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Annual School Performance Report

Mission Statement

Working together with mutual respect to achieve our personal best.


Frank L. Bowser School; where learning is the focus.


​We will accept that each person is unique with differing abilities.

  • We will demonstrate personal responsibility for our learning.
  • We recognize that learning is a developmental process.
  • We will take responsibility for our own actions and for the well-being of others.
  • We will treat ourselves and others with dignity, respect and fairness.
  • We will respect each person's right to a safe and secure learning environment.
  • We will set and achieve high standards.
  • We will promote home, school and community as vital parts of an individual's learning.
  • We will provide universal design for learning opportunities for the physical, social, emotional, creative and intellectual self.
Literacy Goals 1

​Reading Goal for 2014-1015 School Year: We will increase reading comprehension as measured by report card data as follows: Gr. K target: 85% successful; Gr.1 -96.% successful; Gr 2 -89% successful; Gr.3 target: 84% ; Gr.4 target 94%; Gr.5 -92% successful. Writing Goal for 2014-2015 School Year: We will increase writing as measured by report card data as follows:  Gr. K:-85% successful; Gr.1 -96% successful; Gr.2 -89% successful; Gr.3- 84% ; Gr.4 Target -94%; Gr.5 -92% success

Literacy Goals 2

Principal's Summary
Literacy Summary

In Reading, 89% of students in grades K-5 reached the appropriate level or above based on the 2015 June report card data. Overall, we are very pleased with the number of students reading at or above grade level. These successes are based largely on the instructional best practices used in the classroom with an emphasis on guided reading and teacher conferencing. Struggling readers were identified early in the year and received targeted individual and small group intervention within the classroom with the support of the resource teachers. Collaborative team meetings contributed a great deal to decisions regarding instructional strategies and grouping of students for guided reading and intervention groups. Professional Learning days were used to study the new literacy intervention kit. Teachers  provided targeted daily, small-group instruction for their struggling students. Our resource teacher provided training for parent volunteers who worked daily with struggling readers in grades one and two.  The Literacy Lead Teacher targeted students who were just under the expected reading level. We were fortunate to have the ELF (Elementary Literacy Friends) program at our school this year which also targeted students in grade two. Pre and post data results indicate an overall improvement in student’s reading levels with significant gains in sight word recognition. 

In Writing, 80% of students in grades K-5 reached the appropriate level or above based on the 2015 June report card data. The resource team worked closely with teachers at each grade level, co-teaching in the classrooms for six to eight week periods. A dedicated time for writer's workshop was established where students were provided time to write while the teacher conferenced with small groups and individual students.

Instructional decisions and groupings for interventions in the classroom were made in consultation with the Literacy Lead, ESS-Team at weekly collaborative team meetings. Targeted students  participated in an afterschool writing club ran by teachers, Educational Assistants and the resource team. A PD day for the staff included a presentation by the District Literacy Mentor on "Co-constructing Curriculum" and the importance of exemplars, modeled writing and think-alouds.  The June report card data reflected the concentrated efforts of the teachers. It is most important to note that all students showed significant gains. Writing will continue to be a focus next year. 

Numeracy Goals 1

​Numeracy Goal 1: We will increase math competence as measured by report card data (number strand) as follows: Gr. K- target 80%; Gr.1 Target - 96%; Gr.2 target- 85% ; Gr.3 target- 88%; Gr.4 target- 88%; Gr.5 -94% successful

Numeracy Goal 2: By June 2015 all students will show improvement on their Math Screener results, with 85% of students achieving a score of 90% or above. The remaining 15% will increase their score by 5 points on each screener.

Numeracy Goals 2

Principal's Summary
Numeracy Summary

Our overall Math results based on report card data indicate that 90% of our students in Kindergarten to Grade 5 were successful with an achievement mark of Appropriate (C) or above in the numeration stand in Math.  The remaining 10 % of the students showed growth in the areas targeted for small group instruction. The resource teachers, in consultation with the grade level teams identified struggling students. Math Screener scores were used to identify students who scored below the target and interventions were put in place.  Struggling math students were followed in small groups with intensive in class guided instruction based on the team teaching model. Under the direction of the resource teacher, the grade 3-5 students received one-on-one or small group support from Educational Assistants who were reassigned after the K-2 dismissal intervention 2-3 times a week for 8-10 week sessions. Using pre and post data, the groups were restructured to support the various needs of the students identified from math screener results.  Next year we plan to participate in the District Math competition. 


Positive Learning, Work & Environment Plan (PLWEP)


​The two areas of focus for 2014 - 2015 were:

1. Improve Communication between Home and School using the FLB School website. 

2. Using the Zones of Regulation, foster self-regulation and emotional control.

Principal's Summary

PLEP Summary

1. Communication between home and school was an area of focus in our PLWEP as it was identified in our School Review recommendations. As we worked to improve communication using the FLB website, every effort was made to ensure that our Website was up to date with current events, Newsletters, talkmail etc.  The school profile was updated to include highlights that reflect the positive impact Frank L. Bowser School has on student's academic and social/emotional growth and development. 

We have been very successful in getting parents to use the School Cash on line service as well. All information regarding hot lunch, In Harmony, school fees, fundraising events is also communicated using this online payment link.  FLB School has the highest participation rate in the District with over 85% of our parents taking advantage of this convenience.

The site is also enhanced with some "quick links" to learning websites  for Math which were add by our Resource teacher. 

2. The second goal in our PLWEP was to implement the Zones of Regulation program in our school to foster self-regulation and emotional control. This has been very successful as we have been working together to develop a common language with our teachers and students in response to their social/emotional behaviour. The Zones posters are displayed in every classroom for reference when a child is struggling. 

Our existing PLWEP focuses on the "Doing the Right Thing" model. We continue keep this positive approach to acknowledging good behaviour with recognition and praise. We continued with our monthly assemblies to build character and reinforce expected behaviours. The zones of regulation program enhances the existing positive learning environment by giving students the ability to talk about their feelings using common language.  

These programs have been introduced in all classses and reinforced in small groups at the Tier II level.  

Yoga and Zumba sessions with a qualifed instructor were provided during Phys Ed. classes as well as noon hour sessions for any students interested. We hope to continue with this initiative next year. 

Areas of Focus Identified by School Review
Review Report

The recommendations and priority areas identified by the  External Review Team in February, 2012 included:    Differentiation:    Meeting the needs of all students from struggling learners to gifted students. 

Communication:  Increase consistency of curriculum newsletters, etc.  Explore avenues for communication (portal site, School Connects, etc.). 

Staff Relationships Across Grade Levels:  Improve connections between K-2, 3-5 and support staff.

Potential Direction for 2015-2016 based on this report


​With a stationary Spark Bike in every classroom, we are looking forward to continuing to focus on our implementation of the self-regulation program and mental fitness.  The Zones of Regulation is based on a curriculum developed by Leah. M. Kuypers, that teaches student about different emotional states from low energy emotions (sadness) to a state of learning (calmness) to more heightened emotions such as excitement and anger. Frank L. Bowser adopted the curriculum for PBIS (Positive Behaviour Interventions and Supports) tier 1 and 2 interventions in order to provide the school with a common language. The focus will be to teach the students how the Zones of Regulation are connected to the Spark Brain Bikes as well as the other calming and thinking strategies from the curriculum. We hope to continue with this curriculum and vision in the coming year to teach students how to self regulate and make the connection between the benefits of exercise and learning as well as use the language for our PBIS framework.

We plan to incorporate this into a number of other curriculums by hosting a bike-a-thon, having spin classes as an intramural program, log Kilometers as we travel across Canada, Mondays in Motion where the bike spins all day... to name a few.