EQAO Profiles the Hard Work and Dedication of Five Schools in the GTA

GREATER TORONTO AREA, Sept. 12, 2012 /CNW/ - "The EQAO data guides our decision making, and teachers constantly reflect on how best to use the data to set goals and develop strategies to move our students forward," said Mary Patrick, principal at the Toronto District School Board's Pape Avenue Junior Public School, explaining how useful EQAO data are to teachers in determining their student's needs. "They are continually reflecting on what they have accomplished and what still needs to be done."

Pape Avenue Junior Public School is one of five schools in the GTA being profiled in the Education Quality and Accountability Office's (EQAO's) Provincial Reports, released today, due to their committed efforts toward improving student achievement. The other four schools are the Toronto District School Board's Hillmount Public School, the Dufferin Peel Catholic District School Board's St. Aloysius Gonzaga Secondary School, the Wellington Catholic District School Board's St. Mary Catholic Elementary School and the Halton District School Board's Burlington Central High School. The 27 schools being profiled this year are notable for their leadership, data-driven strategies and whole-school approaches to helping every child succeed. Although faced with its 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)

• Hillmount Public School, Toronto
  "We are a small school with a big heart. We are warm and welcoming and the many new Canadian families that join our school community appreciate this. Our teachers are extremely passionate and skilled and use the EQAO data to guide their instructional practice. They understand what is expected of students from JK to Grade 6 and work together to create a positive environment that focuses on high-quality student achievement."
  —Sandra Bauer, principal
  
  
• Pape Avenue Junior Public School, Toronto
  "We are a positive and committed staff who willingly introduce and refine practices bringing our individual strengths and expertise to the table. The EQAO data guides our decision making and teachers constantly reflect on how best to use the data to set goals and develop strategies to move our students forward. They are continually reflecting on what they have accomplished and what still needs to be done."
  —Mary Patrick, principal
  
  
• St. Mary Catholic Elementary School, Elora
  "Our focus and the direction we take are always based on what is best for our students. Our success is due to the exemplary staff that is not afraid to think outside the box or articulate ideas. The teachers are very innovative and willingly take risks. They believe that all students can achieve, and they set high standards for themselves and their students."
  —Andrew Finoro, principal

Grade 9 Assessment of Mathematics

• St. Aloysius Gonzaga Secondary School, Streetsville
  "At St. Aloysius Gonzaga, we have a committed and compassionate staff willing to take risks and think outside the box. They set very high expectations for themselves and their students and effectively translate data into action plans to provide every student the opportunity to achieve success."
  —Laura Green, principal

Ontario Secondary School Literacy Test

• Burlington Central High School, Burlington
  "The role of the principal is to provide the latitude and resources that will enable teachers to utilize their expertise and focus on learning strategies that contribute to improved student achievement and overall student success."
  — Jonathan Shoss, principal

"EQAO results not only help schools identify areas of student learning that need attention, they also help them gauge the effectiveness of their improvement efforts," said Marguerite Jackson, EQAO's Chief Executive Officer. "The schools being profiled this year will surely inspire other schools and their communities across the province."

Some of the common factors in addressing the literacy and numeracy needs of students that the profiled schools have identified 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 initiatives.

The provincial news release "Ontario Students Demonstrate High Proficiency in Literacy. Success in Math Not Keeping Pace" and a backgrounder are also available.

Results for all publicly funded elementary and secondary schools and their school boards are available on EQAO's web site.

Les résultats des écoles de langue française sont disponibles en français.

SOURCE: Education Quality and Accountability Office

For further information and to arrange interviews, please contact

Katia Collette
Senior Communications Officer
416-212-7047
[email protected]