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Achievement and SIP

Measures of Student Achievement and Success

The school follows the guidelines set out in the OCDSB Policy and Procedure for student evaluation. This is available on the Board’s website. Student achievement is based on the expectations stated in the Provincial Curriculum Documents for each subject area and grade.

The following are examples of evaluation strategies used here at Manordale:

  • Regular assessment in all areas of the curriculum
  • Evaluation by class participation
  • Presenting individual or group projects
  • Self and peer evaluation
  • Student-led conferencing and Portfolios
  • ELOT in Kindergarten, GB+ & PM Benchmarks, CASI tracking and Evaluation Rapide de la Lecture in junior grades.

We use a variety of tools and regularly review our students’ performances, strengths and areas of needs. Using data, collected from JK to Grade 6, we select specific goals and create plans with focused activities to reinforce the particular skills. We measure students’ level of performance at the beginning and at the end of each learning cycle, and constantly adjust our teaching and learning goals to meet the students’ needs.

At the grades three and six level, all students are formally tested using the Provincial EQAO assessment tests. Results are analyzed by all staff in the fall, as part of the School Improvement process. Individual Student Reports are sent home and a copy is placed in the OSR. Overall school and Board results are published for the public.

Using technology as a learning tool, we engage students and promote critical thinking. We are using a data-driven model to research and implement the use of technology for all students within an inclusive, success-oriented environment. We are very fortunate to access OCRI specially trained volunteers who assist our students and staff with the use of assistive technology in the classrooms.

There are academic, citizenship, athletic and accomplishment awards for our Grade 6 students.

Teachers communicate student performance regularly to parents through the agenda, or communication book, conferences and telephone calls.

OUR SCHOOL LEARNING PLAN- A school focus on mathematics using the Renewed Math Strategy for Ontario.

“Numeracy is about doing the math – about recognizing and using mathematics – in a variety of contexts that range from the everyday to the unusual; it’s about being able to use mathematics as a tool to explore problems and situations.”

- Supporting Numeracy - p. 2

Building on the goals in Achieving Excellence: A Renewed Vision for Education in Ontario, the Ministry of Education is committed to helping students gain the math knowledge and skills they will need for the future.

This technology-driven world is changing rapidly, and students must have a wide range of skills and knowledge to succeed. Mathematical knowledge is a critical component of success. Ontario's goal is that at least 75 per cent of elementary students achieve a level 3 or higher on provincial assessments in reading, writing and math so that they are well prepared for success in the next grade.

With that in mind, Ontario's Renewed Math Strategy will help our students, teachers, schools and districts in achieving stronger math results and better position our young people for the jobs of today and tomorrow. The strategy includes a number of features that will respond to the various strengths and needs of our learners, schools and district school boards. It will promote greater collaboration between everyone, including educators, students, leaders and parents.

The Renewed Math Strategy is an Early Years to Grade 12 strategy that will benefit from and mobilize the latest research and lessons learned regarding effective math learning, teaching and assessment. The strategy will provide new forms of support to all schools. Support for schools will focus on professional learning opportunities for teachers and principals, and will support teachers in planning for effective learning and teaching that includes problem solving, direct instruction, investigation, assessment and practice. This will allow students to learn with understanding, develop proficiency, learn mathematical ways of thinking and attain an appreciation for how math is used in everyday life.






The Renewed Math Strategy and K-6 Cross-Curricular Approachpasted image 0

Creating a Culture of Numeracy

It is a collective responsibility to be intentional in identifying explicit numeracy connections in all curricular areas, to build educator capacity in numeracy so that those links are integrated, and operationalize these in planning and assessment practice that is grounded in responding to student needs.

School Learning and Well-Being Planning

How do the School Learning Plan (SLP) and Well-Being Plan (WBP) relate to one another?

This year, all schools will be focused on mathematics in alignment with our provincial and district data and the Renewed Math Strategy. The Well-Being Plan is comprised of the Bully Prevention and Intervention Plan and any other area(s) of focus informed by an examination of school data. There is a symbiotic relationship between achievement and well-being.








Questions that will guide our thinking and planning:

  1. What is our data telling us?

  1. Are there identified groups of students who are surfacing as a priority? If so, who are they?

  1. What areas of mathematics may be a priority for us to consider?

2. What are evidenced based strategies that we know to have the greatest impact on learning for identified groups of students?

3. Where are the specific cross-curricular links and possible strategies to consider (science, social studies/Canadian and World Studies, health and physical education, arts, etc…)?

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