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Vision/Goals

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 …… 

  • Collaboration as the norm, for staff and students

  • Staff and students build strong relationships so that we all work well together

  • The staff models and fosters effective communication and respectful interactions

  • All of us laugh a lot 

  • The staff makes learning engaging for students

  • The staff are engaged learners

  • The staff continually deepens its knowledge and skills, especially in the areas of reading, writing & math

  • The staff encourages student curiosity

  • The staff empowers the students to pursue their interests

  • The staff provides challenges for students

  • The staff values perseverance, in our students and ourselves

  • The staff values and encourages divergent thinking 

  • The staff structures the day to support the creation of a community of confident learners

  • The staff establishes a calm pace and flexible boundaries so that projects can come to completion

  • The staff allows time for reflection 

  • The staff acknowledges the individual gifts and talents of our students

  • 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.

 

Tier 1 (100%)

Tier 2 (15% or less)

Tier 3 (5% or less)

Social/EmotionalBehavioral

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

 

 

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

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

Academic

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.

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

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


 

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.

Progress of students finding success  by tier level based upon data described above

Tier 1 (100%)

Tier 2 (15% or less)

Tier 3 (5% or less)

Behavior

’09-‘10 = 88%

’10 -‘11 = 94%

'11-'12 = 69%

'12-'13 = 75%

 

 

’09-‘10 = 11%

’10-‘11 = 4%

'11-'12 = 15%

'12-'13 = 19%

’09-‘10 = 1%

’10-‘11 = 2%

'11-'12 = 16%

'12-'13 = 6%

Academic

’09-‘10 = 38%

’10-‘11 = 54%

 '11-'12 = 54%

'12-'13 = 67%

 

’09-‘10 = 46%

’10-‘11 = 36%

'11-'12 = 30%

'12-'13 = 19%

’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


Subpages (1): GMS Action Plan