EASTERN ONTARIO, Sept. 17 /CNW/ - Today the Education Quality and
Accountability Office (EQAO) published Ontario Student Achievement: EQAO's
Provincial Report on the Results of the 2007-2008 Primary Division (Grades
1-3) and Junior Division (Grades 4-6) Assessments, and the Grade 9 Assessment
Two of the nine schools profiled for their success in the Provincial
Report are located in eastern Ontario. They are representative of the many
schools across the province that have been successful at improving their
students' achievement in reading, writing and mathematics and maintaining
these gains over time.
These profiled schools share the strategies they use to improve student
achievement, so that teachers, principals and school boards across Ontario can
learn from their successful practices. Key among their strategies is the use
of EQAO and other data for evidence-based planning for their students.
The two profiled schools from the eastern region are
- Arklan Community Public School, Carleton Place
Time-effective collecting of academic data, such as EQAO and
classroom data, can focus a school on determining and delivering
effective teaching and learning strategies. These can be maximized in
a climate that is conducive to learning and teaching, which then
ultimately leads to maximizing student achievement.
Ken Gendron, principal
- Sacred Heart High School, Stittsville
Using the EQAO resources provides the foundation for sound basic
test-taking skills as well as communication and literacy skills.
Valerie McGillis, principal
"Over the years, the analysis of EQAO results has become an integral part
of improvement planning at the school and board levels," said Marguerite
Jackson, EQAO's Chief Executive Officer. "Along with classroom results and
other data, EQAO results provide important information about student
achievement and help school communities celebrate their progress and identify
areas for improvement."
By logging on to EQAO's Web site, www.eqao.com, school communities across
the province are able to see the results of their collective efforts to
improve student learning in the fundamental disciplines of reading, writing
Some of the common themes that schools identify as factors in addressing
the literacy and numeracy needs of students are professional learning
communities; data-driven decision making; cross-panel dialogue; a whole-school
approach to literacy, numeracy and student achievement; small-group learning
for language and mathematics; one-student-at-a-time strategies; high-quality
teaching; parental involvement; the coordination of school and board
improvement planning and the implementation of Ministry of Education
Results for all publicly funded elementary and secondary schools and
school boards in Ontario are available at www.eqao.com.
The provincial news release "EQAO RELEASES ASSESSMENT RESULTS FOR EVERY
SCHOOL AND BOARD/Six questions every parent or guardian should be asking" and
backgrounder are also available.
Les résultats des écoles de langue française sont disponibles en
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Collette, Communications Officer, (416) 212-7047, firstname.lastname@example.org