Bristol Elementary School
School Improvement Plan
2015 - 2016
“A Place to Learn Through
Friendship, Fun and Respect”
Bristol Elementary
School Improvement Plan
2015-2016
School Vision, Mission and Beliefs
School Vision Statement
Date Implemented: 2013
Date of Last Comprehensive Review and Revision: May 2013
The vision of the Bristol Elementary School community is “to nurture thoughtful, responsible, independent 21st century learners”. With this as our guiding vision we
strive each day to fulfill our mission of providing “a place to learn through friendship, fun, and respect”.
With this as our guide, all decisions and actions at the Bristol Elementary School will focus on children successfully producing quality work.
As a result of discussions with staff and P.S.S.C. it has been decided that\ specific areas need to be focused upon for learning to improve for all students at Bristol
Elementary. These areas include literacy, numeracy and positive learning environment.
School Beliefs
The School Vision is built on the following beliefs:
 An atmosphere of belonging and acceptance which promotes the development of high self-esteem in students.
 That all we do should foster a life-long love and joy for learning, and a desire for excellence.
 Developing positive self-discipline through a proactive approach of teaching expectations, choice and restitution.
 A child-centered, cooperative, classroom setting.
 Developing natural curiosity.
 Reading, Writing and Math are the foundations for all subjects.
 Creating active, appreciative, participants of the fine arts within the limit of our resources and abilities.
 Promoting a “sound mind in a sound body” through health and physical education.
 Our school needs to be a safe, predictable positive environment.
There must be continuous reflection of our beliefs and goals.
Five Year Data Trends Using Provincial Assessment and/or School Based Data
Grade Two Literacy Assessment
2011
School - 88.9 %
District -75.8%
Province - 80.3%
2011
School-72.2%
District-58.9%
Province-68.6%
Grade Four Provincial Literacy
Assessment
*Grade Four will begin receiving
data again in 2016-17. Therefore
this reading data will remain for
comparison purposes.
2011
School -84.6%
District –75.8 %
Province-80.1%
2011
School - 86.7%
District - 52.4%
Province - 59.4%
Reading Comprehension: Appropriate or above2012
2013
2014
School - 91.6%
School – 100%
School – 92.9%
District -78%
District- 80.3%
District – 76.8%
Province - 79.1%
Province- 79.5%
Province – 77.5%
2015
School – 79.3%
District – 77.4%
Province – 76.9%
School Based Writing Data June (2013-15)
2012
2013
2014
20% Sampling
82%
Reading Comprehension : Appropriate of above
2012
2013
2014 (School Based)
School - 94.1% Assessment Not Written
92%
District - 77.5%
Province -77.1%
Writing – Provincial or School Based June Data
2012
2013
2014(School Based)
100%
No results Province 20% sampling
2015
77%
2015(School Based)
94%
2015(School Based)
88%
Broad Educational Goals
Bristol Elementary School has established the following improvement goals:
Teaching and Learning
1. Continued Improvement in Assessment as, of and for learning.
2. Continued Improvement in Enhanced Positive Learning and Working Environments in the
classroom.
3. Continued Building of Shared Leadership Capacity of Staff.
Implementation Plan 2014-2015
ASSESSMENT PREAMBLE
Assessment strategies are of paramount importance in any school improvement plan. Without assessment it is impossible to measure growth and determine systemic and individual needs. We
are fortunate to have skilled practitioners who by working with our literacy and numeracy leads, as well as each other will make the most effective use of the time devoted to assessment, and
intervene where we have children who are below standard as determined by data generated within the classroom and by provincial assessments. It was also identified in our 2013 School
Improvement Review that teachers should consider working collaboratively to help students better understand provincial literacy standards and provide opportunities for flexible groupings.
Goal One
Goal
Bristol Elementary
will continue to
improve assessment
as, of and for learning
to maintain 60% of
our students reading
at an acceptable level
and no fewer than
30% reading at a
strong level of
performance by the
end of grade 2 and
grade 4. We will also
maintain 60% of our
students achieving a
level of acceptable in
writing with no less
than 20% receiving a
strong level of
performance in
grades 2 and 4 in
writing June 2016.
Strategies/Actions
Staff will use school
exemplar document
constructed in 2014-15 to
work with students to set
goals in writing and inform
parents during parent
teacher.
Staff will work together to
co construct samples of the
triangulation (products,
conversations, and
observations) of literacy,
numeracy and science data
for assessment purposes.
Staff will determine
dominant intelligence of
each student in their class in
order to teach to their
dominant intelligence to
improve literacy skills.
Indicators of Success
Persons Responsible
Staff
 Posting of month by month
exemplars in each classroom.
 Goal setting sessions with
students shared by teachers
at staff meetings
 Using the exemplar book
with parents
•
Document for each staff
Staff
member with co constructed
commonality for K to 5 in
triangulation of data (evidence).



All students will be taught
the Respecting Diversity
lessons based on the work of
Jennifer Katz.
Students will have their
dominant intelligence
determined by a survey tool.
Lesson plans that teach to the
diversity of the classroom.
Lesson plans/assessment will
be shared at staff meetings.
Monitoring
October 8th, November 23rd,
January 4th, February 22nd,
March 21st, April 18th, May
17th, June 13th
October 8th, November 23rd,
January 4th, February 22nd,
March 21st, April 18th, May
17th, June 13th
October 8th, November 23rd,
January 4th, February 22nd,
March 21st, April 18th, May
17th, June 13th
Progress Notes
POSITIVE LEARNING AND WORKING ENVIRONMENT PREAMBLE
A positive learning and working environment is the cornerstone to continued student growth and improvement. Without such a system in place students will not engage in learning and
interventions will not be timely and targeted to best meet the needs of students. We are fortunate to have had implemented a RTI model with a pyramid of interventions two years ago and will
continue to work with our ESS team and the District ESS teams to support our students. The school’s School Improvement Review in 2013 also recommended further study of differentiation to
support RTI. The staff has as well targeted more study and learning in the area of Universal Design for Learning.
Goal Two
Response to Intervention
Goal
Bristol Elementary will enhance the
positive learning and working
environment by increasing the
percentage of students engaged in
classroom learning and the students
who believe the school has a positive
learning climate to 80% or higher by
June 2016.
Students who are interested and
motivated.
2012-2013
71%
2013-2014
85%
2014-2015
90%
Students who believe this school has a
positive learning climate.
2012-2013
80%
2013-2014
80%
2014-2015
76%
Strategies/Actions
September 2nd teachers will
work in PLC groups to plan
Respecting Diversity lesson
plans based on the work of
Jennifer Katz.
Teacher will co construct
with administration methods
to enhance lesson planning
to meet dominant
intelligences in classroom.
(delivery of curriculum,
assessment, practice)
Indicators of Success
Person Responsible
Staff
 PL completed and
lesson plans written.
 Lessons completed by
October 2nd.
 Every student in the
school has their
dominant intelligence
tracked and shared with
co teachers.
 Co constructed lesson Staff
plan and or assessment
suggestions

Teachers with administration
will conduct a book study
beginning in January to
further develop the staff’s
understanding of UDL.
Book TBA.


Book study completed
by June 2016.
Further UDL planning
in classroom.
UDL planning shared
at staff meetings
Staff
Monitoring
Progress Notes
th
October 8 ,
Teachers met on September 2nd
November 23rd,
and completed lesson plans.
January 4th, February
22nd, March 21st,
April 18th, May 17th,
June 13th
October 8th,
November 23rd,
January 4th, February
22nd, March 21st,
April 18th, May 17th,
June 13th
January 4th, February
22nd, March 21st,
April 18th, May 17th,
June 13th
LEADERSHIP PREAMBLE
Shared leadership is essential in all successful schools. Having a common purpose and objectives gives a staff and school intentionality in their daily actions of curriculum delivery, interventions
and school discipline.
Goal Three
Building Leadership Capacity
Goal
Bristol Elementary will maintain and
continue to build leadership capacity in staff
by June 2016.

I have been involved in decisions about
school-wide processes (e.g. developing our
pyramid of interventions, assessment
planning, setting SIP goals).

Disagree
2014
2015
0.0%
0.0%
Neither
Agree or
Disagree
Agree
20%
0.0%
80%
100%

Strategies/Actions
Staff with work with
Director of Schools Jay
Colpitts to determine culture
of Bristol Elementary and
next steps in building an
achievement oriented
affiliative culture.
Indicators of Success
 Staff professional learning
completed on October 8th.
 Team analysis of present
culture and discussion of
next steps to move
forward.
Persons Responsible
Monitoring
Colleen Wiley
October 8th, November
23rd, January 4th,
February 22nd, March
21st, April 18th, May 17th,
June 13th
Staff will work together to
co construct samples of the
triangulation (products,
conversations, and
observations) of literacy,
numeracy and science data
for assessment purposes.
Staff will meet and design
no less than 3 activity times
for the school year that
while curriculum based
organized students via their
strongest intelligence (based
on Respecting Diversity
work by Jennifer Katz)

Document for each staff
member with co
constructed commonality
for K to 5 in triangulation
of data (evidence).
Staff
October 13th, November
23rd, January 4th,
February 22nd, March
21st, April 18th, May
17th, June 13th

Three curriculum based
activity times completed.
Staff
October 13th, November
23rd, January 4th,
February 22nd, March
21st, April 18th, May
17th, June 13th
Progress Notes
PL completed on the
morning of October 8th.
Staff determined BrES’
culture was
predominantly
affiliative,
achievement,
hunmanistic, and selfactualizing culture.