Admin

Achievement and SIP

Measures of Student Achievement and Success

Our school follows the OCDSB policy and procedures for student assessment and evaluation as well as the Growing Success document (Ministry of Ontario, 2010).

Staff use ongoing diagnostic, formative, and summative methods of assessment/evaluation to inform instruction, guide next steps, and help students monitor their progress towards meeting their learning goals in order to ensure that the needs of all students are being met.

Student achievement is measured in a variety of ways at Convent Glen. The following are some of the methods we use:

• Daily teacher observation and feedback

• Anecdotal notes

• Checklists and rubrics

• Student work on daily assignments and student portfolios

• Student-led conferences

• Cooperative work groups as well as peer, self, and teacher evaluations

• Projects and presentations

• Response journals and learning logs

• Performance based assessment tasks

• Quizzes and tests

• Parent-teacher interviews and conferences

• Monthly assemblies to celebrate student achievements

• Progress Report and Provincial Report Cards

• Provincial grade 3 EQAO testing – results are found on the following page

All teachers assess the reading abilities of their students – primary teachers use ELOT and PM Benchmarks, junior teachers use CASI, and MFI teachers use GB+. When required, our LST administers formal educational assessments.

In addition, each year at our annual school leaving ceremony, grade 5 students are recognized for a variety of academic, social, athletic, and artistic accomplishments.

We examine all of this information along with the Board Improvement Plan for Student Achievement, report card marks, daily observations of student performance, a variety of demographic factors, and numerous other sources of data in order to provide us with a sound base from which to determine the direction and focus of our School Improvement Plan for Student Achievement (SIPSA).

School Improvement Plans and Initiatives

The focus of our 2013-2014 SIPSA is in the area of reading comprehension across all subject areas. Our SIPSA was developed based on multiple measures of data including EQAO results, ELOT, PM Benchmarks, CASI, GB+, report card marks, demographic data, and historical trends.

This year, our school has been designated as a School in the Middle (SIM), which means that we have ongoing support from an instructional coach from the Curriculum Services Department. Our instructional coach works closely with staff on identifying key areas of focus and facilitates a series of work sessions for all staff. We continue to focus on optimizing our instructional strategies in all areas, including literacy and numeracy. Other areas of focus are on differentiated instruction and assessment & evaluation. Staff members continue to explore many tools for ongoing assessment in the classroom in order to guide their instruction to meet the needs of all students. Staff moderate student work collaboratively to ensure consistency across all grade levels and set teaching goals.

Currently, our SIPSA has a focus on creative and critical thinking skills. Critical thinking is the ability to make a judgement and form an opinion, and then substantiate the opinion with supporting reasons and facts. Sound judgement requires competency and knowledge. Judgement is reflected in our points of view, perception, bias, and problem-solving.

We continue examining and focusing on various aspects, including:

• Use of common assessment tools

• Use of anchor charts

• Assessment for, as, and of learning

• Students accessing exemplars in the classroom to assist them in their learning

• Self-assessment and students being involved in setting goals for next steps in their learning

• Data collected and assessment to be used to inform instruction

• Professional development for teachers to ensure consistency in assessment practices

• Professional activity days that allow us to build capacity as we continue to highlight high yield strategies which improve student learning

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