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VISION and MISSION STATEMENTS

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.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Rayma C. Page Elementary School is in its fifth 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: 650 Minority: 50.6% Majority: 49.4%
ESE (not gifted): 13.2%
Gifted: 1.69%
ESOL: 17.1%
Free and Reduced Price Lunch: 60%
Mobility Rate: 46.5%
School Grade 2005 - 2006: B
School Grade 2006 - 2007: A
School Grade 2007 - 2008: A
School Grade 2008 - 2009: 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.

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 textbook ordering, and safety; facilitates faculty meetings; and assists the principal in all matters relating school operations and the welfare of students and staff including 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 and coordinates our RtI meetings.

The behavioral specialist communicates with all teachers on behavioral issues, parents when requested and students.

The Learning Resource Teacher communicates with educators in regards to the curriculum needs of the students and is a member of the RtI team, A+ team and SIP team.

The technology specialist communicates with both faculty and staff to provide both technology training and support.

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.

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 650 and student demographics are as follows:
White 44.9%, Hispanic 32.9%, Black 14.7%, and 7.5% Other Ethnicities.

Our goal is to make A4 for the fourth year in a row through making AYP for the second year. We strive for increased achievement and improved academics and passion in teaching and an awareness of global knowledge for our students.

Unique School Strengths for Next Year

Title I ARRA
Identified as a Title I ARRA school in the Prevent 1 Category for Differentiated Accountability.
-Missed AYP for two consecutive years or a subsequent third year and have met at least 80% of AYP criteria.
-School implements interventions.
-Focused support and interventions for subgroups not making AYP
-District monitors progress and supports schools

Scheduling
Grouping leveled classroom teachers (IR and At/Above Grade Level) together for instructional and planning purposes. This will allow for grouping students across grade levels to meet student academic needs whether for remediation or enrichment. The use of shared planning time will allow for teachers to analyze data and make instructional decisions that will positively impact student achievement. This analysis will address individual student needs.

Faculty Changes
Placement of teachers for this year was based upon teachers' strengths to meet the needs of the grade level, increase student achievement and improve instruction.

Mrs. Denise Boring became the Assistant Principal after being the Reading/Curriculum Specialist at Rayma C. Page for the previous four years.

A Learning Resource Teacher has been assigned to Rayma C. Page after Title ARRA status allocated to Rayma C. Page. This position was assigned to Ms. Kenna Dawson who was a former intensive reading teacher at Rayma C. Page.

Positive Behavior Support (PBS)
For the pas two years (2007-2008 and 2008 - 2009) we have received Model School Status for PBS.

Awards
-Rayma C. Page Faculty's attendance was the highest in the county.
-David Martin, our art teacher, received Art Teacher of the Year Award for Lee County in 2008 - 2009.
-Jaime Arango, our building supervisor, was recognized for outstanding performance of properly maintaining our school.

AYP Subgroup Strengths
-Reading - Total, White, Hispanic, Economically Disadvantaged, Limited English Proficient and Student with Disabilities were above the target of 68%.
-Writing - The total writing score was 99% receiving 3.0 or above.

Unique School Weaknesses for Next Year

Although we have made AYP, the AYP and SIP Goals trend report, created by the Accountability, Research and Continuous Improvement Department, indicates that the following groups should be monitored to ensure that these groups reach their goal for 2009 - 2010 school year:
-Hispanic
-Limited Proficient
-Black

The following group did not meet the goal in Reading for 2008 - 2009 and will be monitored for 2009 - 2010
-Students with Disabilities

Student Demographics

Total Enrollment: 650 Minority: 50.6% Majority: 49.4%
ESE (not gifted): 13.2%
Gifted: 1.69%
ESOL: 17.1%
Free and Reduced Price Lunch: 60%
School Grade 2005 - 2006: B
School Grade 2006 - 2007: A
School Grade 2007 - 2008: A
School Grade 2008 - 2009: A

Student Attendance Rates

Daily attendance has increased over the past four years going from 91% to 96%. This is due to a combined effort of teachers, social worker home visits and office staff phone calls home. This year, plans are underway for positive reinforcement of attendance. We will implement quarterly "No Tardy" and "100% Attendance" parties as reinforcers.

Student Mobility

Mobility rate in 2005 - 2006 was at 121% and has decreased to 46.5% for 2008 - 2009.

Student Suspension Rates

2008 - 2009 School Year
ISS Events: 9 Days: 16 Students Contributing: 18
OSS Events: 71 Days: 115 Students Contributing: 42

2007 - 2008
ISS Events 51 Days: 28 Students Contributing: 39
OSS Events 128 Days: 261.5 Students Contributing: 70

Student Retention Rates

In 2007 - 2008, there were a total of 34 retainees.

In 2008 - 2009, there were a total of 47 retainees.

There was an increase by 12 retainees over the previous year. The increase is due to the effort of meeting the needs of our students in the lower grades. Data shows that students who are retained at an early age are more apt to show substantial learning gains.

Class Size

For the year 2008 - 2009, our class size were as follows:
Grades PK-03 = 16.86
Grades 4 - 8 = 16.44

Academic Performance of 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.

Partnerships and Grants

RCP has also connected with various business partners: Beef O'Brady's, Publix, McDonald's, Mimi's, Arby's, Crispers, Jason's Deli, Domino's Pizza, Costco, Barnes and Nobles, Rotary South, Rotary Fort Myers, Kiwanis Club San Carlos, Dunkin Donuts, Chick-fil-A, Generations Roller Rink, Summit Church and Pelican Bay Development.

Dunkin Donuts and Chick-fil-A annually provides refreshments for the beginning of the year teacher and staff inservice days. In addition, Dunkin Donuts provides incentives throughout the year.

Costco provides backpacks and supplies for our students as does Summit Church.

Paul Page, widower of Rayma C. Page and member of Rotary Fort Myers, is a regular participant in RCP activities. he attends the quarterly awards ceremonies. Rotary of Fort Myers provides t-shirts for all honor roll recipients for these ceremonies.

Writing Grant - Allison Fortuna
A teacher grant was awarded through the Florida Humanities Council for a professional bilingual storyteller. The three day residency consisted of presentations and workshops for students in grades 2 - 5. The purpose was to bridge oral language skills with narrative writing.

STUDENT ACHIEVEMENT DATA

Note: The following links will open in a separate browser window.

School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Title I, Part A

Title I coordinates with other programs funded under NCLB through the SIP (School Improvement Plan) process.
The Foundation for Lee County Schools provides resources to teachers to enhance classroom instruction. They also are the liaison between business and community to build partnerships with schools. The Foundation sponsors a Collegium to recognize high quality instructional staff. This benefits the retention of teachers in Title I schools. The resources provided by the Foundation benefit students and teachers as well as enhancing the educational programs in the classrooms. All targeted subgroups of students benefit from these resources. These services will assist schools in increasing student achievement. Collaborative partners include Early Childhood Services (Headstart, VPK); Adult Education; Foundation for Lee County Schools; Youth Coalition; Edison College; Hispanic Chamber of Commerce. Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs.

Title I, Part C- Migrant

Title I, Part A coordinates with Title I, Part C to provide expanded academic enrichment opportunities to Migrant students. Services include after school tutorials in reading and math; health services; and literacy workshops for parents as a result of the coordination of these funds. Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs.

Title I, Part D

The facilities and schools coordinate with health services (mental and physical) and other social services to meet the need of students returning back to their assigned educational facility. The district Health Services, Student Services, Title I, Title III and ESE departments are all a part of the collaborative effort. For example: social workers from student services has the process and procedures in place to assist students and their families with social services for food stamps and other health services; the ESE Department has established a memorandum of understanding for assistance with housing and counseling services through Ruth Cooper and the Lutheran Service; vocational instructors establish partnership with businesses so students will have an opportunity to continue to develop their vocational skill.

Title II

Title I coordinates with other programs funded under NCLB through the SIP (School Improvement Plan) process. Within this plan, schools complete a Professional Development Plan in collaboration with Title II. The PDP is concentrated in reading, math, science and writing to meet the needs of the targeted subgroups not making AYP. The PDP includes teachers, paraprofessionals, and administrators. As part of the School Advisory Council, parents are included in this planning process. Each school completes a needs assessment before writing goals for the year. School improvement plans are written to ensure compliance with all state and national regulations. This collaboration ensures that all programs funded under NCLB use funds to support schools, not supplant district obligations. All school improvement plans are reviewed at the district level for appropriate use of funds and effectiveness. This district level review prevents duplication of services and facilitates coordination between agencies. Each school's SIP is reviewed by all stakeholders and submitted to the Board for approval. Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs.

Title III

Title I, Part A coordinates with Title III to expand academic enrichment opportunities for ELLs. These services include after school tutorials, professional development, supplemental scientifically research based resources and materials. Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs.

Title X- Homeless

Title X coordinates with Title I, Part A, to provide comparable services to homeless children who are not attending Title I schools. By providing ongoing collaboration between Title X and Title I, Part A, program staff, the same services for homeless students in non Title I schools are provided to homeless students in Title I schools. In addition to serving homeless students not enrolled in Title I schools, set-aside funds are used to provide services to homeless students who are attending Title I schools. Homeless students who attend Title I school-wide or targeted assistance schools may have unique challenges that are not addressed by the regular Title I program at these schools. These challenges may create barriers to full participation in Title I programs and defeat the overarching program goal of helping all students meet challenging state standards. For instance, students residing in shelters, motels, or other overcrowded conditions may not have a quiet place to study at the end of the day and may require extended after-school library time; tutoring and/or accessibility to tutoring as needed, school supplies, expedited evaluations, extended days/ learning opportunities, Saturday schools, summer academic camps, coordination of services with shelters or other homeless service providers, or, a student who is dealing with the stress and anxiety associated with homelessness may not be able to focus on his or her studies and may benefit from school counseling services. Through Title I, Part A, or Title I, Part A, in conjunction with Title X, McKinney-Vento funding homeless students can take part in services that enable them to benefit more from a school’s Title I program.

Supplemental Academic Instruction (SAI)

SAI is used to provide unique learning programs at schools. SAI funds are also used to fund summer school programs throughout the District. Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs.

Violence Prevention Programs

The Youth Coalitions within Lee County provide opportunities for partnerships between the District and other social services. These social services assist all at-risk students through after-school programs that include academic, social, and health services. Anticipated outcomes include a safe environment for children and increased academic achievement. Bullying prevention programs are offered throughout the District. Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs.

Nutrition Programs

Food and Nutrition Services offers healthy meals to all students. This includes ensuring that families are offered free and reduced lunch applications throughout the year. Many Title I schools have also developed “Backpack Programs” in which nutritious food is sent home in a backpack each weekend to struggling families to ensure that children and families have food throughout the week. Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs.

Housing Programs

Head Start

Activities with Early Childhood include three blended VPK/Title I classrooms for four-year olds. This is a voluntary program that identifies high-risk students to receive a full year of educational opportunities. The benefits for students include readiness for Kindergarten and focusing on building literacy for early reading skills. The expected outcome is for the four-year old who participates in the programs to be able to perform at the readiness level in all areas of the kindergarten readiness screening. Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs.

Adult Education

Adult Education partners with several Title I schools to offer ESOL classes for parents to learn English. Adult Education partners with Title I, Part A to offer paraprofessional classes to prepare paraprofessionals to take the qualifying test, ParaPro. Adult Education instructors review reading, math and writing skills, as well as test administration. Title I paraprofessionals benefit by becoming highly qualified as defined by NCLB. The benefit of these classes is to help the monolingual parents learn English so that they can become more self-sufficient. Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs.

Career and Technical Education

Job Training

Other

Periodic district level meetings with managers of all programs funded under NCLB also open lines of communication and encourage cooperation between programs.

Response to Instruction/Intervention (RtI)

School-based RtI Team

Identify the school-based RtI Leadership Team.

The RtI Leadership Team for Rayma C. Page Elementary consists of the following members:

Andrea Yahner, Guidance Counselor
Susan Griffith, ESE Teacher
Rebecca DeSantis, ESE Teacher
Alexia Spencer, Speech-Language Pathologist
Melissa Robinson, Technology Specialist
Kenna Dawson, Learning Resource Teacher
Denise Boring, Assistant Principal/ELL Representative
Susan Caputo, Principal
Jennifer Axelberd, School Psychologist
Dorothy Lauber, Social Worker

Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).

The RtI Leadership team at Rayma C. Page Elementary meets on a weekly basis to analyze school and/or student progress data in order to monitor the progress of students receiving interventions and to identify students in need of more support. The team uses the five-step problem solving process as outlined in the district’s Response to Intervention Manual. The roles of each member are as follows:

Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).

The RtI Leadership team at Rayma C. Page Elementary meets on a weekly to analyze school and/or student progress data in order to monitor the progress of students receiving interventions and to identify students in need of more support. The team uses the five-step problem solving process as outlined in the district’s Response to Intervention Manual. The roles of each member are as follows:
Choose appropriate members and roles below; and add any additional roles/responsibilities each may have.

Classroom Teacher
• Keeps ongoing progress monitoring notes in a RTI folder (DIBELS, curriculum assessments, SAT 10 or FCAT scores, work samples, anecdotal) to be filed in cumulative folder at the end of each school year or if transferring/withdrawing
• Attend RTI Team meetings to collaborate on & monitor students who are struggling
• Implement interventions designed by RTI Team for students in Tier 2 & 3
• Deliver instructional interventions with fidelity
Reading or Math Coach/Specialist
• Attend RTI Team meetings
• Train teachers in interventions, progress monitoring, differentiated instruction
• Implement Tier 2 & 3 interventions
• Keep progress monitoring notes & anecdotals of interventions implemented
• Administer screenings
• Collect school-wide data for team to use in determining at-risk students

Speech-Language Pathologist
• Attend RTI Team meetings for some Tier 2 & Tier 3 students
• Completes Communication Skills screening for students unsuccessful with Tier 2 interventions
• Assist with Tier 2 & 3 interventions through collaboration, training, and/or direct student contact
• Incorporate RTI data when guiding a possible Speech/Language referral & when making eligibility decisions

Principal/Assistant Principal
• Facilitate implementation of RTI in your building
• Provide or coordinate valuable and continuous professional development
• Assign paraprofessionals to support RTI implementation when possible
• Attend RTI Team meetings to be active in the RTI change process
• Conduct classroom Walk-Throughs to monitor fidelity

Guidance Counselor/Curriculum Specialist
• Often RTI Team facilitators
• Schedule and attend RTI Team meetings
• Maintain log of all students involved in the RTI process
• Send parent invites
• Complete necessary RTI forms
• Conduct social-developmental history interviews when requested

School Psychologist
• Attend RTI Team meetings on some students in Tier 2 & on all students in Tier 3
• Monitor data collection process for fidelity
• Review & interpret progress monitoring data
• Collaborate with RTI Team on effective instruction & specific interventions
• Incorporate RTI data when guiding a possible ESE referral & when making eligibility decisions

ESE Teacher/Staffing Specialist
• Consult with RTI Team regarding Tier 3 interventions
• Incorporate RTI data when making eligibility decisions

Specialist (Behavior, OT, PT, ASD)
• Consult with RTI Team
• Provide staff trainings

Social Worker
• Attend RTI Team meetings when requested
• Conduct social-developmental history interviews and share with RTI Team

ESOL/ELL Representative
• Attend all RTI Team meetings for identified ELL students, advising and completing LEP paperwork
• Conduct language screenings and assessments
Provide ELL interventions at all tiers
Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan.
The RtI Leadership Team assists with the analysis of school, classroom, and student level data in order to identify areas for school improvement. Additionally, the team assists with the evaluation of the student response to current interventions, curricula, and school systems.

Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan

The RtI Leadership Team assists with the analysis of school, classroom, and student level data in order to identify areas for school improvement. Additionally, the team assists with the evaluation of the student response to current interventions, curricula, and school systems.

RtI Implementation

Describe the data management system used to summarize tiered data.

Rayma C. Page Elementary utilizes the district adopted data management system, Pinnacle Analytics. This allows the school comprehensive access to all school and district databases, thereby assisting with the detailed analysis of district, school, classroom, and student level data. These analyses assist with the tracking of student progress, management of diagnostic, summative, and formative assessment data, and the response of students to implemented interventions.

Describe the plan to train staff on RtI.

The Lee County School District has developed a comprehensive training and support plan for schools. District teams have been established to support schools in the implementation of the RtI process for all students. The teams provide training, coaching, modeling, data analysis, and guidance to assist schools with the implementation of supplemental and intensive strategies designed to improve the educational outcomes for students with academic and behavioral needs.

The teams are comprised of teachers with knowledge in effective instructional practices, data analysis, behavior management techniques, and ESOL strategies. All team members are provided on-going staff development training regarding the RtI process and research based practices to support the academic and behavioral needs of students.

School Wide Florida’s Continuous Improvement Model

Plan

Data Disaggregation 2008-2009 FCAT Data

What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?

Grade 3 Reading
Percent Correct
Words and Phrases 75%
Research Skills 67%
Comparisons 78%
Main Idea 67%

For the 2009 -2010 school year the data indicates that 3rd grade reading instruction will focus on research skills and main idea while still focusing on comparisons and words and phrases.

Grade 3 Math
Percent Correct
Number Sense 75%
Measurement 63%
Geometry 72%
Algebraic Expressions 71%
Data Analysis 67%

For the 2009 -2010 school year the data indicates that 3rd grade math instruction will focus on measurement, algebraic expressions and data analysis while still focusing on geometry and number sense.

Grade 4 Reading
Percent Correct
Words and Phrases 71%
Main Idea/Purpose 65%
Comparisons 65%
Reference/Research 75%

For the 2009 -2010 school year the data indicates that 4th grade reading instruction will focus on main idea/purpose and comparisons

Grade 4 Math
Percent Correct
Number Sense 64%
Measurement 63%
Geometry 71%
Algebraic Expressions 71%
Data Analysis 71%

For the 2009 -2010 school year the data indicates that 4th grade math instruction will focus on measurement and number sense.

Grade 4 Writing
Percent Meeting or Exceeding Grade Level 88%
Narrative 85%
Expository 90%

Grade 5 Reading
Percent Correct
Words and Phrases 67%
Research Skills 67%
Comparisons 67%
Main Idea 67%

For the 2009 -2010 school year the data indicates that 5th grade reading instruction will focus on all content areas equally.

Grade 5 Math
Percent Correct
Number Sense 62%
Measurement 55%
Geometry 62%
Algebraic Expressions 64%
Data Analysis 58%

For the 2009 -2010 school year the data indicates that 5th grade math instruction will focus on measurement and data analysis.

Grade 5 Science
Percent Correct
Physical and Chemical Sciences 67%
Earth and Space Sciences 62%
Life and Environmental Sciences 69%
Scientific Thinking 62%

For the 2009 -2010 school year the data indicates that 5th grade science instruction will focus on earth and space sciences and scientific thinking.

Instructional Calendar Development

What is the process for developing, implementing, and monitoring an Instructional Focus Calendar for reading, writing, mathematics, and science?

The process for developing the Instructional Focus Calendar consisted of grade level teams using the Sunshine State Standards to map out a timeline of skills in reading, writing, math, science and social studies for the 2009-2010 school year.

The process for implementing the Instructional Focus Calendar is to design units, lessons and assessments for classroom instruction based on the needed skills stated in the calendar.

Skills taught will be monitored through Achievement Series, reading and math core tests, District Math Assessments, teacher-made materials, rubrics, student demonstrations and projects, data generated from student computer programs and teacher observations.

Which instructional Benchmarks will be given priority focus, based on need, for each content area (reading, writing, mathematics, and science)?

3rd Grade Reading
Research skills and main idea were the least proficient strand and will be given priority focus.

3rd Grade Math
Measurement, algebraic expressions and data analysis were the least proficient strand and will be given priority focus.

Grade 4 Reading
Main idea/purpose and comparisons were the least proficient strand and will be given priority focus.

Grade 4 Math
Measurement and number sense were the least proficient strand and will be given priority focus.

Grade 5 Reading
Words and Phrases, Main idea/Purpose, Comparisons and Reference/Research were equally the least proficient strand and all will be given priority focus.

Grade 5 Math
Measurement and data analysis were the least proficient strand and will be given priority focus.
.
Grade 5 Science
Earth and space sciences and scientific thinking were the least proficient strand and will be given priority focus

What is the process to ensure instruction is based on individual students’ needs, as opposed to the master schedule?

An analysis of learning gains allowed the strongest teachers to be paired with the weakest students.

Once FCAT scores were released, the administration determined student learning gains by teacher and adjusted the master schedule to prevent low-performing teachers from teaching the same class again.

How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

A daily focus of the school is for teachers and students to ask each other, “why are we learning this?” to ensure that instruction is always relevant. On a daily basis, teachers are expected to display and utilize targets, easily understood lesson objectives and Sunshine State Standards. This year, there is also an increased focus on vocabulary development across all curriculum areas with vocabulary walls posted in every classroom K - 5.

Current events are discussed on the Dolphin Daily News and through guest speakers.

How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?

n/a

DO

Direct the Instructional Focus

How are lesson plans and instructional delivery aligned across grade levels and subject areas?

Grade level teachers work together to create the IFC's using district academic plans, analyzing FCAT/SAT 10 data, and Sunshine State Standards.

Lesson plans and instructional delivery are aligned across grade levels through the following:
grade level meetings, cross grade level meetings based on student placement, grade level curriculum trainings, science/social studies standards developed by faculty, peer teacher observations and demonstrations, county support staff training.

How are instructional focus lessons developed and delivered?

Lessons are developed following the District Academic Plan, the Florida Sunshine State Standards (including the New Generation Sunshine State Standards for Mathematics and Science). Then, teachers depending on the makeup of their classrooms may create lessons differentiated for students with disabilities, gifted, or english language learners.
The lessons are created following the pertinent guidelines for the reading model and the time requirements. On level students receive 90 minutes of uninterrupted reading instruction, meanwhile students needing Tier 2 interventions receive an additional 30 minutes of immediate intensive instruction. Students needing Tier 3 interventions receive additional individual instruction as needed to address specific skills.

With respect to Mathematics, students are given at least one hour of instruction every day, including whole group, guided instruction, and small group instruction.

Lessons have a variety of thinking skills, and some cooperative learning activities depending on the content.

Writing is done on a daily basis kindergarten through fifth grade. Teachers work every day on spelling, grammar, and the creation of sentences, paragraphs and expository or narrative pieces.

Lessons are differentiated according to the abilities in the classroom.

How will instructional focus lessons be revised and monitored?

Teachers revise and monitor lessons using data from Achievement Series, mock testing, FAIR, and grade level assessments. Data is shared with grade level teams and administration to assess the effectiveness of the lessons. This will help determine if further interventions are needed and teams will meet to collaborate on how to best meet the needs of students.

CHECK

Assessment

Describe the types of ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention.

Assessments used to determine student comprehension will be:

Reading: weekly core reading assessment, Accelerated Reader, FAIR, FCAT/SAT 10 reviews, fluency assessments, teacher-made assessments, and portfolios.

Math: district assessments, core math series assessments,Accelerated Math, FASTT Math, Math Facts in a Flash, teacher-made assessments,and math fact trials.

Language Arts: monthly FCAT writing prompts, teacher-made tests, skill assessments, spelling, and grammar assessments.

Science: unit assessments based on Sunshine State Standards, teacher-designed projects, hands-on labs, and portfolios.

Social Studies: journals, unit assessments based on Sunshine State Standards, teacher-designed tests.

Assessments are delivered intermittently and as directed by administration.

How are assessments used to identify students reaching mastery and those not reaching mastery?

Mastery will be determined using state and district guidelines for the assessments in order to achieve consistency.

Teachers use the results of assessments to modify instruction, remediate through small group/individual instruction, and class movement based on instructional need. Once the changes are made, teachers continue to monitor the progress of students at their weekly grade level meetings. Students who continue to perform below mastery will receive interventions and be considered for the RtI process.

Maintenance

How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built into the Instructional Focus Calendar?

Teachers will differentiate lessons by:
Higher level questioning, critical thinking activities, group and individual projects, novel studies, Science Fair participation, social studies projects, technology-enhanced lessons, reader's theater, and integration of the arts.

Describe the process and schedule for teams to review progress monitoring data (summative and mini assessments) to identify the required instructional modifications that are needed to increase student achievement.

Staff will meet to review data during weekly grade-level meetings, cross-grade level meetings, monthly meetings with administration, and bi-weekly faculty meetings. Meeting minutes will be shared on the web-based program and with administration. Monthly data collection and lesson plans are reviewed by administration.

Monitoring

Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the teaching and learning process.

The administrative team reviews results of student assessments weekly/monthly and consults with teachers to monitor student progress. The placement of students is constantly monitored. At grade level meetings, grade level chairs will lead teams through a pre-determined agenda focusing on academic achievement, improving instruction, grading/policies, and other issues. Minutes of the meeting will be turned in to administration.

The A+ team analyzes data to determine the needs of the students. Once specific needs are identified, the A+ team makes recommendations for instructional techniques that address the needs of the students.

The instuctional coach will support teachers, monitor student progress, diagnose problems, prescribe interventions, model lessons, and assist in the RtI process.

ACT

Supplemental and Intensive Instruction/Interventions

Identify the core, supplemental, and intensive instruction and interventions.

The core program for students in Reading is SRA Signature, Reading Mastery Plus and Triumphs. Students are instructed for 90 minutes using the program followed by 60 minutes with Intensive strategies structured into small groups so that the teacher can work on FAB 5 plus Oral Language skills as determined by assessments.
READING:

CORE:
ReadWell (Kindergarten)
MacMillan Treasures
Earobics
AR

INTENSIVE INSTRUCTION:
Triumphs
Skill-based groups that address FAB Five plus oral language

Intervention:
Leveled Readers
FCRR Activities
SRA Reading Mastery Plus/Corrective Reading

MATHEMATICS:

CORE:
Scott Foresman
Voyages

Supplemental:
FASTT Math
Math Facts in Flash
Accelerated Math
FCAT Explorer - Grade 5
Calendar Math
Manipulatives
Hands-on Equations
Rhymes and Times

Writing (CORE):
Writers in Control

Supplemental:
Melissa Forney

Science:
CORE: Harcourt Science
Literacy Based Science Instruction

Intervention:
Additional hands-on labs for 4th and 5th grade

Supplemental:
Science Lab
BrainPop and BrainPop Jr.

How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target areas?

Reading:
Intensive Reading teachers spend an additional 60 min a day addressing non-mastered skills using FCRR activities, Great Leaps, Earobics, Triumphs and Leveled Readers.

Math:
Math Facts in a Flash (K-1)and FASTT Math (2-5) assesses math fact knowledge. Then, students go through the program to practice and review their addition, subtraction, multiplication, and division data.

Writing:
Students who are not proficient will receive additional remediation in small groups.

How does the school identify staff’s professional development needs to improve their instructional strategies?

FCAT, SAT10, Weekly Reading test and District Math test data are reviewed to determine areas of need.

Rayma C. Page identifies staff's professional development needs based on the following:

Analysis of student's SAT 10 and FCAT scores
The school's Adequate Yearly Progress report
The school's Grade Report is a starting point

Which students will be targeted for supplemental and intensive instruction/interventions?

The lowest 25% of our students and students in IR classes will be targeted for additional remediation. After-school tutoring is offered in reading, writing and math to provide reinforcement of needed skills.

How will the effectiveness of the interventions be measured throughout the year?

Interventions will be measured through baseline, midyear testing and ongoing assessments. In addition, all personnel providing services to a student not making mastery will meetto discuss their evidence and/or documentation of strategies and interventions that have previously been utilized. Factors hindering implementation of a strategy (attendance, behavior, etc.) will be addressed and resolved. Strategies that are unsuccessful will be discontinued and replaced with alternative interventions.

Enrichment

Describe alternative instructional delivery methods to support acceleration and enrichment activities.

Students in enrichment classes are exposed to novel studies, debates, mock jury trials, data presentations, research, mathematical inquiry, writing plays, higher level thinking strategies, analytical activities, and extensive vocabulary study.

Describe how students are identified for enrichment strategies.

Students are identified by analyzing grade level assessments, FCAT/SAT10 results, district assessments and teacher observation.

Professional Learning Communities

NCLB Public School Choice

Note: For Title I schools only

• Notification of (School in Need of Improvement) SINI Status
  No Attached Notification of (School in Need of Improvement) SINI Status
  
  
• Public School Choice with Transportation (CWT) Notification
  No Attached Public School Choice with Transportation (CWT) Notification
  
  
• Notification of (School in Need of Improvement) SINI Status
  No Attached Supplemental Educational Services (SES) Notification
  
  

Pre-School Transition

Orientation meetings will be held prior to the start of the school year for kindergarten students and their families in May to familiarize them with the school and expectations for the coming year.

All new students are assessed in Readingprior to or upon entering RCP.
Screening data will be collected and aggregated prior to September 10th, 2009. Data will be used for progressive placement and to plan daily social/emotional instruction for all students and for groups of students or individual students who may need intervention beyond core instruction. 0Kindergarten academic and behavioral instruction will include daily explicit instruction, modeling, guided practice and independent practice of all academic and/or social emotional skills identified by screening data. Social skills instruction will occur daily for 20 minutes using the Skills Streaming Curriculum and will be reinforced throughout the day through the use of a common language, re-teaching, and positive behavior strategies.

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.

Screening tools will be re-administered weekly, quarterly, mid-year and at the end of the year in order to determine student learning gains in order to determine the need for changes to the instructional/intervention programs.

Postsecondary Transition

Note: Required for High School- Sec. 1008.37(4), F.S.

PART II: EXPECTED IMPROVEMENTS

Other Goals

No Other Goals were submitted for this school

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	Saxon Phonics refills	Textbook Funds	$1,002.21
Reading	SRA Signature	District Funds	$30,000.00
Reading	Read Well	Textbook Funds	$8,414.35
Reading	FCATS and Dogs	Textbook Funds	$1,072.50
Reading	Measuring Up	Textbook Funds	$1,845.76
Mathematics	Scott Foresman	Textbook Funds	$11,398.45
Mathematics	Voyages	Textbook Funds	$3,212.51
Mathematics	Measuring Up	Textbook Funds	$174.90
Mathematics	Calendar Math	Supply Funds	$1,316.70
Writing	Teacher Resources for Writing	Title II	$500.00
Science	Houghton-Mifflin ScienceSaurus	Textbook Funds	$977.50
Science	Harcourt Science	Textbook Funds	$1,431.22
Science	Science Tradebooks	Textbook Funds	$443.69
Parental Involvement	Copy Paper (3 boxes)	School Budget	$90.00
Total: $61,879.79
Technology
Goal	Description of Resources	Funding Source	Available Amount
Science	BrainPop and BrainPop Jr.	PTO and Fee-Based Funds	$1,500.00
Total: $1,500.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Vocabulary Development Activities	Title II Funds	$153.00
Reading	Rapid Word Recognition	Title II Funds	$333.00
Reading	Setting Student Expectations to Foster Excellence Vocabulary and Reading in the Content Areas (Kagan: Accelerating Achievement)	Title I & II Funds	$5,000.00
Reading	Cooperative Learning throughout Content Areas (Kagan WIN-WIN Discipline)	Title I & II Funds	$5,000.00
Mathematics	Hands On Equations	Title I Funds	$72.00
Mathematics	Mastering Basic Facts through Games provided by Laurene Delikat		$0.00
Writing	Writer's in Control	Title II Funds	$134.00
Writing	Melissa Forney: Razzle Dazzle	Fee Based Funds	$400.00
Total: $11,092.00
Other
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Final Total: $74,471.79

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 8/28/2009 7:11:30 PM)

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 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.

Describe the Activities of the School Advisory Council for the Upcoming Year

The School Advisory Council approved the SIP Plan on September 24, 2009.

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.

SAC Members

AYP DATA

SCHOOL GRADE DATA