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It is Our Mission:
To Produce Lifelong Learners Fuller School of Excellence strives to have parents, teachers, and community members actively involved in our students learning with a commitment to fostering a challenging and safe learning environment that encourages high expectations for all. We are dedicated to promoting academic and social excellence to produce lifelong learners prepared for a global society. |
Pre K-8 Fuller School of Excellence 4214 S. Saint Lawrence Ave. Chicago , IL 60653 773-535-1687 Enrollment: 392 A CPS Neighborhood School |
PRINCIPAL'S MESSAGE
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“Perseverance is not a long race, it is many short races one after another.” This quote from Walter Elliott resonated with the Fuller staff and sustained us through the many hours of planning and preparation and long days of our school construction phase. We have crossed that finished line. Now we are up and running and our next short race is getting our students to the top. We are not daunted by test scores and school data, but encouraged by our passion, commitment and determination to make new leaps and bounds to academic success because at Fuller School of Excellence, “We Rise to Soar!”
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Performance
Culture and Climate philosophy
"This is our school, and we create and maintain the conditions for success."
BMC: All teachers created a behavior management cycle for their classrooms. If you are starting to see an increase in student misbehavior, please revisit the systems and structures you established and our school-wide expectation for managing classroom spaces. Remember the chart below from our school-wide Culture and Climate Plan? This will help correct 90-95% of all misbehavior in your room if you are actively scanning and sweating the details. Beyond these corrective measures, move confidently and unbiasedly into the consequence levels.
Non-Verbal Correction
(Level 1)
Positive Group Correction
(Level 1)
Anonymous Individual Correction
(Level 1)
Private Individual Correction
(Level 2)
Lightning Quick Public Correction
(Level 2Use signals and/or eye contact and proximity to cue appropriate behaviors
Give a quick verbal reminder offered to the entire group, advising them to take a specific action
Describe the solution; however, make explicit that there are people (as yet anonymous) who have not met expectations
Give students an independent or group task to complete. Then, in a voice that maintains as much privacy as possible, crouch down and state the solution and the purpose
Limit the amount of time the student is “on stage,” focus on telling student what to do right, normalize the positive behavior of the rest of the class by focusing on something more productive
Halls and Lockers: All students should retrieve everything they need for the school day when they are at the lockers in the morning. Sending kids out into the halls to gather left materials from lockers is disruptive to surrounding classrooms and increases opportunities for students to misbehave (i.e., going to water fountains, other classes, down the hall, etc. without permission). Before students enter the classroom, ensure that all hoodies, bags/purses, and other inappropriate materials are stored in lockers. Remember, students are allowed to wear long sleeves under their polos and/or black, navy, or white sweaters (without hoods or logos) over their polos.
Lunch/Recess: We are beginning to see a lot more students in halls unattended at the times they should be in lunch or recess. Teachers who elect to conduct lunch detentions must physically transport students to and from the lunchroom. Again, this keeps our halls safe, quiet, and disruption free. Similarly, at no time should students in lunch or recess be released from those spaces without the watchful supervision of ESPs. The expectation is that recess (regardless of whether we are indoors or outdoors) is organized play, which will allow us to keep an eye on all students.
School-Wide Schedules: Adhering to schedules keeps consistency, allowing us to hold ourselves and students accountable. Let’s follow-through for the good of our classes and our school at large.
BMC: All teachers created a behavior management cycle for their classrooms. If you are starting to see an increase in student misbehavior, please revisit the systems and structures you established and our school-wide expectation for managing classroom spaces. Remember the chart below from our school-wide Culture and Climate Plan? This will help correct 90-95% of all misbehavior in your room if you are actively scanning and sweating the details. Beyond these corrective measures, move confidently and unbiasedly into the consequence levels.
Non-Verbal Correction
(Level 1)
Positive Group Correction
(Level 1)
Anonymous Individual Correction
(Level 1)
Private Individual Correction
(Level 2)
Lightning Quick Public Correction
(Level 2Use signals and/or eye contact and proximity to cue appropriate behaviors
Give a quick verbal reminder offered to the entire group, advising them to take a specific action
Describe the solution; however, make explicit that there are people (as yet anonymous) who have not met expectations
Give students an independent or group task to complete. Then, in a voice that maintains as much privacy as possible, crouch down and state the solution and the purpose
Limit the amount of time the student is “on stage,” focus on telling student what to do right, normalize the positive behavior of the rest of the class by focusing on something more productive
Halls and Lockers: All students should retrieve everything they need for the school day when they are at the lockers in the morning. Sending kids out into the halls to gather left materials from lockers is disruptive to surrounding classrooms and increases opportunities for students to misbehave (i.e., going to water fountains, other classes, down the hall, etc. without permission). Before students enter the classroom, ensure that all hoodies, bags/purses, and other inappropriate materials are stored in lockers. Remember, students are allowed to wear long sleeves under their polos and/or black, navy, or white sweaters (without hoods or logos) over their polos.
Lunch/Recess: We are beginning to see a lot more students in halls unattended at the times they should be in lunch or recess. Teachers who elect to conduct lunch detentions must physically transport students to and from the lunchroom. Again, this keeps our halls safe, quiet, and disruption free. Similarly, at no time should students in lunch or recess be released from those spaces without the watchful supervision of ESPs. The expectation is that recess (regardless of whether we are indoors or outdoors) is organized play, which will allow us to keep an eye on all students.
School-Wide Schedules: Adhering to schedules keeps consistency, allowing us to hold ourselves and students accountable. Let’s follow-through for the good of our classes and our school at large.
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School historyWho was Melville W. Fuller?
Melville W. Fuller (pictured above)Fuller School of Excellence is named in honor of Melville W. Fuller (1833-1910), who was the eighth Chief Justice of the United States between 1888 and 1910. After moving to Chicago, Fuller established a law practice and became a leading attorney in the city. He was also involved in politics before President Grover Cleveland nominated him to the Supreme Court. Fuller School of Excellence opened in its current building in 1942 and originally contained 31 classrooms, a library, gymnasium, and assembly hall. The building was a complete replacement of its original building, which was built in 1884 and added on to 6 years later in 1890. Fuller was originally called Oakland School No. 2 until its name was changed in 1891. The building was renovated in 1996 and 2012 and contains 25 classrooms and currently serves 384 students. |
AUSL (Academy for Urban School Leadership) is a Chicago nonprofit school management organization that creates schools of excellence by developing highly effective teachers and transforming educational outcomes for students in the lowest performing schools.
Chicago Public Schools (CPS) turned over management of Fuller School of Excellence to AUSL in 2012 as a turnaround school. Turning around a school is one approach that CPS uses to improve neighborhood schools that have been failing for many years. The transformation begins with the new leadership and teachers in the building to deliver effective instruction and the right climate and culture to the same neighborhood students. AUSL is committed to to providing all AUSL students with a quality education to prepare them for college and career. |
