AGENDA NOVEMBER 27, 2014 7:40 p.m. 7:45 p.m. Overview/Goals of - - PowerPoint PPT Presentation

AGENDA NOVEMBER 27, 2014

7:40 p.m. – 7:45 p.m. Overview/Goals of Evening 7:45 p.m. – 8:00 p.m. EQAO Highlights 8:00 p.m. – 8:10 p.m. School Literacy and EQAO Plan 8:10 p.m. – 8:25 p.m. Questions and Next Steps

GOALS OF THE EVENING

Parents will: Hear an Overview of the EQAO Trends at Northlea Northlea Learn about our Literacy Focus for the School and EQAO Plan

GUIDING QUESTIONS FOR SCHOOL DISCUSSION

High Expectations – What is staff’s common understanding of a culture of high expectations for students? How are high expectations for all students connected to the achievement chart and curriculum achievement chart and curriculum expectations? Assessment - What is the balance of assessment as, for and of learning in the learning tasks?

Higher-Level Thinking Tasks – How can staff create additional opportunities for students to engage in collaborative, open-ended learning tasks involving critical thinking and problem- solving?

QUESTIONS FOR DISCUSSIONS

solving? Differentiated Instruction –Consider how staff might incorporate and embed differentiated instruction more robustly across programs and the school? How can student voice and choice be embedded in differentiated instruction?

EQAO Data

Tracking Student Achievement in Relation to the Provincial Standard Grade 3 to Grade 6, 2010–2011 to 2013–2014

EQAO TRENDS

READING Scores consistently have increased by Grade 6 Significant Percentage of our students consistently at or above TDSB and Provincial Standard by Grade 6 Standard by Grade 6 Northlea results indicate that the percentage of Grade 3 students at level 3 and 4 higher than TDSB and Province Boys at Level 3 or 4 consistently below Girls achievement

EQAO TRENDS

WRITING

Scores consistently have increased by Grade 6 Significant Percentage of our students at or above TDSB and Provincial Standard by Grade 6 Northlea results indicate that the percentage of Grade 3 students at level 3 and 4 higher than TDSB and Province for 2013-2014 Previous Years results were below the TDSB and Provincial Standard Boys at Level 3 or 4 consistently below Girls achievement

EQAO TRENDS

MATHEMATICS Consistently our students are significantly at

• r above TDSB and Provincial Standard for

Grade 3 and Grade 6 Grade 3 and Grade 6 Boys at Level 3 or 4 consistently below Girls achievement

CONCLUSIONS

Improvement in Reading and Writing Achievement of Grade 3 students in 2013- 2014 Boys are underperforming compared to Girls School Focus needs to continue to address Literacy with a focus on Boys Achievement

LITERACY PLAN

Northlea will continue to focus on Literacy Skills specifically: a) Linking oral language development to improve writing a) Linking oral language development to improve writing b) Small Group Instruction c) Guided Writing and Reading d) Use of Technology to improve student achievement

Area of Focus a) Continued use of Learning Goals, Success Criteria, Descriptive feedback and Differentiated Instruction

• Supported through Grade and Team planning

b) Focus on Oral Language Development to support Writing

• PD November 25 and 26, 2014
• facilitated by Yana Leggett
• Supported through Grade and Team planning

Literacy Skills

• Supported through Grade and Team planning

c) Focus on Rich Tasks and Use of the Achievement Chart (emphasis Thinking and Application)

• PD through staff meetings (Nov, Jan and Feb)
• Supported through Grade and Team planning

d) Small group instruction

• Supported through Grade and Team planning
• Reflected in classroom – centres, literature circles, Daily 5

Literacy Skills

e) Review of Levelled Text

• What school has and what needs
• Purchase of non- fiction to support boys interest

f) Boys Engagement

• What does the research say about engaging boys ? ( relevant, non-fiction, purposeful)
• Discussion at staff and grade team meetings
• Online newspaper

g) Use of technology

• IPADS (Grade 3 classes)
• Chrome books (Grade 6 classes)
• PD November November 27 (Grade 3 staff – IPADS and apps)
• PD December 2 (all staff D2L, google apps)

EQAO Plan

Fall How did we do ? Identify areas for growth Revise EQAO plan to address needs TDSB support as needed TDSB support as needed Present results and plan to Community Meet with Grade 3 and 6 staff to discuss school focus for coming year School wide focus on EQAO concepts, questions and language

EQAO Plan

Winter PD Grade 3 and 6 staff to support future student success Parent Evening Parent Evening School wide focus on EQAO concepts, questions and language

EQAO Plan

Spring School wide focus on EQAO concepts, questions and language Specific Grade 3 and 6 Common Grade Specific Grade 3 and 6 Common Grade approach to support EQAO Writing of assessment

The In-Line Skating Lesson

Aldo and Farah sat on the steps as Aldo put on his new skates. “Here is a book called How to In-line Skate,” said Farah. “Lesson one is ‘How to Fall Down.’” Aldo laughed. “I don’t want to fall down,” he said. “I want to skate fast.” He stood up on his new skates. “I’m not getting anywhere,” he said. “I’m not getting anywhere,” he said. He wiggled some more. “I’m rolling!” he shouted. He waved his arms in the air. Aldo wiggled and jiggled to a long, slow

• slope. “I’ll glide downhill, "he called.

“Lesson number three is ‘How to Stop,’” Farah called. “I don’t want to stop,” Aldo yelled. “I’m having fun.” Aldo skated past bushes, past hydro poles, past houses.

The In-Line Skating Lesson

“Uh-oh,” Aldo thought. “The sidewalk ends soon. I have to stop or I’ll crash.” “Farah! Read how to stop!” Aldo yelled. “What?” Farah called from the step. “How do I stop?” Aldo yelled. “It’s complicated on a hill,” yelled Farah. “Fall down.” Aldo looked at the hard sidewalk ahead. He looked at the soft grass at the side. He wished he had practised lesson number one—how to fall. wished he had practised lesson number one—how to fall. Farah put down the book and ran after Aldo. “It says relax, be a wet noodle and fall.” “I am a wet noodle,” yelled Aldo. He flopped on the grass and rolled—one, two, three rolls. Finally Aldo stopped. He grinned “I did it,” he said. “I can in-line skate, and I can stop.” “You were wonderful,” said Farah. She smiled at her friend. “But now let’s read the book,” she said. Aldo took off his skates, and the two friends walked back up the hill. “And start at the beginning.”

QUESTION

Explain how Aldo’s attitude about using the book changes after he starts to skate. Use details from the text to support your answer.

TWO CHAINS

A dragonfly flew by the pond To see if he could find a treat. He landed on a floating leaf And looked for little bugs to eat. It didn’t see the frog that sat Upon a mossy rock so still That thought the dragonfly might make A very, very tasty meal Behind the frog there lay a snake Who slithered quickly toward his prey Who slithered quickly toward his prey And in a tree there stood a hawk Who thought a snake would make his day. Now when a cow that eats just grass Stepped in the pond to drink that day A ripple moved the leaf and scared The hungry dragonfly away. The frog jumped in, the snake crept off, The mighty hawk took to the sky And so their chance to have a feast, Came to an end and passed them by. The cow stepped out to eat more grass, But never even had a hunch, That she became the only one Who got the chance to eat her lunch.

QUESTION

Explain how the word “chains” in the title “Two Chains” helps the reader understand the

• poem. Use examples from the poem to

support your answer. support your answer.

What parents will see

Continued use of Learning Goals and Success Criteria in the classroom Ongoing staff collaboration in the area of assessment assessment Use of technology as a tool to improve Achievement