grade, while the Teacher Associate works with third and fourth grade students in small groups for skill remediation in communication arts and mathematics.

Raymore Elementary began writing formative common assessments four years ago after participating in the Kansas City Regional Professional Development PLC training that addressed the power of formative common assessments. Since then, we have been off and running with writing our formative common assessments and get better at it each year. We have had an amazing journey with learning how to construct quality common assessments and rubrics. Each year our test construction improves. Recently, we spent time analyzing our building level common assessments for Depth of Knowledge.

Every teacher at Raymore Elementary participates on a Vertical Team, regardless of what they teach. There are four vertical team; Reading, Writing, Vocabulary, and Mathematics. Each year we analyze our student achievement data in the fall and select an objective for each team to focus on for the school year (and early into the next school year). As AYP is based on MAP scores in the state of Missouri, we typically use MAP data as the basis for goal setting. Each vertical team selects an area in which our students did not score as well as we would have liked on the MAP Test.

Smart Goals are written and become the basis for our annual School Improvement Plan. After the SIP is developed, each Vertical Team takes a day to write what we call “SIP Assessments”. SIP Assessments are given every five to six weeks following a sequence of lessons aimed at the Smart Goals. Each grade level/department puts together an annual “SIP Teaching Plan” that outlines the lessons that will be taught to address the Smart Goals. The SIP Teaching Plans and SIP Assessments join together to help us improve our student achievement in areas where we were not happy with our results from the year before. We have found this work to be both effective and bonding for our faculty. EVERY teacher participates in the process. Classroom teachers teach the lessons and assess students. The special area teachers help score the assessments and enter the data into spreadsheets. Each team then compiles data on every student and shares it at Vertical Team meetings. Teams present both student level data and summarizing data at meetings. Each team maintains a notebook and submits a copy of the data to the principal at the end of each cycle.

In addition, grade level teams develop common formative assessments. The assessments are usually more unit-based and serve to drive classroom instruction. These types of common assessments are also the basis for grouping students for instruction within a particular unit of study.

The Raymore-Peculiar School District has established formative common assessments in the areas of Reading, Writing, Mathematics, Phonemic Awareness and Social Studies. In recent years, teachers at Raymore Elementary have worked on ways to use common assessment data to improve instruction and student achievement. Teachers have spent considerable time practicing the scoring of common assessments in order to have consistency across grade levels.

Raymore Elementary teachers and staff value parent participation in the educational process. Every teacher works to keep open lines of communication with parents by returning phone calls and e-mails within 24 hours. Written communication is also important and student agendas are utilized in grades 1-4. In addition, each Raymore Elementary classroom teacher sends out a parent newsletter at least twice monthly, with most teachers sending newsletters home weekly. Parents are also encouraged to volunteer at Raymore Elementary by participating in the Tiger Trainers program. Tiger Trainers are parents who work with students on a 1-to-1 basis or with small groups of students to reinforce skills. Our teachers believe it is important to utilize parent volunteers to work with students rather than complete clerical tasks for teachers. Our Parent Communication Committee is working to grow this program in upcoming years. The Raymore Elementary Diversity Committee is also working on a program to welcome new students to our school as our student population has become increasingly diverse in recent years. PTA is yet another way parents can become involved at Raymore Elementary. The Raymore Elementary PTA is a very active and vital part of our school organization with over 300 members. The PTA holds many events throughout the school year to encourage and enable parents to be part the educational process.

In summary, Raymore Elementary is committed to the academic success of each student. Raymore Elementary staff members continue to focus on becoming a fully functioning PLC and use the four questions of a PLC to guide our daily work. Our immediate school improvement goals are to ensure that at least 65% of our students are in the top two MAP achievement levels in 2009, with 80% in the top two levels as a long-term goal.

Mission of Raymore Elementary School

“At Raymore Elementary, the staff will maximize each student’s learning and success.”

Vision of Raymore Elementary School

We envision a school in which:

- Staff will unite to achieve a common purpose and clear goals through collaborative teams;
- Staff will seek and implement effective strategies to maximize each student’s achievement on a continuous basis;
- Staff will monitor each student’s progress;
- Staff will demonstrate a personal commitment to each student’s academic success, general well-being, and self-esteem;
- Staff will ensure a safe and orderly environment in which students will find success;
- Students will take responsibility for their success in school;
- Families and community will understand and support the school’s mission.

Collective Commitments of Raymore Elementary School

In order to achieve the vision of a school that functions as a Professional Learning Community, Raymore Elementary Staff have made the following collective commitments. Our school community will:
- Be enthusiastic learners;
- Utilize a variety of instructional strategies to promote maximum student success;
- Effectively use Missouri Department of Elementary and Secondary Education Grade Level Expectations and Raymore-Peculiar School District curriculum guides in order to provide a balanced academic program;
- Nurture positive relationships with Raymore Elementary families to facilitate participation in their children’s education;
- Facilitate a school environment where students work independently and with others in an atmosphere that is inclusive, fair, safe, and caring;
- Will conduct themselves in dress, actions, and demeanor congruent with the Raymore Elementary mission, vision, and commitments.

Raymore Elementary School Goals 2008-2009

- All students will improve their communication arts skills each year, and 65% of students taking the MAP test will score in the top two levels in 2008.
- All students will improve their mathematics skills each year, and 65% of students taking the MAP test will score in the top two levels in 2008.
- Raymore Elementary will collaborate as a Professional Learning Community to meet the needs of each student in a positive learning environment.

 

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

1. Monitoring student learning on a timely basis.
- Grade Level Collaboration – Twice Weekly – emphasis on student progress
- Reading, Writing, Vocabulary, and Math Vertical Teams – Meet Monthly
- Building Common Assessments tied to School Improvement Plan goals (SIP Assessments)
- Literacy Board tracks reading progress of each student – progress is graphed and submitted to staff quarterly
- District Common Assessments – Quarterly for Communication Arts, Science, and Social Studies. By unit for Mathematics.
- Principal Walk-Throughs – At least three per week per classroom, often daily
- Collegial Walk-Throughs – Each teacher completes three per semester
- Pre and Post Testing for Math Units – Flexible grouping is used to differentiate instruction to meet the needs of students
- Fountis and Pinnell Reading Assessment given to all K-4 students twice yearly
- STARR Reading Test – quarterly
- SRI Reading Assessments - quarterly

2. Creating systems of intervention to provide students with additional time and support for learning.
- Daily Guided Reading with Running Records and Independent Reading Checks for each student
- Student Assistance Team meets monthly basis to collaborate and plan for regarding at-risk students
- Daily Guided Reading with Running Records and Independent Reading Checks for each student
- Students work with the Teacher Associate and Reading Interventionist based on individual needs – flexible grouping as much as possible
- Pre and Post Testing for Math Units – Flexible grouping is used to differentiate instruction to meet the needs of students
- Students may attend the Panther Promise Summer School program if data indicates intervention is needed – All students may attend regular summer school and a large percentage of your students do
- Students participate in after school tutoring programs based on reading and math scores – district provides transportation
- Every student is greeted and triaged at the classroom door each morning (teacher and student shakes hands/hug, look each other in the eye, exchange a formal greeting, visit briefly, etc.)
- The BIST behavior management system is used with all students at Raymore Elementary. All teachers have had formal training in order to run classrooms that focus on discipline with dignity, caring relationships, accountability, and support for students. Many students are placed on individual BIST plans in cooperation with parents in order to encourage positive attitudes and behavior.
- High School A+ Tutors and Cadet Teachers work with students individually and in small groups daily
- Tiger Trainer parent volunteers work with students individually or in small groups
- Youthfriend community volunteers mentor students one-on-one (new program this year)

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.
- The annual PD calendar is developed in June prior to the school year in order to align all Professional Development Activities, Faculty Meetings, Vertical Team Meetings, and BLT (Building Leadership Team) Meetings
- Daily 55 minute collaboration periods for classroom teachers
- Weekly district-wide collaboration for special area teachers
- All PD revolves around building school improvement goals – Math, Communication Arts, and Professional Learning Communities
- Teachers only attend conferences that align with the SIP (School Improvement Plan)
- Staff members are encouraged to explore leadership opportunities by heading up work teams or organizing events that support students
- Every teacher (including fine arts, computer, etc.) serves on a Vertical Team and participates in the school improvement processes and data analysis
- Each team must submit a Collaboration Team Meeting form weekly – Each teams’ information is summarized in the weekly bulletin and team forms are hung on the bulletin board in the office
- Teachers meet with Instructional Coach and Principal regularly
- Collaborative Walk-Throughs are completed by teachers each semester
- Principal visits each classroom at least three times per week and consults with teachers regarding these visits as needed
- The PBTE (Performance Based Teacher Evaluation) tool serves as a springboard for many instructional conversations – the new evaluation instrument is organized around the four questions of a PLC
- Processes and practices are monitored closely and reflected upon regularly (ex: review of team notes, lesson plans, pacing guides, building-level assessments, etc.)

 

List awards and recognitions your school has achieved:

- Ray-Pec Team MVP – For Achieving the Highest Total AYP Results in the District for Communication Arts and Mathematics – 2007
- Ray-Pec Champion Bronze Medal for Outstanding AYP Subgroup Performance in Communication Arts and Mathematics