SOUTHWESTERN ONTARIO, Sept. 14, 2011 /CNW/ - Three of the 15 schools
profiled in the Education Quality and Accountability Office's (EQAO's) Provincial Reports, released today, are located in southwestern Ontario: the Thames
Valley District School Board's Masonville Public School, the Avon
Maitland District School Board's Shakespeare Public School and the St.
Clair Catholic District School Board's St. John Fisher Catholic School.
Like all schools being profiled by EQAO this year, they are
representative of the many dedicated school communities throughout
Ontario. These schools are notable for their leadership, data-driven
strategies and whole-school approaches to helping every child succeed.
Although faced with their own unique circumstances, each profiled
school has adopted an action plan to work toward improved student
outcomes using provincial assessment results as a guide.
Assessments of Reading, Writing and Mathematics, Primary Division
(Grades 1-3) and Junior Division (Grades 4-6)
Masonville Public School, London
"It's all about relational interactions across staff, parents and the
community. With the child as the focus, literacy and reasoning float on
the dialogue that begins with trust and relationships."
—Joyce Tonner, principal
Shakespeare Public School, Stratford
"The annual release of EQAO results has a considerable impact on the
curriculum taught at Shakespeare School. Each September, all staff
analyze the overall results and compare them to the school's previous
scores and to the board and provincial results."
—Excerpt from Provincial Report case study
St. John Fisher Catholic School, Forest
"The key to our success is the highly motivated staff. They are
receptive to new initiatives and willing to take risks with their new
—Stephen DeGurse, principal
"We are pleased to profile in our provincial reports a number of schools
from across the province that are using EQAO and other data to
determine areas of focus for their improvement plans," said Marguerite Jackson, EQAO's Chief Executive Officer. "It's evident in their stories that
each of these schools has made a firm commitment to evidence-based
decision making in support of student progress. Profiling these schools
in this way will offer ideas and inspiration to other school
communities across the province."
Some of the common factors that the profiled schools have identified in
addressing the literacy and numeracy needs of students are professional
learning communities; data-driven decision making; a whole-school
approach to literacy, numeracy and student achievement; small-group
learning for literacy and numeracy; differentiated instruction;
high-quality teaching; early intervention; tracking of all student
progress; parental involvement; the coordination of school and board
improvement planning and the implementation of Ministry of Education
The provincial news release "EQAO Releases School and Board Achievement Results and Profiles 15
Schools" and a backgrounder are also available.
Results for all publicly funded elementary and secondary schools and
their school boards are available at www.eqao.com.
Les résultats des écoles de langue française sont disponibles en
SOURCE Education Quality and Accountability Office
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