Achievement and SIP

Achievement and School Improvement Planning

Measures of Student Achievement and Success

• Grades 1 – 3 students’ reading levels are assessed using the PM Benchmarks and other reading assessment tools.
• Grades 4 – 6 students’ reading levels are assessed using a variety of reading assessment tools.
• All grade 3 and 6 students, Reading, Writing and Math skills are measured against the provincial standard of expectations when they participate in the Education Quality and Accountability Office (E.Q.A.O.) provincial assessments in May or June.
• All SK students are being assessed throughout the school year using the Early Literacy Observation Tool.
• Children demonstrate their learning through daily performance of written work, reading skills, Math problem-solving, drama presentations, oral presentations, public speaking, and artwork/photography/video presentations.
• Rubrics with specific criteria and indicators of the different achievement levels are developed by teachers and students and used to determine each student’s achievement level on these tasks, in various subject areas.
• Analysis of the standardized provincial report card
• Informal assessment strategies include daily observations of students and daily conferencing with students
• Daily group discussions and assessing reading levels in small guided reading groups

School Improvement Plans and Initiatives
In addition to exploring the use of three-part Math problem solving to enhance student comprehension of Math concepts, our school improvement plan focus for the 2013-2014 year is to advance student understanding of the concept of equality in Math.

By June 2014, all students will improve in their ability to solve algebraic problems involving grade level operations (understanding of equality, unknown variables, missing numbers in equations) using a variety of representation tools and strategies, as measured by the evidence of student learning.

Students will;
• choose and use manipulatives independently when solving problems
• choose and use a variety of strategies to solve problems
• be given opportunities at home and at school for purposeful practice to learn Math facts
• learn Math facts in a problem solving context
• use a variety of representations to demonstrate understanding of math concepts
• make explicit connections among content and between prior and current learning

Teachers will;
• help students to see themselves as Mathematicians
• intentionalize the celebration of Math in the daily curriculum
• explore technology as a tool to support students’ learning of Math
• use tasks that invite students to represent their thinking in a variety of ways using a variety of strategies
• use a problem based approach including the three-part framework to support students in making connections in Math

Parents will;
• listen and make themselves available to talk about Math, modelling a positive attitude
• be a learner, not an expert, ask your child to teach you something and resist the temptation to just give answers
• talk to your child and your child's teacher about their learning and ask questions
• support your child as a Math learner and acknowledge that solutions can be reached in more than one way
• look for connections to Math in a day-to-day environment


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