Students - Every student will be
intellectually engaged in their learning and socially engaged in their school.
To support literacy development in Kindergarten students, a variety of strategies were put in place to document learning and monitor progress. The Halton District School Board’s Literacy Plan includes an Emergent Literacy Project that focuses on building knowledge and understanding how to support emergent readers and writers with effective assessment and instructional strategies.
During the 2016-2017 school year, the Board experienced its highest results ever in the Grade 3 EQAO Reading assessment. An increase of 3 percentage points moved the Board’s results to 82% of students achieving the provincial standard. The Board continues to focus on Comprehensive Literacy Programs in primary classrooms. These include assessments for learning, differentiated learning for individual students and monitoring student achievement.
On the Grade 6 EQAO Mathematics assessment, the proportion of students achieving the provincial standard increased by 1% to 57%. The Halton District School Board’s Math Plan provides extensive support for student and staff learning. In particular, there is a focus on developing students’ learning profiles, analyzing student work and monitoring student achievement to create differentiated and responsive learning environments.
A series of Math video’s were developed during the 2016-2017 school year and shared with families of Halton District School Board students. These videos were viewed more than 2,400 times by members of our school communities.
At the secondary school level, staff working with students in applied courses continue to implement the Halton District School Board’s Applied Learning Strategy which includes release time for monitoring and co-planning and professional learning for teachers. The Applied Learning Strategy was developed with qualitative and quantitative data along with student input.
In Applied French classes, students benefit from Google Read and Write and Snapverter to build reading comprehension strategies while simultaneously listening and reading their Common European Framework of Reference for Languages (CEFR) levelled text. This was made possible through partnerships with Student Services and teachers who attended the Applied Institutes professional development day to learn how to support students through Assistive Technology.
What the data says…
In the 2016-2017 school year, 54% of secondary students reported being intellectually engaged (provincial average 45%), according to results from the Tell Them From Me survey.
Secondary schools are working to increase the number of students who report being intellectually engaged through their School Improvement Plan for Student Achievements (SIPSAs), professional learning plans and student voice to understand which students feel engaged and which do not.
Elementary schools have identified strategies in their SIPSAs to increase the level of intellectual engagement in students. The Board will continue to encourage and support schools in exploring innovative practices and creating engaging learning environments where students can thrive while developing global competencies.