THUNDER BAY – Four of the 27 schools profiled in the Education Quality and Accountability Office’s (EQAO’s) Provincial Reports, released today, are located in Northwestern Ontario.
These schools are at various stages in their own journey of learning but all are representative of the dedicated school communities that can be found right across Ontario.
They are notable for their leadership, data-driven strategies and whole-school approaches to help every child succeed. Based on their unique circumstances, each one of these schools has adopted an action plan to work toward improved student outcomes using provincial assessment results as a guide.
Elementary Schools:
- St. Edward Catholic School, Nipigon
“Using our DRA, EQAO and TLCP data to name our at-risk students allows us to track their progress on an ongoing basis. The EQAO resources provide us with model questions and language to develop high-yield strategies that will move our students forward. The teachers are encouraged to engage in active and ongoing dialogue with each other about student work and to try new strategies.”
—Bill Beaucage, principal
- Sturgeon Creek Public School, Emo
“Using the available data to monitor each student’s progress and plan for their continued success is like the rubber meeting the road. We have the data but we need to use it effectively to ensure the continued success of our students.”
—Kendall Olsen, principal
Secondary Schools:
- Sir Winston Churchill Collegiate & Vocational Institute, Thunder Bay
“When we examine the data and observe how students are doing, it changes our instruction. Our teachers are not afraid of the data. They welcome making changes based on the data. EQAO is an important instrument for us.”
—Rowan Seymour, principal
- St. Patrick High School, Thunder Bay
“The staff at St. Patrick is committed to the success of each student. Using our EQAO and classroom data to determine areas needing improvement has resulted in improved professional practice among the staff. Ongoing collaboration among staff to improve student achievement has made literacy a whole-school focus.”
—Francis Veneruz, principal
“EQAO results allow school communities to celebrate their successes and identify areas of student learning requiring further attention and support,” said Marguerite Jackson, EQAO’s Chief Executive Officer. “Used together with other classroom data, EQAO results help complete the picture of student achievement and, over the years, have become an essential tool that educators across the province rely on for their improvement planning.”
Some of the common factors that schools identify 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 implementing Ministry of Education initiatives.