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Achievement and SIP

Measures of Student Achievement and Success

Pupil and program assessment and evaluation are ongoing as teachers strive to maximize student achievement and positive self-esteem. In addition to standardized assessments - rubrics, student presentations, and teacher, peer and self-evaluations are utilized. By using a wide range of assessments, teachers gather valuable information, and develop opportunities in which students are able to demonstrate their learning. Exceptional students benefit from Individual Education Plans designed to meet their needs. Programs are differentiated in the classroom to ensure success. Students are recognized for their individual strengths and their positive traits.

Formal assessments: PM Benchmarks are completed regularly to assess reading progress, primarily for primary students.

Grade 3 students are assessed through EQAO, the province-wide testing. The junior teachers may use CASI and other standardized tools to assess reading comprehension and to ensure the effectiveness of our literacy program.

School Improvement Plans and Initiatives

As a past participant in the Ministry of Education Turnaround program, North Gower-Marlborough P.S. has benefited from funding for literacy materials for the students, professional development opportunities for the staff, pre and post program assessment, and support from our literacy coach. The school attracted this program through a needs assessment of student and family support, student readiness concerns at entry, EQAO performance and initiatives addressing rural concerns.

The main focus of our current School Improvement Plan is for students to demonstrate an increased level of achievement in tasks that require them to express their thinking using evidence.

In order to accomplish this focus, there is an emphasis being placed on Inquiry-based Learning, Visible Thinking, Co-created Success Criteria, and Descriptive Feedback.

Balanced Literacy is a focus for literacy instruction. It encompasses a broad range of instructional strategies that reflects recent research and responds to student needs. Each component of Balanced Literacy represents a different approach to teaching literacy. Each supports a range of student abilities and learning styles.

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