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.

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 and Well Being (SIPSAW).

School Learning Plans and Initiatives

The focus of our 2019-2020 School Improvement Plan is in the area of Mathematics and students' perceptions of Mathematics. Our SIPSAW was developed based on multiple measures of data including EQAO results, report card marks, demographic data, and historical trends. 

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 SIPSAW has a focus on a spiralled math curriculum.  This means that each strand of the Mathematics curriculum will be looked at throughout each week.  Our teachers have worked closely together to ensure that each of their classes is focusing on similar strands to encourage cross-grade groupings and thinking.  This combined with targeted small group math instruction and understanding the stages of mathematical development, our team provides a well rounded mathematical program for our students.

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

Website by SchoolMessenger Presence. © 2024 SchoolMessenger Corporation. All rights reserved.