Raymore Elementary is one of six elementary schools in the Raymore-Peculiar School District. Raymore Elementary has a student population of approximately 480 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 which serves a growing number of students, currently approximately 160. Fine arts, physical education, counseling and library lessons, and computer training are provided to students daily, on a rotation basis. In addition, Raymore Elementary provides special education services to about 7% of our school population each day. In all, there are approximately 75 employees dedicated to providing a quality educational experience to the students at Raymore Elementary.

Our PLC journey began in 2005 with a focus on devleoping our guiding principles along with our mission, vision, and collective committments. We then moved to an intentional focus on academic progress for each child. As this change from "teaching" to "learning" began to transform, we then saw the power in true collaboration. Our next steps in the journey led us to the implementation of powerful collaboration.  The 2016-17 teaching staff is committed to high academic standards and continues to work toward full implementation of Professional Learning Communities philosophies and practices. At Raymore Elementary we have collectively developed our mission and vision statements as a building.  We revisit our mission and vision regularly to ensure all staff members’ personal mission and vision statements are in line with our building’s mission and vision. When our teams collaborate they have posted and referred to “Belief Boards” to help ensure all team members have common beliefs and keep a focus on our mission and vision.  Our mission and vision guide our school improvement plans/Plan Do Study Act (PDSA), professional development, daily collaboration, and lesson plans.  Student achievement goals, literacy goals, technology goals, and culture goals are all set, reviewed, and reflected on through a consistent process.  Our efforts have made a positive impact on our school culture that keeps a focus on “what is best for students”.  

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. We partner with the Kansas City RPDC which provides us ongoing collaboration and training that is needed to develop, enhance, and maintain continuous improvement within a professional learning community.  

Mission of Raymore Elementary School:

“Preparing each student for a successful and meaningful life.”

Vision of Raymore Elementary School:

“Turning today’s learners into tomorrow’s leaders.”

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:

• We are committed to consistency & accountability for each student's success.

• We are committed to a system of support for students and adults.

• We are committed to a safe, trusting and collaborative environment.

• We are committed to best practices.

• We are committed to high expectations for learning, behavior and citizenship.

• We are committed to quality communication & positive relationships with all stakeholders

• We are committed to effective communication regarding student progress.

• We are committed to data-driven decision making.

• We are committed to appropriate use of appropriate channels for communication.

• We are committed to a guaranteed (consistent) and viable (doable) curriculum.

• We are committed to maintaining fiscal responsibility while improving student achievement.

1. Monitoring student learning on a timely basis.

• Building Leadership Team meets twice a month to monitor the progress of grade level data targets and the progress of building goals as outlined in the Plan Do Study Act (PDSA) - School Improvement Plan 
• Grade Level Collaboration – everyday– emphasis on student progress and deep planning using data
• Grade level teams participate in data cycles
• Standards-referenced grading is used to assess students formatively on their response to instruction – Flexible grouping is used to differentiate instruction to meet the needs of students
• Goal setting and tracking is used with students to allow self monitoring to reflect progress
• Grades K-4 take the NWEA benchmark assessment three times during the school year in the fall, winter, and spring in the areas of reading fluency, reading comprehension, and mathematics (computation), and mathematics (problem solving) 
• Fauntas and Pinnell Reading Assessment given to all K-4 students annually with running records to progress monitor
• Pathways to Reading benchmark assessments given to all K-2 students quarterly to assess phonic skills 

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
• Monthly RTI Collab analyzes students response rate to intervention and uses this data in conjunction with teacher referral to refer a student to our Student Assistance Team (SAT)
• SAT meets monthly basis to collaborate and plan for regarding at-risk students
• Students work with the Teacher Associate and Reading Interventionist based on individual targets/needs – flexible grouping as much as possible
• Flexible grouping is used to differentiate instruction to meet the needs of students within class
• Students participate in a daily building-wide intervention block for ELA/Math
• Monthly collab analyzes students response rate to behavior intervention strategies and uses this data in conjunction with teacher referral to refer a student to our Behavior Student Assistance Team (BSAT)
• 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 in conjunction with Conscious Discipline with all students at Raymore Elementary. All teachers have had formal training in BIST and professional development in Conscious Discipline in order to run classrooms that focus on discipline with dignity, caring relationships, accountability, and support for students. 
• High School A+ Tutors and Cadet Teachers work with students individually and in small groups daily
• Tiger Buddy parent volunteers work with students to support mastering learning targets
• WatchDOG volunteers work with students to support mastering learning targets

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

• All grade level teams participate in data cycles and professional development to strengthen effective collaboration
• The annual PD calendar is developed in June prior to the school year in order to align all Professional Development Activities, Faculty Meetings, Learning 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
• PD-focused Faculty Meetings with nuts/bolts/informational items reserved for the principals weekly bulletin
• Each teacher has designed a webpage with e-resources for parents/students
• Teachers only attend conferences/workshops that align with the PDSA (Plan Do Study Act-School Improvement Plan)
• Staff members are encouraged to explore leadership opportunities by heading up book studies or organizing events that support students
• 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.  Each teacher selects 1-3 criteria upon which to focus their growth and these are aligned with their Professional Development Plan.
• Processes and practices are monitored closely and reflected upon regularly (ex: review of team notes, lesson plans, pacing guides, building-level assessments, etc.)

Additional Achievement Data

Raymore Elementary School Student Achievement Data

Missouri Assessment Program (MAP) 2011-2016

 

 

 

 

 

Recognized by Missouri Department of Elementary & Secondary Education (DESE) as an Exemplary PLC School -2016

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

Files

• raymore-elementary-plc-reports-jan-2016-1-re-grade-4-ela.pdf
• raymore-elementary-plc-reports-jan-2016-1-re-ela-increase.pdf
• raymore-elementary-plc-reports-jan-2016-1-re-4th-grade-increase.pdf
• raymore-elementary-plc-reports-jan-2016-1-re-3rd-grade-increase.pdf
• raymore-elementary-plc-reports-jan-2016-1-raymore-grade-4-math.pdf
• raymore-elementary-plc-reports-jan-2016-1-re-grade-3-math.pdf
• raymore-elementary-plc-reports-jan-2016-1-re-ela-grade-3.pdf
• mo-exemplary-plc-school-review-2016.pdf