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VISION/MISSION/BELIEF STATEMENTS

Note: Required for Title I

Vision of the School District of Lee County: To be a world-class school system.

Mission: To establish a community of learners (students, parents, teachers) dedicated to meeting the academic, social, emotional, and creative needs of the school.

Belief: We believe in the "SWIM" motto at Rayma C. Page Elementary. Students are expected to Show respect, Welcome diversity, Improve daily, and Make responsible choices.

SCHOOL PROFILE DEMOGRAPHICS

Rayma C. Page Elementary School is in its fourth year of existence. It is located in the south zone of Lee County and is named for the first woman ever elected to the Lee County School Board. Mrs. Page was a dedicated educator who served Lee County as Chairman of the School Board.

Rayma C. Page has a diverse student population. Our school demographic is as follows:

Total Enrollment: 668 Minority: 55.1% Majority: 44.9%
ESE (not gifted): 11.5%
Gifted: 1.2%
ESOL: 16.6%
Free and Reduced Price Lunch: 61%
Mobility Rate: 0
School Grade 2005 - 2006: B
School Grade 2006 - 2007: A
School Grade 2007 - 2008: A

The goal of Rayma C. Page is to develop a school environment that provides students opportunities to reach and exceed standards. Students are encouraged to think critically, interact appropriately and to work to their best potential. The faculty and staff lead students toward being disciplined, productive and informed individuals.

To support the goal of disciplined, productive students, the school is implementing the Positive Behavior Support System (PBS). In 2006 - 2007, RCPE received recognition as a model PBS elementary school. The school developed a school-wide system of support that includes proactive strategies for defining, teaching, and supporting appropriate student behaviors to create a positive school environment. To further promote PBS, classroom expectations were developed to coincide with our theme of dolphins. The expectations utilize the acronym SWIM which stands for Show respect - Welcome diversity - Improve daily - Make responsible choices. In building a community that supports students, we are thereby able to provide an environment that is conducive for learning.

Students at Rayma C. Page are provided a curriculum that supports the standards of the District and the State. The curriculum supports a 90 minute reading block, integrated units and differentiated instruction to meet the needs of the students. Technology is also utilized to assist in meeting the required standards. The school has various software programs available to improve students' reading and math levels. Technology is available in the classroom, in two computer labs and a wireless lab.

To promote community and ensure that parents stay informed, a monthly newsletter is sent home. Also, to promote parental involvement, the school has a Parent Teacher Organization (PTO). In addition, the school has elicited parent and community volunteers to assist with the daily activities of the school.

RCP has also connected with various business partners: Beef O'Brady's, Publix, McDonald's, Mimi's, Arby's, Dairy Queen, Crispers, Panera Bread, Jason's Deli, Dominoes Pizza, Costco,Barnes and Nobles, Rotary South, Rotary Fort Myers, Kiwanis Club San Carlos, Dunkin Donuts and Generations Roller Rink.

The faculty and staff of Rayma C. Page strive to create an environment that promotes student learning.

Organizational Structure
RCP has one principal and one assistant principal. The following staff members report to the principal: assistant principal, secretary to the principal, guidance counselor, behavioral specialist, reading specialist, building supervisor, school nurse, technology and media specialists, grade level chairs and Intensive Reading Teachers. The principal holds weekly faculty meetings, monthly grade level meetings, special group meetings and also communicates with all staff through a bi-weekly newsletter.

The assistant principal is reponsible for all scheduling; runs faculty meetings; and assists the principal in all matters relating to discipline, budget and curriculum. The assistant principal is also responsible for holding meetings with new faculty members.

The guidance counselor communicates directly with students, parents, community agencies and educators.

The behavioral specialist communicates with all teachers on behavioral issues, parents when requested and students. He also coordinates the PBS program.

The reading specialist communicates with educators in regards to the curriculum needs of the school.

The technology specialist communicates with both faculty and staff to provide both technology training and support. The tech specialist also communicates with staff members through a monthly newsletter.

The grade level chairs meet on a monthly basis to communicate school procedures and discuss student achievement. Classroom teachers communicate with students and parents. Student data is compared among grade level teachers and with administration.

Grade level teams meet weekly to plan curriculum and submit meeting minutes to the principal for review.

The secretary to the principal communicates with parents, office staff and faculty and educators. Office staff communicates with parents, students and faculty/staff.

The building supervisor works directly with the custodians to maintain the building and grounds.

The media specialist works with educators, parents and students.

Intensive Reading Teachers meet monthly to discuss successful strategies and ways to improve teaching. Student data is compared.

Feeder Pattern
The School District of Lee County is broken into three zones for the purpose of assigning students to schools. These three zones: East, South, and West are broken into sub-zones. Student residential addresses determine the zone and sub-zones the student is placed in. Our main feeder schools are Allen Park, Bonita Springs, Colonial, Edison Park, Franklin Park, Heights, Orangewood, Pinewoods, Ray V. Pottorf, San Carlos Park and Spring Creek.

Special Programs
The following special programs are available: inclusion model for ESOL instruction, differentiated and small group instruction, PreK/VE, ESE resource and part time gifted program. We also have three Supportive Behavior units, speech services, physical therapy, adaptive physical education and occupational therapy.

Unique/Facility Features
Rayma C. Page is unique because it is in a renovated K-Mart. It is located off US 41 and is surrounded by new businesses and housing developments.

The building was totally rebuilt and houses 52 classrooms, storage rooms, cafeteria, stage, 2 computer labs, science lab, art and music rooms, media center, television production studio, kitchen, staff lounge, offices, clinic, guidance center and 2 conference rooms. There are 3 support behavior units and one Pre K special education unit. Open areas include 2 playgrounds, one for Pre K and kindergarten and one for all other grade levels, a PE field, an outdoor PE pavilion basketball court and track. There are 3 parking areas. To ensure the safety of the students, the perimeter is enclosed in a chain link fence.

For the 2007 - 2008 school year, RCP received a school grade of "A". Adequate progress of the lowest 25% was made in reading (63%) and in math (73%).

Student Demographic
As of September, 2007, our total enrollment was 668 and student demographics are as follows: 42.6% White, 32.9% Hispanic, 19.3% Black and 5.2% Other Ethnicities.

As of September, 2008, our total enrollment is 668 and student demographics are as follows:
White 44.9%, Hispanic 32.9%, Black 14.7%, and 7.5% Other Ethnicities.

The short term goal for Rayma C. Page Elementary is to maintain the "A" status from the Florida grading system. The long term goal is to meet the AYP criteria put forth by the federal governement.

SCHOOL MATCH

Note: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Susan Caputo, the principal, has been an educator for thirty-four years. She has a BA from Newton College of the Sacred Heart and a Masters Degree in Elementary School Administration from Providence College. Mrs. Caputo holds a certificate in Elementary Education in K-8 in Rhode Island and a Florida certificate in School Administration.

She spent 30 years in Rhode Island as a teacher, director of admissions, assistant principal and principal. Mrs. Caputo was principal of a private and public school for 12 years prior to coming to Florida. In November, 2002, she received the National Educator Award from the Milken Family Foundation for the state of Rhode Island. This is an award given to the top 100 educators in the country during that year.

Mrs. Caputo takes an active part in all aspects of Rayma C. Page. Student academic achievement is monitored on a weekly basis. She analyzes data, assists in the development of classroom strategies, reviews new curricula, provides support for classroom management and conducts classroom visits on a weekly basis.

Roger Lloyd, the assistant principal, has been an assistant principal for a total of seven years. Prior to his administrative experience, he spent six years as an elementary teacher. He has a Bachelors of Science Degree in Business, a Masters Degree in Education and a Masters Degree in Educational Leadership.

Recruitment/Retention of Highly Qualified Teachers

Note: Required for Title I

The Lee County School District is expanding recruitment efforts, targeting recruitment fairs, including our own recruitment fair more precisely, providing an extraordinary increase to our starting salary for beginning teachers, investigating low-cost housing options, and negotiating additional incentives such as tuition reimbursement for teachers. All of these efforts should help the District recruit and retain highly qualified teachers in all areas. All RCPE teachers new to the District are supported by an APPLES mentor or coach depending on their years of experience.

 

Show Attached Staff List 

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: Required for Title I

School Wide Improvement Model

Note: Required for Title I

The School District of Lee County uses Sterling Quality as the improvement model.

NCLB Public School Choice

Note: Required for Title I

Our school strives to promote parent communication for our diverse population. The following forms of communication are implemented: monthly school newsletter, called The Dolphin Digest, classroom newsletters (weekly for grades K - 2 and bi-weekly for grades 3 - 5), area newspapers, weekly communication folder, parent conferences, letters/fliers, school calendar, information posted on our website and school marquee, ParentLink and parent phone calls from administration and teachers. SAC and PTO meetings are used, as well as, a variety of open houses. We have a large bilingual population and we are making strides to have these communications translated by staff members. The principal also speaks about RCPE to area Rotaries and Kiwanis when asked and holds breakfast meetings for parents.

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition

Note: Required for Title I

Rayma C. Page has one PreK/VE classroom. These students enjoy the use of our cafeteria for breakfast and lunch; thereby, becoming acclimated to the school environment. In addition, they share the kindergarten play area. They are invited to attend Open Houses, Family Nights and assemblies.

All incoming kindergarten and new students will be invited to attend the Arts, Science and Tech Fair and an orientation in the spring. Parents and students will be provided information regarding RCPE.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Note: Required for Title I

Beginning July 1, 1997, teachers applying for their initial teaching position with The School District of Lee County enroll in an induction program with the acronym of A.P.P.L.E.S. - Accomplished Professional Practices for (the) Lee Educational System. A.P.P.L.E.S. is a program designed by and for teachers based on the 12 Educator Accomplished Practices, Florida Curriculum Frameworks & Sunshine State Standards, District Strategic Plan for The School District of Lee County, and legislation in FS 231.17.

The District's induction program provides a support and information system for new teachers to:
* retain the most promising teachers;
* foster self-assessment and reflection;
* improve instructional practices;
* model professionalism;
* offer professional growth opportunities;
* and, familiarize new teachers with district and state initiatives.
New teachers are introduced to programs, practical tools, and strategies to enhance classroom performance in regularly scheduled regional sessions facilitated by experienced teacher-liaisons.

New teachers are also provided with a support system comprised of a Peer/Mentor Teacher and a building Administrator. The mentor provides support by:
* Modeling professional practices of educators
* Conducting formative observations
* Assisting with the construction and implementation of the Professional Development Plan
* Orienting to school based information, programs, logistics and procedures
* Meeting on a regular basis with the new teacher (initially once a week)

Show Attached Teacher Mentoring List

Extended Learning Opportunities

Note: Required for Title I

Rayma C. Page has a before and after school program in which students have the opportunity to receive additional academic assistance. Other before and after school opportunities include: Art Forum, Choir, Theater and a variety of Sports Clubs.

SCHOOLS GRADED C OR BELOW

Professional Development

Disaggregated Data

Informal and Formal Assessments

Alternative Instructional Delivery Methods

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Responsibility of Teaching Reading for Every Teacher

Quality Professional Development for Teachers and Leaders

Small Learning Communities (SLC)

Intensive Intervention in Reading and Mathematics

Parental Access and Support

Applied and Integrated Courses

Course Choice Based on Student Goals / Interests / Talent

Master Schedules Based on Student Needs

Academic and Career Planning

GOALS

Goal: Reading *Note: Required for Title I Scroll down for school data
*Needs Assessment:	To complete this objective the following data was reviewed and/or analyzed: -District and State scoring standards for Stanford 10 and FCAT -District trends in testing; as it relates to district averages in meeting student achievement requirements -Testing results of current students on SAT 10 and FCAT in grades 1 - 5.
*Objective:	1. According to the 2007 - 2008 AYP report, 47% of the students in the "Black" subgroup for grades 3rd - 5th were below grade level in reading. In the 08 - 09 school year, we will decrease the percentage of students in the "Black" subgroup who are below grade level in reading to 42% to meet the Safe Harbor Requirement.
*Strategies:	1. All students in grades K - 5 were assessed prior to the start of school in order to implement performance class placement. 2. Teachers utilize the Macmillan basal reading series as an important component of skills instruction and reading assessment. 3. Every K - 5 teacher of reading will implement a 90 minute uninterrupted reading block. 4. Students who are substantially below in reading are given an additional 60 minutes of support outside of the 90 minute reading block. 5. All K-3 students will be administered DIBELS three times during the year. All scores will be entered into DIBELS database and teachers will use the data to identify differentiated groups. During the 2008 - 2009 school year, all K - 5 students will take the DIBELS test. 6. STAR Reading test is administered three times a year (fall, winter, spring) to document student growth in reading in grades 1st - 5th. 7. The reading specialist attends reading trainings and shares what is learned with the faculty. 8. Accelerated Reader (AR) is used to support reading instruction and provide individualized practice opportunities based on students' ability level. 9. Earobics is used in Kindergarten, 1st, 2nd, and ESE classes. 10. Leap Frog literacy centers are used in kindergarten and first grade. 11. Saxon Phonics is taught in K - 2 classrooms. 12. Technology is utilized throughout the grades to supplement reading instruction. 13. Resources have been made available to purchase classroom libraries and other reading materials necessary to support the 90 minute reading block. Rotary Bonita has donated to the AR library. 14. Students in grades K - 2 who are below grade level in reading and students in grades 3 - 5 who scored a Level 1 or 2 on their FCAT Reading will be placed on an Progress Monitoring Plan. We also implement the RTI process. 15. The progress of the bottom 25% of readers and the students on a PMP/LMP for reading will be monitored on a regular basis. 16. Data analysis sheets are used to disaggregate test scores from the 2007 - 2008 school year. 17. ESOL students have been identified early and provided additional reading assistance if needed, by ESOL paraprofessionals, small group instruction and SRA reading program. 18. Rosetta Stone, an early intervention language software program, is used in every classroom, K - 5 for all ESOL students. 19. Rotary Fort Myers has partnered with RCPE and gives t-shirts to all students in grades 1 - 5 who make honor roll at the semesters.
*Evaluation:	Dibels will be given to all K - 3 students three times throughout the year to monitor student progress in reading. Students in grades 4 and 5 who are minimally or substantially below grade level will also be monitored through the program. Administration of the STAR Reading test will be given three times a year (fall, winter, spring). Interim reports and progress reports will be reviewed by the principal to include the monitoring of reading grades and the progress of students in reading. In addition, grade level meetings will focus on the progress of students on Progress Monitoring Plan/RTIs for reading. Probes will also be reviewed by teachers and administrators. A Reading Committee updates grading policies and procedures for implementing reading instruction at all grade levels. Summer training was held to plan for the 2007 -2008 school year.
*Evidence-based Program(s):	Reading curriculum and instruction promotes the Reading First initiative that describes that a high quality reading program must include instructional content based on the five essential components of reading instruction (phonemic awareness, phonics. fluency, comprehension, vocabulary) and other early literacy skills for grades K - 3. Macmillan is the core reading program used to instruct all students in grades K - 5. It is a balanced, comprehensive reading and language arts program which includes the five essential components of reading instruction-phonemic awareness, phonics, vocabulary, fluency and comprehension, as well as writing, spelling, grammar, listening and speaking. Leveled readers are used for differentiated small group instruction. The SRA Reading Program was adopted in the 2006 - 2007 school year. It is used in all Intensive Reading classes (1 - 5) in an effort to assist students in below level classes to learn to read and help them gain strategies in comprehension while reading text. Saxon Phonics is used as a supplemental phonics program in conjunction with the core reading program. The K, 1st - 3rd focuses on phonemic awareness, phonics, spelling, alphabetizing, handwriting and fluency. Earobics provides systematic instruction and practice of phonemic awareness and other literacy skills for grades K - 3. This program automatically adjusts to the skill level and pace of each student to maximize learning. Leap Frog literacy center is an interactive, research based program that promotes personalized student instruction that instantly assesses and monitors a student's progress relative to state and national standards. Extensive scientifically-based research studies have been conducted and significant improvements in performance on tests of early literacy skills.
*Professional Development:	Professional development opportunities were provided during pre-school week and are ongoing throughout the year at RCPE. Trainings that have been/will be offered include Macmillan, Read Well, RTI, SRA, Earobics, LeapFrog and Accelerated Reader. Teachers and paraprofessionals are also trained in the administration of DIBELS, a progress monitoring instrument for all students K - 5. Other available trainings are offered through the district.
*Objective:	2. According to the 2007 - 2008 AYP report, 51% of the students in the "Students with Disabilities" subgroup for grades 3rd - 5th were below grade level in reading. In the 08 - 09 school year, we will decrease the percentage of students in the "Students with Disabilities" subgroup who are below grade level in reading to 45% to reach the Safe Harbor Requirement.
*Strategies:	1. All students in grades K - 5 were assessed prior to the start of school in order to implement performance class placement. 2. Teachers utilize the Macmillan basal reading series as an important component of skills instruction and reading assessment. 3. Every K - 5 teacher of reading will implement a 90 minute uninterrupted reading block. 4. Students who are substantially below in reading are given an additional 60 minutes of support outside of the 90 minute reading block. 5. All K-3 students will be administered DIBELS three times during the year. All scores will be entered into DIBELS database and teachers will use the data to identify differentiated groups. During the 2008 - 2009 school year, all K - 5 students will take the DIBELS test. 6. STAR Reading test is administered three times a year (fall, winter, spring) to document student growth in reading. 7. The reading specialist attends reading trainings and shares what is learned with the faculty. 8. Accelerated Reader (AR) is used to support reading instruction and provide individualized practice opportunities based on students' ability level. 9. Earobics is used in Kindergarten, 1st, 2nd, and ESE classes. 10. Leap Frog literacy centers are used in kindergarten and first grade. 11. Saxon Phonics is taught in K - 2 classrooms. 12. Technology is utilized throughout the grades to supplement reading instruction. 13. Resources have been made available to purchase classroom libraries and other reading materials necessary to support the 90 minute reading block. Rotary Bonita has donated to the AR library. 14. Students in grades K - 2 who are below grade level in reading and students in grades 3 - 5 who scored a Level 1 or 2 on their FCAT Reading will be placed on an Progress Monitoring Plan. 15. The progress of the bottom 25% of readers and the students on a PMP/LMP for reading will be monitored on a regular basis. 16. Data analysis sheets are used to disaggregate test scores from the 2007 - 2008 school year. 17. ESOL students have been identified early and provided additional reading assistance if needed, by ESOL paraprofessionals, small group instruction and SRA reading program. 18. Rosetta Stone, an early intervention language software program, is used in every classroom, K - 5 for all ESOL students. 19. Rotary Fort Myers has partnered with RCPE and gives t-shirts to all students in grades 1 - 5 who make honor roll at the semesters. 20. ESE students will work in small groups of 2 or 3 individuals. 21. Students will work one-on-one with an ESE resource teacher when deemed necessary. 22. Class work will be modified according to their IEPs. 23. Additional time will be given on assignments according the IEPs.
*Evaluation:	Dibels will be given to all K - 3 students three times throughout the year to monitor student progress in reading. All students in grades 4 and 5 will also be monitored through the program. Administration of the STAR Reading test will be given three times a year (fall, winter, spring). Interim reports and progress reports will be reviewed by the principal to include the monitoring of reading grades and the progress of students in reading. In addition, grade level meetings will focus on the progress of students on Progress Monitoring Plan for reading. A Reading Committee has been formed in order to develop grading policies and procedures for implementing reading instruction at all grade levels. Summer training was held to plan for the 2007 -2008 school year.
*Evidence-based Program(s):	Reading curriculum and instruction promotes the Reading First initiative that describes that a high quality reading program must include instructional content based on the five essential components of reading instruction (phonemic awareness, phonics. fluency, comprehension, vocabulary) and other early literacy skills for grades K - 3. Macmillan is the core reading program used to instruct all students in grades K - 5. It is a balanced, comprehensive reading and language arts program which includes the five essential components of reading instruction-phonemic awareness, phonics, vocabulary, fluency and comprehension, as well as writing, spelling, grammar, listening and speaking. Leveled readers are used for differentiated small group instruction. The SRA Reading Program was adopted in the 2006 - 2007 school year. It is used in all Intensive Reading classes (1 - 5) in an effort to assist students in below level classes to learn to read and help them gain strategies in comprehension while reading text. Saxon Phonics is used as a supplemental phonics program in conjunction with the core reading program. The K, 1st - 3rd focuses on phonemic awareness, phonics, spelling, alphabetizing, handwriting and fluency. Earobics provides systematic instruction and practice of phonemic awareness and other literacy skills for grades K - 3. This program automatically adjusts to the skill level and pace of each student to maximize learning. Leap Frog literacy center is an interactive, research based program that promotes personalized student instruction that instantly assesses and monitors a student's progress relative to state and national standards. Extensive scientifically-based research studies have been conducted and significant improvements in performance on tests of early literacy skills.
*Professional Development:	Professional development opportunities were provided during pre-school week and are ongoing throughout the year at RCPE. Trainings that have been/will be offered include Macmillan, Read Well, RTI, SRA, Earobics, LeapFrog and Accelerated Reader. Teachers and paraprofessionals are also trained in the administration of DIBELS, a progress monitoring instrument for all students K - 5. Other available trainings are offered through the district.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Macmillan Treasures, Read Well K and 1, Saxon, SRA Textbook funds $99,364.00 Total: $99,364.00 Technology Description of Resources Funding Source Available Amount Renaisance Programs (AR Reading STAR Reading, AM Math, STAR Math, Earobics, Leap Frog N/A $0.00 $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount Macmillan Traing, Read Well Training, SRA Training N/A $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount Test Prep material for FCAT and SAT 10 (Buckle Down, FCAT and Dogs, Test Ready SAI funds $4,770.00 Total: $4,770.00 Final Total: $104,134.00
*Non-Highly Qualified Instructors:
End of Reading Goal

Goal: Mathematics *Note: Required for Title I Scroll down for school data
*Needs Assessment:	To complete this objective the following data was reviewed and/or analyzed: -District and State scoring standards for Stanford 10 and FCAT -District trends in testing as it relates to district averages in meeting student achievement requirements -Testing results of current students on SAT 10 and FCAT in grades 1 - 5.
*Objective:	1. According to the 2007 - 2008 AYP report, 65% of the students in the "Black" subgroup for grades 3rd - 5th were below grade level in math. In the '08 - '09 school year, we will decrease the percentage of students in the "Black" subgroup who are below grade in math to 58% to reach the Safe Harbor Requirement.
*Strategies:	1. Teachers utilize Scope and Sequence from the district Academic Plan and Scott Foresman series as an important component of skills instruction and math assessment. 2. PMPs are generated for each child working below grade level in math. 3. Individualized Educational Plans (IEPs) for Exceptional Education Students address math weaknesses and needs. 4. Teachers analyze 2008 Stanford 10/FCAT data to determine students in need of intensive remediation and disaggregated data in sub-categories of students in their classes. Strategies used will be discussed in team meetings. Data sheets will also be analyzed on incoming students. 5. Flash cards are utilized to gain mastery of math facts through 10 in first grade, facts through 18 in second grade, multiplication and division facts in grades 3 - 5. 6. Fast Track Math and Accelerated Math, software programs will be implemented during the 2008 - 2009 school year. 7. Calendar Math is implemented in Kindergarten through 3rd grade. Mountain Math is used in grades 2 - 4. 8. Weekly assessments of basic math facts to assure maximum achievement. 9. Teachers utilize the software application Math Facts in a Flash to promote achievement in basic facts which address 44 levels in addition, subtraction, multiplication, division, and special skills. 10. Emphasis is placed on math vocabulary throughout all grades.
*Evaluation:	District required assessments will be implemented and student progress monitored. Those students placed on a PMP or IEP for mathematics will be monitored on a regular basis and progress noted.
*Evidence-based Program(s):	The District adopted the elementary mathematics programs Scott Foresman Math. The Sunshine State Standards (SSS) are aligned with this program. Lessons are mapped using the SSS and Grade Level Expectations. This math program develops problem skills as well as skill practice. Teachers will also track the progress of students using Fast Track Math this year.
*Professional Development:	Professional development opportunities will be provided to teachers to utilize: STAR Math, Accelerated Math, Math Facts in a Flash and FAST Math. Training for teachers is provided during computer lab through the tech specialist. Additional opportunities will be provided to teachers on an as needed basis.
*Objective:	2. According to the 2007 - 2008 AYP report, 54% of the students in the "Students with Disabilities" subgroup for grades 3rd - 5th were below grade level in math. In the '08 - '09 school year, we will decrease the percentage of students in the "Students with Disabilities" subgroup who are below grade in math to 48% to reach the Safe Harbor Requirement.
*Strategies:	1. Teachers utilize Scope and Sequence from the district Academic Plan and Scott Foresman series as an important component of skills instruction and math assessment. 2. PMPs are generated for each child working below grade level in math. 3. Individualized Educational Plans (IEPs) for Exceptional Education Students address math weaknesses and needs. 4. Teachers analyze 2008 Stanford 10/FCAT data to determine students in need of intensive remediation and disaggregated data in sub-categories of students in their classes. Strategies used will be discussed in team meetings. Data sheets will also be analyzed on incoming students. 5. Flash cards are utilized to gain mastery of math facts through 10 in first grade, facts through 18 in second grade, multiplication and division facts in grades 3 - 5. 6. Fast Track Math and Accelerated Math, software programs will be implemented during the 2008 - 2009 school year. 7. Calendar Math is implemented in Kindergarten through 3rd grade. Mountain Math is used in grades 2 - 4. 8. Weekly assessments of basic math facts to assure maximum achievement. 9. Teachers utilize the software application Math Facts in a Flash to promote achievement in basic facts which address 44 levels in addition, subtraction, multiplication, division, and special skills. 10. Emphasis is placed on math vocabulary throughout all grades. 11. ESE students will work in small groups of 2 and 3 students. 12. ESE students will work one-on-one with the ESE Resource teacher when deemed necessary. 13. Class work will be modified according to their IEPs. 14. Additional time will given to complete tasks.
*Evaluation:	District required assessments will be implemented and student progress monitored. Those students placed on a PMP or IEP for mathematics will be monitored on a regular basis and progress noted.
*Evidence-based Program(s):	The District adopted the elementary mathematics programs Scott Foresman Math. The Sunshine State Standards (SSS) are aligned with this program. Lessons are mapped using the SSS and Grade Level Expectations. This math program develops problem skills as well as skill practice. Teachers will also track the progress of students using Fast Track Math this year.
*Professional Development:	Professional development opportunities will be provided to teachers to utilize: STAR Math, Accelerated Math, Math Facts in a Flash and FAST Math. Training for teachers is provided during computer lab through the tech specialist. Additional opportunities will be provided to teachers on an as needed basis.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Scott Forsman Math Textbook funds $14,501.00 Total: $14,501.00 Technology Description of Resources Funding Source Available Amount Accelerated Math, Math Facts in a Flash, FASTT Math N/A $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount AR Math, Math Facts in a FLash, FASTT Math N/A $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount Test Prep Material (Buckle Down, FCAT and Dogs,Test Ready SAI funds $3,564.00 Total: $3,564.00 Final Total: $18,065.00
*Non-Highly Qualified Instructors:	All teachers are in-field and Highly Qualified.
End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data
*Needs Assessment:	The 07 -08 writing scores were analyzed and compared to schools with similar demographics to assess the writing programs and instructional strategies implemented at RCPE.
*Objective:	In 2007 -2008, 97% of the students were at or above grade level in writing as reported by the AYP report. In accordance with the AYP Report and the Safe Harbor criteria, 90% of the 4th grade students will meet or exceed grade level expectations on the FL Writes.
*Strategies:	1. All teachers will support writing in the content areas. 2. K - 5 teachers will attend workshops on FL Writes throughout the year. 3. Teachers will implement writing strategies aligned with standards to improve student writing skills. 4. Formal school-wide Florida Writes style writing practice will be provided on a monthly basis. 5. Students will follow the state writing rubric in expository and narrative writing. 6. Students in 4th grade will have weekly prompts. 7. Follow-up professional development activities for teachers in grades K - 4 will occur throughout the year. 8. Conventions of writing as well as vocabulary will be a focus across the grade levels. 9. The writing rubrics used are similar to Florida Writes expectations. Teachers partner at each grade level to score prompts. Monthly prompts and scores are submitted to administration. 10. ESOL paraprofessionals and resource teachers assist teachers with LEP students during writing instruction.
*Evaluation:	At the end of the year, the percentage of 4th grade students meeting high standards on the Florida Writes! will be compared to the 2007 - 2008 test scores.
*Evidence-based Program(s):	Rayma C. Page Elementary uses the Writers In Control program school wide for grades kindergarten through 5th.
*Professional Development:	Teachers will participate in Florida Writes training - Writers In Control.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount Writers In Control Title II $2,400.00 Total: $2,400.00 Other Description of Resources Funding Source Available Amount Test Prep Material (Buckle Down) SAI $925.00 Total: $925.00 Final Total: $3,325.00
End of Writing Goal

Goal: Science *Note: Required for Title I Scroll down for school data
*Needs Assessment:	The 07 -08 science scores were analyzed and compared to schools of similar demographics to assess the programs and instructional strategies implemented at RCPE.
*Objective:	In the 07 -08 school year, Pinewoods Elementary School had 59.5% of its 5th grade students score at Level 3 or above in FCAT Science. We will use Pinewoods as our benchmark for the next three years. In the 07 -08 school year, 49% of 5th grade, standard curriculum students scored a Level 3 or above in science on the FCAT. In the 08 - 09 school year, 51% of the 5th grade students will score at a Level 3 or above on the FCAT.
*Strategies:	1. Teachers in grades K - 5 will continue to use the adopted science curriculum and integrate science into ie. large group and small group instruction and use of level readers. 2. A science/literature specialist will assist the staff with lessons and provide students with additional science enrichment classes and introduce students to non-fiction science related reading material.
*Evaluation:	08 - 09 FCAT test scores will be compared to the FCAT test scores from the 07 -08 school year.
*Evidence-based Program(s):	2006 - 2007 adopted curriculum: Science by Harcourt
*Professional Development:	Year long, on-going training by the science/literature specialist will be provided to 1st - 5th grade teachers on how to integrate literature (non-fiction text) into science instruction.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Harcourt Science Textbook funds $880.00 Total: $880.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $880.00
*Non-Highly Qualified Instructors:	All teachers are in-field and Highly Qualified.
End of Science Goal

Goal: Parental Involvement *Note: Required for Title I
*Needs Assessment:	We feel that it is imperative for there to be open communication between home and school. RCPE will work to develop a partnership with parents to ensure their child's success.
*Objective:	In 07 - 08, RCPE offered 8 opportunities for parent involvement. In 08 - 09, RCPE will offer 10 opportunities for parent involvement.
*Strategies:	1. A Back-to-School Open House will be provided prior to the first day of school to allow parents and students to meet their teachers. 2. An Open House will be provided for prospective kindergartners and new students at all grade levels in May prior to the close of the school year in order to get information to parents, including preschool screening information about the students. 3. During the first week of school, each student will take home a Parent/Student Handbook, a calendar and menu for the first month of school; a calendar will be sent out the first week of each subsequent month; a newsletter will be sent out bi-monthly. 4. An Open House Curriculum Night will be held in September. 5. The school website will be updated on a regular basis. 6. Information from the School Advisory Council will be sent home and parent members will be recruited to participate in the 2008 - 2009 committee. 7. The PTO Board will recruit parents to work on committees, support RCPE, raise membership and work on fundraisers and other projects. 8. Guest presentations for parents will be made at PTO meetings ie. ParentLink, musical performances by students in order to encourage parent participation. 9. Progress Monitoring Plan (PMP) meetings will be held, as needed throughout the year, to allow teachers and parents to share information about student strengths and weaknesses and plans to remediate areas. 10. Parents will be invited to view their children's artwork and to see their child(ren) at musical assemblies which will be held during the course of the year as well as winter and spring choir concerts. 11. Parents of 5th grade students will be invited to an end of the year celebration to commemorate the achievement of these students. 12. "Moving Up" ceremonies will be held for all grades K - 5 at the end of the year. 13. Field Days will be held for all students Pre K - 5. Parents will be invited to volunteer. 14. All parents, community sponsors, friends of RCP will be invited to the Showcase of Talent Event held in the Spring of '09 in which students' work will be presented in the areas of art, music, science and technology.
*Evaluation:	RCPE will provide opportunities for parents to participate in activities at the school. Sign-in sheets and surveys will indicate attendance and participation. A survey of parents is conducted each spring seeking input and suggestions.
*Evidence-based Program(s):
*Professional Development:
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $0.00
End of Parental Involvement Goal

Goal: Return on Investment
Needs Assessment:	An anaylsis of last year's test scores was used to determine the ROI goal for the 2007 - 2008 SIP.
Objective:	In the 07 -08 school year, Tanglewood Elementary School had 74% of their lowest 25% make learning gains according to the state of Florida. We will use Tanglewood has our benchmark over the next three years. In the 2007 - 2008 school year, RCPE had 63% of the lowest 25% students making learning gains in reading. In the 2008 - 2009 school year, the percentage making learning gains in reading will increase to 65%.
Strategies:	1. Analyze data to find more effective educational strategies that fits the needs of students and staff 2. Identify lowest quartile students early and provide additional assistance to all teachers individually and with support from the grade level team 3. Provide strategies to parents for their student's academic improvement 4. Continue to provide high quality teacher professional development and monitor its implementation
Evaluation:	The results of the SAT 10 and FCAT testing will be analyzed to assess the effectiveness of the strategies at the end of the school year for the outgoing classes and again in August for the incoming class.
End of Return on Investment Goal

ADDITIONAL GOALS

No Additional Goals were submitted for this school

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	Macmillan Treasures, Read Well K and 1, Saxon, SRA	Textbook funds	$99,364.00
Mathematics	Scott Forsman Math	Textbook funds	$14,501.00
Science	Harcourt Science	Textbook funds	$880.00
Total: $114,745.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	Renaisance Programs (AR Reading STAR Reading, AM Math, STAR Math, Earobics, Leap Frog	N/A	$0.00
Reading			$0.00
Mathematics	Accelerated Math, Math Facts in a Flash, FASTT Math	N/A	$0.00
Total: $0.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Macmillan Traing, Read Well Training, SRA Training	N/A	$0.00
Mathematics	AR Math, Math Facts in a FLash, FASTT Math	N/A	$0.00
Writing	Writers In Control	Title II	$2,400.00
Total: $2,400.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Reading	Test Prep material for FCAT and SAT 10 (Buckle Down, FCAT and Dogs, Test Ready	SAI funds	$4,770.00
Mathematics	Test Prep Material (Buckle Down, FCAT and Dogs,Test Ready	SAI funds	$3,564.00
Writing	Test Prep Material (Buckle Down)	SAI	$925.00
Total: $9,259.00
Final Total: $126,404.00

SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle, junior high and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

SAC Involvement

The SAC approved the 08 -09 School Improvement Plan on September 18th.

The purpose of the School Advisory Council is to perform the functions that are prescribed by the regulations of the School Board. The SAC will assist in the preparation and evaluation of the School Improvement Plan, will give advice concerning the annual school budget, and will approve the use of the school improvement funds.

RCPE's School Advisory Council will meet on a quarterly basis. Meetings will be publicized through the bi-weekly newsletter and on the marquee.

SAC Members

IMPLEMENTATION EVALUATION

Mid-year and end of year reviews of progress will be conducted by the staff and SAC. Adequate progress will be achieved by meeting or exceeding on a majority of the academic objectives. Exceeds will be meeting or exceeding on 80% of all objectives in the entire plan.

REPORTING

Baseline Data Report

Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008 and all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 4
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 5
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 6
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 7
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 8
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 9
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 10
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 11
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

Baseline data aggregated at school level

End of Baseline Data Report

Mid-Year Report

2008 SCHOOL IMPROVEMENT MID-YEAR REPORT Differentiated Accountability Status:

End of Mid-Year Report

AYP DATA

SCHOOL GRADE DATA