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students love being at school

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students don't feel they can talk to an adult in the building when they need support.

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Applied math scores.

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We need to investigate why students don't feel they can talk to an adult in the building?

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Students feel they have too much HW/tests which deprives them of rest time.

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How much real time are students spending on schoolwork vs. how much time multi-tasking with social media, etc.
How much schoolwork is assigned vs. how much is extra work that students are choosing to do.
Will changing the hours of the school day help? Or will it just shift the time when students do work?

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Less credit recovery credits in 2016/17 (25) than 2015/16 (27)- 2016-17 had fewer senior level courses on list.

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Our OSSLT results are above board and provincial averages.

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Are we servicing the students who do not represent the majority? (ex. Aboriginal or Russian)

Students who do not have guardians at home

We have two Refugee students.  Most of us were not aware of this.  How are we servicing them?

Average family income is lower, yet we are located in one of the more expensive area

More than 62% of our students were born outside of Canada. This is quite a bit higher than the board average of 46%. Are we servicing these students/families and their needs?

There are more multiple family dwelling homes than the board average.

Who filled out this data? We have data regarding combined average income. Did the parents fill this out or the students?

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Collecting data about sleep is helpful...alerts us to problem.
Students are aware of importance of sleep.

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-We only have 41 Applied vs 476 Academic students
- roughly 50% of both Academic and Applied students say they like Math
-Student responses were lowest (Somewhat - Never or Almost never) regarding "connecting Mathematics concepts to other subjects" , "Applying Mathematics concepts to Real-Life problems", and "I take time to discuss my Mathematics assignments with classmates" **similar to our results on Climate Survey --> relevance of learning in the classroom and student engagement
-Many students 74% strongly agree that they understand the Math they are taught in class; and 66% try their best in Math class

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How many students grew up in this area and how many families moved to this area to send their kids to Trudeau?

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Attendance:  Why are there more absences without reason in grade 12 rather than grade 9 (10 times as many).   Students are struggling to manage workload in grade 12?  Are some of them in grade 12 waiting for a course to be dropped/switched and not attending?

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Attendance:  Why are there more absences without reason in grade 12 rather than grade 9 (10 times as many).   Students are struggling to manage workload in grade 12?  Are some of them in grade 12 waiting for a course to be dropped/switched and not attending?

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Sleep deprived... Very little have more than 7 hours

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57% of students are drifting off to sleep during lessons

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Majority of students believe Math is useful for everyday life, realize that it is an important subject, they understand most of the math which they are taught.

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80.3% are not able to focus on instructions

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70% of students don’t often discuss assignments with their classmates, applied and academics.

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Many students "neither agree nor disagree" with many questions - they are confused about their attitudes towards mathematics

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What other extraneous variables affect this data? If there are any, think about what they might be and how to eliminate them?

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What other extraneous variables affect this data? If there are any, think about what they might be and how to eliminate them?

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our EQAO scores in math are very impressive, far above the board goals. 

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our EQAO scores in math are very impressive, far above the board goals. 

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Need to educate on time management because students are lacking sleep

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EQAO in math: Students feel they understand most of the math they are taught 

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EQAO in math: Students feel they understand most of the math they are taught 

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eqao math  targets for sip seem a bit ridiculous. 

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eqao math  targets for sip seem a bit ridiculous. 

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we are a bit shocked at the SIP target ... it is a HUGE jump our SIP is seeking in a very short time especially for math. I also wonder what strategies are being tried to  reach these targets?

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How does our school data compare to the provincial average?
We would like to see how our applied and academic students opinions about math compare to provincial averages.

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Aside from collecting data as the above person mentioned, there's really not a lot of positive here.

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Need to teach students better time management skills, better study skills (how to study smarter/more efficiently, not longer), better self-advocacy skills (learn to ask for extra  help).
Provide students with evidence from brain-based learning research to back study skills.
Need to teach students how to let go of things.
Can we use teaching strategies that involve more active student learning in our classrooms to reduce the amount students have to do outside of class?

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98 % pass rate is pretty amazing (Data sheet for pass rates)

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So few of our students with learning disabilities are achieving a Level 4 in EQAO Academic Math (compared to the Board)

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for example why is it 97% grade 9s getting credit accumulation? what are some reasons for it. also: is 100% realistic sip target?
who is creating the sip targets?

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Discussion and collaboration in math courses, less than 30% discuss assignments often.

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Male percentage of failed credits is significantly higher than female throughout the grades.

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the % are dropping off more and more as the years go on. because of summer school?

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Would like to collect and compare the grade 9 diagnostic test data from start of the semester with EQAO data to help see improvements
Also analysis of final course marks

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Focus on supporting male students achievement in senior credits (pathway discussions). Or is this a cause for concern when students will make course decisions against suggestions.

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Would a later start time help with sleep?  Or would it not tackle the issue with time management, prioritizing and workload?

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Interesting that only 51% of academic students like mathematics,  not really surprised.

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Grade 9 through 12 failure rates:
Females>1.2%>0.86%>1%>1.25%
Males>1.8%>2.19%>2.2%>3.8%

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Kids are aware that they're not getting enough sleep, that it's impacting their ability to function, and yet they continue to not get enough sleep.

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As a school we are above the board average in academic and applied math results

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EQAO in math: Students in academic math classes don't feel that that the math they learn now is useful in everyday life as much as the applied students do.

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EQAO in math: Students in academic math classes don't feel that that the math they learn now is useful in everyday life as much as the applied students do.

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Would like to create a survey to ask university students how prepared they were for post secondary classes. Could also compare academic achievement

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Mathematics Students with a LD are doing better in Academic 86% at Level 3/4 program than in Applied  53% at Level 3/4.

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Mathematics Students with a LD are doing better in Academic 86% at Level 3/4 program than in Applied  53% at Level 3/4.

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Difference in support from Grade 9 absences to Grade 12 absences. Understanding release of responsibility- however, universities are recognizing the connected issues of student attendance and need for additional support (this is not data we were given, but that we have been told at University presentations).

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Applied students see math as more applicable/useful in everyday life versus academic students
We work well in Applied courses to relate subjects to students and real life - do we need to improve our instruction and link in academic courses to "everyday life"?

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Possible later start. Limit homework (stick to homework policy). Emphasize the importance of sleep (not sure if this will really help). Time management support?

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Math: we need to be able to get the students to see the connection between what they're learning and how it's important to their life.  How do we get the students to understand that the process that they use to solve math problems is a transferable skill and that the specific math question itself may not be the priority.

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Math: we need to be able to get the students to see the connection between what they're learning and how it's important to their life.  How do we get the students to understand that the process that they use to solve math problems is a transferable skill and that the specific math question itself may not be the priority.

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Numeracy teacher?

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It would be interesting to see the breakdown of what courses are being failed.  As grades increase, the boys' failure rates have increased whereas the girls' have stayed relatively the same.  Is it related to how we mostly teach (fo
r girls)?

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Some information may not be up-to-date. For example, data for housing price is no longer valid since the economy is different now compared to the time of data collection.
% of family income lower than $30,000 is slightly higher than the board average.

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7.3 % of our students are not living with their families. Who are these students? What can we do to support them?
Approximately 30% of our students families have an income of less than  $50 K- what needs do they have?
What school supports and external supports can we connect them with?

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Both applied and academic students, show an appreciation that math is useful and would help them in the future

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Can we could redo the graphs and remove all students with five or fewer absences.  If there are only a smaller number of absences, it is not indicative or performance or achievement.

If we are trying to determine what causes a student to be away/skip school, we should graph absences vs. gender/race etc.

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great job OSSLT for students with LDs over time huge huge improvement between 2014-2015 and 2015-2016 

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great job OSSLT for students with LDs over time huge huge improvement between 2014-2015 and 2015-2016 

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- Unrelated guardians number seems low by anecdotal evidence
-  How do we as teachers working in a progressive educational context, balance that within a conservative (traditional) community (two parents single owned dwelling…)

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males in general struggling more with credit accumulation more than females, though all seem to be doing well credit acculumation wise

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males in general struggling more with credit accumulation more than females, though all seem to be doing well credit acculumation wise

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How do we improve are applied scores compared to the board

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Students feel math is not very related to real-life problems/applications

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Ensure students are in the correct math course for their ability.

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Academic English results - 2.2  not in document

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Do we really know our students?  Their strengths?  Weaknesses?  Values?  

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Do we really know our students?  Their strengths?  Weaknesses?  Values?  

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Credits earned vs credits granted? Would that affect the 98% rate?

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Credits earned vs credits granted? Would that affect the 98% rate?