Achievement and SIP

Measures of Student Achievement and Success

Our school follows the guidelines set out in the OCDSB Policy and Procedures for Student Evaluation, available on the OCDSB website. Weekly meetings between the Principal and the LST help ensure that student needs are being met, as do regular conferencing with the classroom teachers, parents and personnel from the Student Services Department at OCDSB. Students are involved in various performances of their learning, including public speaking, dramatic productions and assemblies. Through the process of explaining their work, evaluating their own progress and goal setting for improvement, the students become more responsible for their own learning, and are able to establish realistic learning objectives. Throughout each term, student achievement is evaluated through teacher observation, student participation in activities and discussions, collaborative learning, oral reading and presentations, written assignments, projects quizzes/tests, rubrics, self-evaluation and peer-evaluation.

• Canadian Cognitive Abilities Test – instrument used with some of the Grade 3 students during the winter term to assist us in identifying students who are intellectually gifted.

• Education Quality and Accountability Office (EQAO) province-wide assessment for all students in Grade 3 during the spring term.

• Grades 1, 2, 3 GB+ Reading Assessment (EFI) / PM benchmarks, CASI (Grade 4)

School Improvement Plans and Initiatives

As stated in the OCDSB Strategic Plan, Bayview is focusing on the four key priorities areas: Well-being, Engagement, Leadership and Learning (W.E.L.L.). Our School Improvement Plan for Student Achievement for 2013-2014 is focusing on literacy. To determine that focus we looked at and analyzed our EQAO testing results, reviewed our GB+ /PM Bencharks, daily observations of student performance, formative and summative assessments, and report cards.

Our Focus

• Improvement of student demonstrating an understanding of a variety of literary, graphic and informational texts, using a range of strategies to construct meaning and to analyze and respond from different perspectives.

• We have a SIPSA team who is working with colleagues on our initiates and use time at Professional Activity Days to look at student data and student work. Teachers’ moderate student work together - this helps to identify trends in student thinking and student needs. We will also continue to target reading strategies, develop and use common assessment and evaluation strategies (e.g., assessment for, as, and of learning) SIPSA progress and plans are shared with our School Council, and are supportive of our smart goal.

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