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Raymond Elementary principal highlights literacy, play-based learning and PBIS changes
Summary
Principal Mrs. Peavey told the board Raymond Elementary has early-literacy and number‑sense gains, new play‑based learning steps, PBIS updates adding 'be kind', and attendance strategies; school will continue PLC cycles and targeted PD to sustain progress.
Raymond Elementary Principal Mrs. Peavey presented the school’s annual 'state of the school' on Nov. 19 and highlighted early‑literacy growth, math number‑sense improvements, attendance strategies and social-emotional work.
Peavey said kindergarten students entered first grade ahead on phonics measures after expanded instruction and that third grade showed a 20% jump in proficiency on a pre/post number‑sense screener. She credited coaching support (named in the presentation: Kirsten Chansky and Jess Melcher) and targeted professional development for the gains.
To improve attendance, Raymond Elementary moved from individual perfect‑attendance certificates toward class‑level recognition and monthly attendance summaries sent to families; current monthly attendance ranges cited were roughly 96.3% (pre‑K low) to 98% (first grade high) in early reporting. The school also revised PBIS expectations to 'be safe, be responsible, be respectful, be kind' and described a token economy in which students earn tickets that can be exchanged for experiences such as 'lunch with a friend' or 'principal's chair for a day.'
Peavey described play‑based learning rollouts — staff attended MDOE play‑lab training and are embedding purposeful play and 'brain bins' across grades — and noted ongoing efforts to integrate social‑emotional supports, including trauma‑informed professional development from outside providers.
The principal acknowledged challenges, including seasonal attendance dips, medical absences and rising social‑emotional needs, and said action plans emphasize continued PLC cycles, deeper data analysis and expanded progress monitoring (Advantage Math Recovery) for students not making expected gains.
The board asked several follow‑up questions about sharing successes between schools, comparative attendance to prior years and how laptop/device rollout is staged (laptops start in second grade; iPads used in pre‑K and first grade). The board did not take action on the presentation; staff will continue monitoring progress and return with updates.
