Thames Valley District School Board

2016 Annual Report

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Board Improvement Plan for Student Achievement

Precision planning on a district-wide level can helping us realize our key priorities of improving learning and achievement for all students, reducing achievement gaps and enhancing public confidence in our publicly funded system.

 

Board improvement planning has two main purposes:

• to improve student learning, achievement and well-being, and

• to build capacity and sustainability in the skill and knowledge of educators.

Click on each colour below to explore the Board Improvement Plan for Student Achievement

Culture

for Learning

Learning

and Achievement

  • Higher order/critical thinking
  • Problem solving
  • High expectations
  • Connections and applications
  • Creativity, innovation and technology
  • Inquiry Learning
  • All students believe
    they can learn
  • Equity and inclusion
  • Safe Schools
  • Caring, responsible citizens
  • Caring adult
  • Collaborative approaches
  • Environmental

Instructional Leadership

  • Assessment for, as
    and of learning
  • Differentiated instruction
    and assessment
  • Learning goals and
    success criteria
  • Authentic real
    world problems
  • Collaborative teaching
    and learning

Engagement

and Well-Being

  • Health and well-being
  • Student choice and voice
  • Student engagement
  • Mental health and wellness
  • Pathways, Transitions and destinations

 

TVDSB shifts strategic focus from reading and writing to math

Standardized test results for Thames Valley students taking Grade 9 applied and academic math remained stable in 2016 – despite a province-wide decline in math results.

 

However, TVDSB’s elementary math scores mirrored an overall decline in the number of Ontario students in Grades 3 and 6 who met the provincial math standard over the past five years. In fact, only half of all Grade 6 students met the provincial math standard in 2016.

 

But the decline in standardized test scores provided strong support for Thames Valley’s early decision to make numeracy a key strategic priority, explained Michelle Deman, Superintendent for Student Achievement.

 

“Our own data was telling us we needed to shift our focus to numeracy and find better ways to teach math,” said Deman, noting that improving math skills is now a key priority for both Thames Valley and the provincial Ministry of Education.

 

While math scores dipped, reading scores for Grade 3 and 6 students rose across Ontario over the last five years – indicating to some experts that a strong focus on literacy across the province in recent years has paid off.

 

Across Thames Valley, results in elementary reading and writing and Grade 10 literacy were stable or better than previous results – except for a slight decline in Grade 3 writing scores.

 

Thames Valley’s numeracy strategy has included reaching out to parents. A free public event in Fall 2016 featured renowned math educator Marian Small, who offered parents tips on how to help students improve their math skills. Dr. Smith believes current teaching methods create anxiety that makes it harder for students to learn.

 

In addition to EQAO tests for math, reading and writing, the Ontario Secondary School Literacy Test (OSSLT) measures whether or not students are meeting the minimum standard for literacy across all subjects up to the end of Grade 9.

 

According to EQAO, standardized tests measure student achievement in relation to Ontario Curriculum expectations. The results are aimed at complementing teacher observations and other assessments to allow for “targeted improvement planning at the individual, school, school board and provincial levels.” EQAO results were never intended to be used to rank schools.

 

Click here to watch a video of Dr. Marian Small

Five-year

EQAO Results

Click each chart to enlarge