Admin

Achievement and SIP

Measures of Student Achievement and Success

Heritage Public School follows the guidelines set out by the OCDSB Policy and Procedures for Assessment, Evaluation, and Reporting. This information is available on the Board’s web site (www.ocdsb.ca). Grade 3 and 6 students participate in the provincially mandated EQAO assessments. The most recent results are on the final page. Our students are inpidually assessed in their reading and understanding using the diagnostic tests PM Benchmarks/GB+ for grades 1 to 3 and CASI/Évaluation Rapide for students in grades 4 to 8.

Teachers and students are involved in on‐going assessment and evaluation in their daily classes, using tools such as rubrics, self and peer evaluation, observation, inpidual and group projects, oral presentations, and written quizzes and tests. Balanced literacy and differentiated instruction are key components of the instructional and assessment practices at all grade levels.

Generally, students are evaluated on how well they understand concepts presented, apply the concepts learned, communicate how they understand their work, and reason and solve problems. These four criteria are generally applied to all of the Ontario Curriculum documents: Language, Mathematics, Science and Technology, Social Studies and History & Geography, Physical and Health Education and the Arts.

School Improvement Plans and Initiatives

Each year the School Improvement Plan is revised to ensure provincial, Board and school priorities and directions are identified. We have analyzed our EQAO results and our school‐wide Literacy and Math assessments. We have reviewed daily observations of students’ performances, report card marks and comments and a variety of classroom assessment data.

Our school improvement plan for 2012‐2013 will focus on numeracy. We are focusing on the problem solving approach in mathematics to enhance students’ critical thinking skills as well as their communication skills. Specifically we are focusing in the Patterning and Algebra strand. We will be looking at various aspects, including:

  • Use of common assessment tools

  • Use of anchor charts

  • Use of exemplars to assist students in self‐assessment

  • Goal setting activities for students to develop next steps in their learning

  • Data collection will be used by staff to inform instruction

  • Professional development for teachers to ensure consistency of instructional and assessment practices

  • Professional activity days that allow staff to build capacity as we continue to implement high yield strategies to improve student learning such as: self and peer assessments, accountable student talk, rubrics, use of higher order questioning techniques, increase wait time, and the use of math journals for students to consolidate their thinking.

We also continue to:

  • Embed character development through all areas of the curriculum, as we include and reflect upon the ten attributes of the OCDSB character wheel: acceptance, appreciation, cooperation, empathy, fairness, integrity, optimism, perseverance, respect and responsibility

  • Implement Balanced Literacy throughout the school in a variety of subject areas

  • Collaborate across pisions to promote the development of critical literacy in all areas of the curriculum.

  • Extend the use of math manipulatives as effective learning tools at all grade levels

  • Encourage the development of problem‐solving skills

  • Celebrate student successes and develop student leadership initiatives

  • Implement programs and initiatives to encourage positive student behaviour

  • Provide opportunities for success through differentiation instruction and assessment practices

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