Scott Elementary School Improvement Plan
Indicator CL7: The environment of the school (physical, social, emotional, and behavioral) is safe, welcoming, and conducive to learning.
• Reinforce the Nurtured Heart approach and SOAR characteristics.
• Assistants will be provided training opportunities to build skills and knowledge.
• A school-wide discipline system will track, analyze, report then make decisions based on data.
• A “CheckIn/CheckOut” program will be used to build positive student-teacher relationships.
• Meet with architects to conduct needs assessment about physical needs of building.
• Expectations will be developed with safety coordinators for arrival and dismissal procedures.
• Assistants will be surveyed to assess their needs for learning about supporting students in class and on the playground.
• Research systems of positive behavioral supports (e.g. PBIS) to help develop a new discipline system.
• Evaluate existing practices (SOAR and Nurtured Heart) to align with district Social Emotional Learning (SEL) standards.
• Research curricula to align with district vision for SEL.
• Post Nurtured Heart posters at school entrance and each classroom door.
• Staff will take Diversity Awareness Profile and reflect on results.
• Review opportunities for all students to experience a sense of belonging.
• Continue Peaceful Playground Practices and implement Recess Coach Program.
• Create a booklist on SharePoint inclusive of culturally responsive practices.
Indicator TL2: All teachers will establish in their lesson plans and will explicitly define to students high and realistic academic, physical, social, emotional, and behavioral expectations for their learning so that they know what is needed for them to achieve at proficient levels.
• Use an SEL curriculum to aid teachers in building student capacity for managing learning.
• Through PLC process, teams use data to identify specific areas of focus for each grade level.
• Use PLC process to define expectations for learning so that instruction can be differentiated.
• Monitor the effectiveness of targeted learning strategies/standards through the PLC process.
• Individual teachers/teams incorporate the use of learning targets in classroom.
• Review SOAR poster for behavioral expectations.
• Create a kick-off presentation for building expectations in common areas, e.g. hallways, etc.
Indicator ID10: The school’s Leadership Team regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs.
• Create a schedule that supports weekly PLC meetings.
• Create a structure that makes it possible for all staff members to be involved in a meaningful PLC team.
• The PLC leadership team will provide an overview on the PLC process to the entire staff.
• Compare student learning data within weekly PLC meetings to help drive instruction.
• PLC teams will define what ‘master’ of learning objectives looks like in order to examine data.
• Professional learning on common formative assessments will be provided.
• Provide training for Enrollment, Instructional, and Special Ed Assistants to implement differentiated instruction.
• Develop, revise, and utilize progress monitoring tools to track student response to differentiated instruction.
• Provide training for educators to create formative assessments utilizing Google Docs, Mastery Manager, etc.
• Research and identify structures that support differentiated instructions for students who do not demonstrate pre-requisite skills for meeting standards.
• Research and identify structures that support differentiated instruction for students who show mastery of objectives.
• Teachers will provide opportunities for remediate and enrichment instruction in part through use of Instructional Assistants.