Raymore-Peculiar Middle School

 

School Information

School Name:  Raymore-Peculiar Middle School
School Address:  20501 S. School Rd P.O. Box 366, Peculiar, MO 64078
School Phone:  (816) 892-1550
School Fax:  (816) 892-1551
Principal:  David Mitchell
Principal email:  Dmitchell@raypec.k12.mo.us

 

Demographics

Number of Students:  915
Number Eligible for Free and Reduced Lunch:  19.9%
Percent of Limited English Proficient:  1%
Percent of Special Education:  8%
Racial/Ethnic Percentages:

- White:  88.1%
- Black:  8.4%
- Hispanic:  2.6%
- Asian/Pacific Island:  .6%
- Other:

 

Student Achievement Data:

Schoolwide Adequate Yearly Performance (AYP), Missouri Assessment Program:

	Math Proficient & Advanced
	All RPMS Students (Grades 7-8)	RPMS Black	RPMS Free & Reduced Lunch	RPMS IEP	State AYP Target
2005-06	48.3	28.3	32.3	15.1	26.6
2006-07	54.2	43.9	39.2	25	35.8
2007-08	63.9	46.5	47.8	18.6	45

 

	Communication Arts Proficient & Advanced
	All RPMS Students (Grades 7-8)	RPMS Black	RPMS Free & Reduced Lunch	RPMS IEP	State AYP Target
2005-06	46.4	30	28.8	11.8	34.7
2006-07	52.3	42.1	37.8	13.5	42.9
2007-08	63.9	40.8	35.4	16.9	51

 

Grade-level Performance Data, Missouri Assessment Program:

	Math % Proficient & Advanced (RPMS/State)
	Grade 7	Grade 8
2005-06	54/46	42.5/40.7
2006-07	60.5/46.1	44.8/41.4
2007-08	66.3/49.8	59.2/44.3

 

	Communication Arts % Proficient & Advanced (RPMS/State)
	Grade 7	Grade 8
2005-06	46/43.9	46.6/42.5
2006-07	54.9/46.1	47.4/41.4
2007-08	58.1/49.3	61/48.4

 

	Science % Proficient & Advanced (RPMS/State)
	Grade 7	Grade 8
2005-06	NA	NA
2006-07	NA	NA
2007-08	NA	53.1/43.3

 

Schoolwide Adequate Yearly Performance (AYP) MAP Performance Ranking (32 Missouri Middle Schools Used in Comparison Study)

	AYP Average	Rank
2005-06	47.35	42.5/40.7
2006-07	53.2	44.8/41.4
2007-08	62.05	59.2/44.3

 

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

From 2006-2008, RPMS saw an increase in the percentage of students scoring proficient and advanced on the annual state assessment in math by 12.3%. In comparison, the state experienced an increase of only 3.6%. During this same time, RPMS increased by 12.1% in the area of communication arts in comparison to an increase of 5.9% across the state of Missouri.

Particular attention is given to the annual progress made by each cohort testing group. From 2006-2008, eighth grade cohort students (2006 sixth graders) increased performance in communication arts and math by a combined 8.2% while seventh grade students (2006 fifth graders) experienced a combined increase of 17.5% in the same testing areas.

In the spring of 2007, adjustments were made to the RPMS master schedule in order to increase instructional minutes in the areas of math, communication arts and science. In addition to the increase in minutes, staff felt students needed daily contact in these critical areas. As a result of these needs, a schedule was developed to increase our instructional minutes in each of these critical areas from 7,480 minutes per year to 12,320 minutes per year.

Beginning in the fall of 2007, all RPMS departments begin the process of reviewing and redesigning course pacing guides and common assessments. Emphasis has been placed on increasing the rigor of course assignments and common assessments. Advanced courses in math and communication arts have been added at the seventh grade for eligible students.

In the fall of 2006, a comparison analysis of 32 middle schools was conducted using the Missouri state assessment AYP data to determine where RPMS ranked in relation to other similar Missouri middle schools. From 2006 to 2008, RPMS moved from twentieth out of the 32 comparison schools to tenth. In 2006, the performance gap between RPMS and the top comparison school was 15.85 AYP percentage points. In 2008, the performance gap decreased to 6.7 AYP percentage points.

 

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

Beginning in the fall of 2007, RPMS staff worked to create SMART goals in all departments that directly supported SMART goals developed in math and communication arts. Math and communication arts teachers conducted a data analysis review of our annual Missouri Assessment Program (MAP) results and identified areas needing specific improvement. RPMS School Improvement Plan (SIP) targets were established and shared with staff. Math and communication arts teachers facilitated SMART goal development training with staff and shared data and strategies to use in all content areas to support SIP progress in math and communication arts.

The Building Leadership Team (BLT) was realigned in 2007 to include representatives from all interdisciplinary teams and departments. The BLT routinely evaluates and monitors action steps within the SIP and facilitates instructional improvement initiatives by closely monitoring professional development activities.

In 2007, a full-time instructional coach (IC) was added to provide additional instructional support to all staff. In additional to instructional support, the IC partners with the RPMS administrative team to conduct monthly walkthroughs in all classrooms. Using the Missouri fourth cycle MSIP evaluation criteria as our guide, monthly data was compiled and reported to the BLT as well as the entire staff. For the year, more than 400 classrooms were observed and the data gleaned from this process was used to develop our building professional development plan for the 2008-2009 school year.

 

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

1. Monitoring student learning on a timely basis. 

To ensure student success in learning, the process of Examining Student Work (ESW) focuses on teachers, working in collaborative core teams, creating and evaluating common assignments each week. The development of lessons aligned to state standards and a shared understanding of grading expectations help to ensure that all students receive a rigorous curriculum. Analyzing the results of these assignments each week provides teachers with vital information required to make decisions about what is to be taught based on real and timely evidence of what students have learned.

In addition, each of our core, grade-level departments (math, science, communication arts, and social studies) administer four common assessments throughout the year. The common assessments, developed using the “backward design model”, identify essential learner objectives for each course that align with the Missouri Grade Level Expectations (GLE). Departments collaborate to develop and review these assessments and then work “backwards” to design instructional activities to ensure students meet the standards selected for each common assessment.

Our modified block schedule, consisting of five 70-minute classes each day allow for teachers to meet every other day with their grade-level department colleagues. This frequent and ongoing collaboration built into the school day allows our teachers to work collaboratively to develop course pacing guides for each subject area. In collaboration, teachers develop common assignments, assessments, and instructional activities designed to improve student achievement and monitor student learning.

2. Creating systems of intervention to provide students with additional time and support for learning.

At RPMS, we are committed to creating a pyramid of support to systematically provide supports for struggling learners. Core Resource is utilized during the school day to support struggling learners who had been identified as needing assistance in communication arts and math. Students in Core Resource are given assistance with their core class content in a format that consists of whole group instruction, small group personalized support and independent practice utilizing the computer-based program Study Island. Read 180 and FastForword are offered through Key Reading to students who have been identified as reading two or more grades below their current grade level. Our (P.A.W.S.) Practicing Academics With Support program is offered on Tuesdays and Thursday starting in September through the first week of May. Support is provided to students in the four core areas: math, science, communication arts and social studies. The program is divided into two sessions providing opportunities each night for students who need individual assistance or simply a place to complete their homework. The seventh grade communication arts department has utilized a process referred to as “reteach” to support both struggling learners and as an opportunity to provide enrichment activities for those students who have demonstrated mastery. In the reteach model, teachers use common assignments/assessment data to identify students’ needs and divide them among the 2-4 teachers within the department during each block.

We have developed a building-wide homework policy that better reflects our philosophy that homework should be provided as additional practice. In addition, the policy supports homework assigned for the purpose of building skills necessary for students to master designated learner objectives. At RPMS, we utilize a school-wide behavior management model (BIST) which focuses on teaching students strategies for recognizing, reflecting, and managing their own behaviors. Students learn to “own” their problems so they can learn to overcome them. Respect and tone of decency are major themes throughout our school.

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

Teaming is an integral part of RPMS and what we consider to be a core value. We have divided up the areas which need to be addressed to meet the needs of the students into four components: student achievement/academic concerns, relationships (social and emotional)/incentives, student concerns/interventions, and organization/management. Teachers meet every other day in teams to discuss issues related to their students and chart this information in the appropriate component area. We then are able to go back as team and review our agendas and notes and determine which areas we might have been addressing most frequently and whether we are meeting the needs of the students as a whole. In quarterly reflection meetings we also determine which areas of professional development are needed. An article is often provided for discussion or administration might plan more substantial training with our instructional coach during faculty meetings or professional development early release days. Keeping these meetings focused on improving student achievement by providing structure and support has helped build a culture of accountability to one another and ensure that all student needs are addressed.

 

List awards and recognitions your school has achieved: