Bristol Elementary School Mission/Vision
Creating a community of confident learners
Confident learners…
- Articulate their own goals
- Have good decision making skills
- Take responsibility for their own learning and choices
- Are accountable for their academic and social choices
- See themselves as individual learners within a community of learners
- Are invested in the school community
- Contribute to the school community
- Appreciate the ideas of others
- See and think from many perspectives
- Embrace diversity
- Demonstrate caring and compassion
- Are curious
- Take risks
- Are not afraid of challenges
- Are persistent
- Are creative
- Are excited about learning
- Know the feeling of a job well done
- Read, write and compute fluently
- Are problem solvers
As we create our community of confident learners, the BES staff must provide a learning environment that includes the following experiences for students and staff ……
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Collaboration as the norm, for staff and students
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Staff and students build strong relationships so that we all work well together
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The staff models and fosters effective communication and respectful interactions
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All of us laugh a lot
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The staff makes learning engaging for students
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The staff are engaged learners
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The staff continually deepens its knowledge and skills, especially in the areas of reading, writing & math
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The staff encourages student curiosity
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The staff empowers the students to pursue their interests
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The staff provides challenges for students
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The staff values perseverance, in our students and ourselves
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The staff values and encourages divergent thinking
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The staff structures the day to support the creation of a community of confident learners
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The staff establishes a calm pace and flexible boundaries so that projects can come to completion
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The staff allows time for reflection
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The staff acknowledges the individual gifts and talents of our students
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The staff values and celebrates social and academic effort, growth and success
As a school, we are constantly working to improve the educational experience we provide our lifelong learners. Our work with the Green Mountain Star Action Planning Tool during the '12-'13 school year provided us great insights to what BES is doing well and where we can make positive changes. Please click here to review the document drafted last year which will be the backbone, along with the ANESU ENDS policy to our work moving forward.
Our work has included incorporating the values above, our Responsive Classroom training and a Positive Behavior Integration and Supports framework. To view the powerpoint presentation that our PBIS Team shared at the PBIS Celebration and Sustainability conference on in 2010, click here.
Bristol Elementary School School-wide Action Plan 2011-2014
Goal: All students will
achieve academically and socially with: 100% of students accessing high
quality general education curricula, 15% or fewer students needing targeted
interventions for math, literacy or social skills; 5% or fewer needing
intensive services e.g. special education; and 1% or less needing intensive
wraparound supports.
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Tier 1 (100%)
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Tier 2 (15% or less)
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Tier 3 (5% or less)
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Social/EmotionalBehavioral
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3-5
positively stated school-wide expectations clearly defined across settings
and taught w/fidelity to all students; students are recognized for meeting
expectations; Responsive Classroom strategies and practices are taught with
fidelity and monitored for effectiveness; all students are screened for risk
factors; office discipline referrals (ODR's) indicate 80% or more of students
have 0-1 ODR's; SRSS screeners indicate 80% or more of students are at low
risk for social-emotional problems
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Students with 2-5 ODR's or
moderately to highly at risk on the SRSS assigned to small group
interventions under a behavior support plan (BSP) e.g CICO, social skills
groups, or token economy systems based on targeted behaviors; SSIS or other
progress monitoring tool used to collect baseline and progress monitor; progress is monitored regularly by tier 2
PBIS team to determine if supports are working (e.g. 80% or more on BSP) and
when to return to tier 1 supports
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Students with 6+ODR and or
students not benefiting from small group instruction and in need of intensive
1:1 support and/or SRSS data indicates student is at high risk for
social-emotional problems; BASC 2 assesses areas of strengths and needs; FBA
completed to determine appropriate interventions; intervention is
individualized in the form of a BSP with weekly progress monitoring using
BASC 2 progress monitoring results and weekly BSP results
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Academic
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Students have access
to evidenced-based instruction via Bridges/Investigations, Readers' Workshop,
Writers' Workshop; all instruction is implemented with fidelity; all students
are screened for risk factors; benchmark results indicate 80% or more
students meet or exceed grade level expectations in basic skills.
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Small skills groups are
established in classrooms to target skill deficits and or IEP goals; students
unresponsive to skills groups in general education may receive small group
instruction from specialist or special educator. Progress is monitored weekly
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Benchmark screeners
indicate student is at high risk for academic failure without significant
supports; Progress monitoring results indicate not benefiting from small
group instruction; a closely monitored Individualized Education Plan is
implemented
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Goal: All students
will achieve academically and socially with: 100% of students accessing high
quality general education curricula, 15% or fewer students needing targeted
interventions for math, literacy or social skills; 5% or fewer needing
intensive services e.g. special education; and 1% or less needing intensive
wraparound supports.
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Progress of students
finding success by tier level based
upon data described above
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Tier 1 (100%)
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Tier 2 (15% or less)
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Tier 3 (5% or less)
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Behavior
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’09-‘10 = 88%
’10 -‘11 = 94% '11-'12 = 69% '12-'13 = 75%
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’09-‘10 = 11%
’10-‘11 = 4% '11-'12 = 15% '12-'13 = 19%
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’09-‘10 = 1%
’10-‘11 = 2% '11-'12 = 16% '12-'13 = 6%
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Academic
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’09-‘10 = 38%
’10-‘11 = 54%
'11-'12 = 54% '12-'13 = 67%
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’09-‘10 = 46%
’10-‘11 = 36% '11-'12 = 30% '12-'13 = 19%
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’09-‘10 = 16%
’10-‘11 = 10% '11-'12 = 16% '12-'13 = 14% |
Acronym Guide - ODR = Office Discipline Referrals (planning room reports)
- SRSS = Student Risk Screening Scale
- SSIS = Social Skills Improvement System
- BSP = Behavior Support Plan
- CICO = Check In/ Check Out
- PBIS = Positive Behavior Interventions and Support
- IEP = Individualized Education Plan
- BASC = Behavior Assessment System for Children
- FBA = Functional Behavioral Assessment
*As of February,
2011
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