Scott Elementary School January 11, 2016

Our School Improvement Team Nick Micensky, Principal Colleen Cannonruffo, TIS Naseem Ghouse, LSC Karen McKissick, LRC Director Katherine Leonardo, Speech Jennifer Schemidt, Psychologist Brian Zallis, Assistant Principal Kaine Osburn, Cabinet Liaison Justin Elder, 4th Grade Teacher Stacey Keleher, K- Teacher Janna Michael, 3rd-Grade Teacher Scott Silder, 3-5 Band Teacher

Building School Culture to Promote Academic Success “Genuine Caring - values the individual and conveys belief in [his/her] capacity to learn. Caring entails listening sincerely to students, knowing something about the students and their lives, and developing positive relationships with them. Explicit caring creates the relationship and “the bonds” necessary to ensure learning.” Murphy, J. (2010). Understanding and Closing the Achievement Gap (p. 253).

PARCC Reading Results Illinois Report Card: http://goo.gl/Jzrnex

PARCC Math Results Illinois Report Card: http://goo.gl/Jzrnex

The Scott School Rising Star Process

Scott School Rising Star Indicators 2015-16 2013-14 2014-15 •CRP, SEL (CL7) •PLC Process (IID08) •Data-informed decisions making (ID10) •PLC Process (TL2) •Differentiated Instruction (IID10) •Learning Supports, CRP, SEL (CL1) SEL (CL2) •Planning & Differentiation (IID11) •Technology (TL9)

Rising Star Indicator 1: Learning Supports, Social Emotional Learning (SEL), Culturally Responsive Practices (CRP) CL1 SIP Indicator: The school’s Learning Support System includes academic, physical, social, emotional, and behavioral programming based on school-wide, targeted group, and individualized needs. CL2 SIP Indicator: School Leadership identifies and allocates/reallocates resources needed for Learning Support implementation. Identify barriers to learning and establish a comprehensive system of learning supports through the Response To Intervention (RTI) 3-tier model for use by all staff. All stakeholders are responsible for contributing to the ongoing development of Social Emotional Learning skills. Establish, deliver and uphold school wide expectations. Promote family and school relationships and Culturally Responsive Practices. Description and training for teachers about the coaching models to all classrooms.

Rising Star Indicator 2: Planning and Differentiation IID11: Instructional Teams review the results of formative and summative assessments to make decisions about curriculum and instructional plans and “red flag” students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of the early mastery of objectives). All staff will implement effective use of PLCs to identify students or grade level needs and plan outcomes based on data- based decisions. All staff will identify and implement data driven plans and procedures to ensure a positive academic and social climate for all stakeholders. All staff will deliver and uphold differentiated instruction practices to promote positive learning experiences for all students.

Rising Star Indicator 3: Technology TL9: All teachers incorporate the use of technology in their classrooms when it enhances instructions and builds 21st Century Learning Skills Use of Canvas to enhance integration of technology Staff and students use computers and technology tools as a seamless part of learning and instruction Use of technology to maximize data collection Use of technology to maximize communication and collaboration Use of technology to maximize critical thinking and creativity Use of technology to maximize independence and digital citizenship

Tradition and Innovation in Education