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What do we think based on data?

- Relationship b/w attendance and credit accumulation

- teachers are being compassionate (helping students pass by giving 50s)

- we are working with a lot of underserved students

Questions to guide our practice as we develop an action plan:

- how can we help close the gaps of our underserved students?

Keep using tiered supports, continue to build relationship

- what can we do about the students in the 50 range?

Look at why our students are in this range. Attendance? Lates? Access to technology? Completing assessments? and adjust accordingly

- how is class size affecting student success?

- how does access to technology help/hinder student  success?

- can we do anything more than we’re already doing about attendance?

keep up with referrals, look at why they're not going

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DATA:

Median in grade 9: 68

Median in grade 10: 62.5

Median in grade 11: 73

Median in grade 12: 75

INFERENCES:

Drop in median from grade 9 to 10 could have links to

curriculum updates (or lack thereof)

to spiral design implementation.

Grade 9 marks include projects

Grade 9 expectations vague, level 3 could not prepare students for grade 10 skills

PLAN:

Identify key expectations/success criteria in grade 9 curriculum needed for grade 10

For key grade 9 expectations/success criteria identify examples of the expectation at each level

Communicate these examples with students

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1st set of data: pass/fail rate for gr 10 science:

what do we see? Data has stayed same over past 3 years (83% pass rate)

What do we think? It’s great to see that, possibly because students have more ways to show their learning (triangulation)

What do we wonder? Is it about passing or failing or should it be more about learning and development? How can we make the rate even better?

2nd set of data: pass/fail and grade range for gr 9 destreamed science.

what do we see? More students getting 50s and 60s in the last year, however pass rate has increased overall

What do we think? If we had applied and academic classes, this data May apply more to the applied students. Also, we interpret this as more students are just trying to get by and pass the course as opposed to excelling. Expectations are lower now for the destreamed classes since they are mixed ability classes, in order to pass the students through the course that are at a lower level (lack of rigor).

What do we wonder? How do we raise the standards in the destreamed classrooms without losing kids or engagement?

3rd set of data: average absenteeism

what do we see? Has decreased from 27% to 20% in past 3 years

What do we think? Represents recovery from pandemic

What do we wonder? Can we see the data from pre-pandemic to post-pandemic to understand the data better (not enough data to compare absenteeism before pandemic)

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LEAP students often need extra time to learn a language, adjust to a new learning environment and fill in gaps in their learning

The more absences they have in that course = lower marks

Students passing in level 1,2,3 and 4 are missing a week or less total when it comes absences.

French total credit accumulation. Students not passing French are failing multiple courses. Not as useful for assessing ESL because the process is ongoing.

Ways to foster a nurturing and identity-affirming environment:

-Giving students an "i" in LEAP courses to recognize that they are still progressing towards grade level versus receiving a failing grade. We would collect assessment data communicate progress with students (ie. you're able to demonstrate a particular skill, but you still need to develop these other skills to progress to the next level, OR your able to demonstrate this skill with support but still need to demonstrate it independently)

-Using triangulation to assess students listening/speaking, reading and socio-cultural media skills (ie. having conversations with students about their reading, using Mindomo for students to record presentations, etc.)

-Building meaningful relationships with students (especially with international students who are not with parents and alone in the country)

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Lunch time support

Connect with family

Look at powerschool ( is it just me/ my course, underserved)

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Lunch time support

Connect with family

Look at powerschool ( is it just me/ my course, underserved)

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clear correlation between attendance and achievement

many students in the 50-60% range - what are the factors/reasons for this?

what more can be done to better serve underserved students?

a greater use of differentiation, tiered support & other interventions would improve results

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Student Connection

Engaging/Inviting Classroom

Contact Home

Collaborate with other teachers