Three Schools in Southwestern Ontario Profiled by EQAO

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 learning."
    —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 initiatives.

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

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

SOURCE Education Quality and Accountability Office

For further information:

Katia Collette
Communications Officer

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