Bristol Elementary School

VISION
To nurture thoughtful, responsible, and independent 21st century learners.
MISSION
A place to learn through friendship, fun, and respect.
VALUES
CORE BELIEFS 1. An atmosphere of belonging and acceptance which promotes the development of high esteem in students. 2. That we should foster a life-long love and joy for learning and a desire for excellence. 3. In developing positive self-discipline through a proactive approach of teaching expectations, choice, and consequences. 4. In a student-centered, co-operative classroom setting. 5. In developing natural creativity. 6. That reading, writing, and math are foundations for all subjects. 7. In creating active and appreciative participants of the fine arts within the limits of our resources and abilities. 8. In promoting a “sound mind in a sound body” through health and physical education. 9. That our school needs to be a safe, predictable, and positive environment. 10. There must be continuous reflection of our beliefs and goals.
Goal(s)ActionsIndicators of SuccessPositive Learning and Working Environment Component: 
(Numeracy) K-5 staff will implement problem solving strategies and continue to monitor basic skills.      Teaching staff will implement teaching and assessment of fact strategies NamingApplyingWeave facts in lessons   Staff will read and discuss the Van de Walle chapter about problem solving on the January 16th Pilot Day. Teaching Student-Centered Mathematics (Grades K-3) – Written by John A. Van de Walle and LouAnn H. Lovin Chapter 3: Developing Meaning For The Operations and Solving Story Problems (pages 65-93) Math SPR teacher will create, develop, implement, and progress monitor intervention groups with students at least 2x/week.By the end of grade 2, 70% of students will complete the addition fact fluency ladder.   By the end of grade 2, 60% of students will complete the addition fact fluency ladder.   By the end of grade 5, 70% of the students will complete the multiplication fact fluency ladder.   By the end of grade 5, 60% of students will complete the division fact fluency ladder.   Staff discussion of Van de Walle session – how the learned content will be embedded in their practice.   Creation of intervention groups; development of intervention content, implementation, and progress monitoring through STIP format.  ☐ Safety   ☐ Relationships  ☒ Teaching and Learning ☐ Institutional Environment   ☐ Improvement Process
(Literacy) K-5 staff will focus on phonological awareness, phonics/spelling, accuracy, and comprehension in order to improve fluency.      3-5 will be trained in EGLA assessment.  Interventions will be implemented based on data collected.   3-5 will continue with Dibels training; implementation and create a PLC to discuss results and teaching strategies.   Teachers will choose two syllable types from the companion document or the posters from Jane and Katie and teach them to their class this year.   3-5 will continue to work on fluency routines with Jane Burke.                        Completed training.  Interventions embedded in teaching practice based on data collected, increased student achievement.   Training completed.  Data achievement analysis by PLC.     Embedded work regarding syllable types withing teaching.   Teachers will use the books Jane Burke sends to work on fluency routines.☐ Safety   ☐ Relationships  ☒ Teaching and Learning ☐ Institutional Environment   ☐ Improvement Process
Staff will participate in a pilot project with the Carleton North feeder schools with a focus on collaboration, reflection and shared learning.    Staff will participate in the pilot school calendar project.  Staff participation in the three components of the project: professional learning, collaborative planning, and independent planning. Pilot days will build on each other to develop staff skillset to positively impact student achievement. Staff surveys will show positive results towards engagement.☐ Safety   ☐ Relationships  ☒ Teaching and Learning ☐ Institutional Environment   ☐ Improvement Process
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