Earl Beatty Parent Council Meeting: October 2014 “Feedback that feeds forward” Brookhart/Moss
September Review • Relationships • Supervision schedule (changed and changed again…) • Curriculum Night • The Keeping Quilt-shared story • Caring, Safe and Healthy School Committee • IST/SST • IEPs • Terry Fox • Extra-curriculur sport events • Staggered lunch
What’s Our School Story? • Earl Beatty Story • Focus on Creating a Community and Maintaining a Positive School Climate – Supervision – Relationships – Character education – Physical fitness
SIPSA Literacy Goals: Reading Engagement, Strategies -learning goals, success criteria, descriptive feedback -classroom reading library for independent reading -guided reading Math Goals: competence and skill -learning goals, success criteria, descriptive feedback -math processes -3 part lessons -differentiation of lessons and assessments Pathways: absenteeism decrease in junior/intermediate grades, identify strenghts -common expectations in teachers -more opportunities to learn together and share celebrations -teachers plan and share ideas -growth mindset
SIPSA continued • Community, Culture and Caring Goals: increase in school pride, Caring Safe and Healthy School Committee developed, increase student safety in school yeard, decrease in feelings of sadness and loneliness in students • -supervision with caring adult during transitions • -environmental stewarship • -outdoor learning and butterfly garden • -increased mental health integration • -increase in physical activity opportunities • -increase in partnerships with community agencies
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Highlights School Highlights: EQAO Results 2013-2014 Earl Beatty Jr & Sr PS (157635) Contextual Data Grade 3 Grade 6 Number of students 33 19 English language learners 0% 0% Students with special education needs (excluding gifted) 12% 37% First language learned at home was other than English 12% 16% Students ’ Time in Canada Born in Canada 91% 79% In Canada less than one year 0% 0% In Canada one year or more but less than three years 3% 0% In Canada three years or more 3% 16% Attitudes and Behaviour Data Grade 3 Grade 6 I like to read. I like mathematics. I like to read. I like mathematics. Blank or ambiguous Most of the time Never Sometimes Achievement Data Students at or Above the Provincial Standard (Levels 3 and 4) Grade 3 Grade 6 Reading Writing Mathematics Date Printed: This report has been released by EQAO for use by school staff in their planning activities. 1 of 1 To protect the privacy of individual students, results should be shared publicly only 8/10/2014 if the number of students in any report is 10 or greater.
Gender Over Time
Cohort Over Time Tracking a Cohort in the School, Intersection by Level: In Same Earl Beatty Jr & Sr PS School for Grade 3 (2010 – 2011) and Grade 6 (2013 – 2014) (157635) 2013 — 2014 Reading Grade 6 in 2013 – 2014 Number of Students Level 4 Level 3 Level 2 Level 1 NE1 No Data Exempt in the Cohort = 16 Level 4 0 0% 0% 0% 0% 0% 0% 0% Grade 3 in 2010 – 2011 Level 3 7 0% 100% 0% 0% 0% 0% 0% Level 2 5 0% 60% 20% 0% 0% 20% 0% Level 1 1 0% 0% 100% 0% 0% 0% 0% NE1 1 0% 100% 0% 0% 0% 0% 0% No Data 0 0% 0% 0% 0% 0% 0% 0% Exempt 2 0% 0% 50% 50% 0% 0% 0% Maintained Standard Rose to Standard Dropped From Standard Never Met Standard Writing Grade 6 in 2013 – 2014 Number of Students Level 4 Level 3 Level 2 Level 1 NE1 No Data Exempt in the Cohort = 16 Level 4 0 0% 0% 0% 0% 0% 0% 0% Grade 3 in 2010 – 2011 Level 3 7 0% 71% 14% 0% 0% 14% 0% Level 2 5 0% 40% 60% 0% 0% 0% 0% Level 1 1 0% 100% 0% 0% 0% 0% 0% NE1 0 0% 0% 0% 0% 0% 0% 0% No Data 1 0% 0% 100% 0% 0% 0% 0% Exempt 2 0% 0% 100% 0% 0% 0% 0% Maintained Standard Rose to Standard Dropped From Standard Never Met Standard Mathematics Grade 6 in 2013 – 2014 Number of Students Level 4 Level 3 Level 2 Level 1 NE1 No Data Exempt in the Cohort = 16 Level 4 0 0% 0% 0% 0% 0% 0% 0% Grade 3 in 2010 – 2011 Level 3 10 0% 20% 70% 0% 0% 10% 0% Level 2 4 0% 0% 50% 50% 0% 0% 0% Level 1 0 0% 0% 0% 0% 0% 0% 0% NE1 0 0% 0% 0% 0% 0% 0% 0% No Data 0 0% 0% 0% 0% 0% 0% 0% Exempt 2 0% 0% 50% 50% 0% 0% 0% Maintained Standard Rose to Standard Dropped From Standard Never Met Standard Date Printed: This report has been released by EQAO for use by school staff in their planning activities. 1 of 1 To protect the privacy of individual students, results should be shared publicly only 8/10/2014 if the number of students in any report is 10 or greater.
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Grade 3 Students at All Levels: R, W, M
Grade 6 Students at All Levels: R, W, M
Gender
Grade 3: School, Board, Province Same patterns except boys in writing and data in Math
Grade 6- not reported Boys outperforming girls
Grade 3 across the times Increasing in level 2s, decreasing in level 3s in Writing Increasing in level 2s, decreasing in level 3s in math Increasing in level 1s, 2s, decreasing in level 3s and level 4s
Grade 6 across times Increasing in L2, decrease in L3, decrease in L4 in Writing Increasing in L1, 2, decrease in L3, decrease in L4 in Math Decreasing in L1, 2, increase in L3, decrease in L4 in Reading
Gender Grade 3: Similar pattern where girls are overperforming boys Grade 6: inverse pattern where boys are overperforming girls
Grade 3 Student Questionnaire -engagement, cognitive strategies used in language; different in gender
Grade 3 Math Engagement Gender differences
Grade 3 Out of school and parental engagement
Grade 6 Gender difference in: student engagement in writing, cognitive strategies used in language, instructional tools used in reading and writing
Grade 6: Reading Gender differences in student engagement, cognitive strategies and instructional tools
Grade 6: Student Engagement in Mathematics Gender difference in student engagement, cognitive strategies and instructional tools
Grade 6: Out of school activities and parental engagement
Conclusion Focus on moving level 1 and 2s to 3 Moving level 3s to level 4s Decreasing gender gap Increasing physical activity Focus on SIP Look at resources we are using to teach Mathematics Focus on Foundational skills in Reading and Mathematics Work with Gender Based Violence Team Work with Physical Education Department Work with Literacy/Numeracy Coach Focus on Character Education and School Assemblies
Conclusion • Students perform well on simple questions that focus on word knowledge • Scored below board average when asked for higher level thinking questions…explain etc • Difficulties with multi-step problems in math • Difficulties with Transformational Geometry • Below board average in writing..difficulties expressing and organizing their thinking
Conclusion • Plan to release staff for support in Guided/independent reading and supporting classroom libraries • Plan to release staff to work on Math: 3 part lesson • Focus on questions that we are using in the class
Questions
Average
Answer Scoring Guide for Primary Mathematics Open-Response (2014) Section 1, Question 11 Code 40 Annotation: Response demonstrates an accurate application of the procedures; $8.25 shown and represented using the smallest possible number of coins and bills. Incorrect units (8 .25¢) does not detract from the demonstration of a thorough understanding.
23%
29%
Below average
Below
Above
Below: Text Form and features
Below
Below
Below
Grade 6 100% in Reading- word meaning
Grade 6 90% in Reading above
Below-39% in Reading Grade 6
Below Reading Grade 6 39%
Grade 6 Writing below
Math Grade 6 28%
Math below 28%
Math below 11% Grade 6
Math Below Grade 6 14%
Code 40 Answer Scoring Guide for Junior Mathematics Open-Response (2014) Section 1, Question 11 Code 40 Annotation: Response demonstrates a thorough understanding of the relationships between all of the important elements of the problem; correct names for all three transformations with accurate descriptions of A to B, B to C (including point of rotation) and C to D (including mirror line).
Room 35: Activity Room • Shared space with daycare • Working with Phys Ed department to create a safe activity space that teachers can use to promote Active Living and Physical Fitness in addition to the gym • One period in Room 35 and other period in gym • Will be scheduled and timetabled • Circuit room • Open all day but closed at 2:45 for daycare • Mike will work with classes to train teachers on this room (if interested in training, let me know) • DPA bags is a “wish” for each class…parent council to help support • Mike will have a lunch and learn for teachers on how to use equipment in this bag • Overall promotion of safe play and increased physical activity
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