Achievement and School Improvement Planning
Measures of Student Achievement and Success
Like all schools within the OCDSB, Roberta Bondar follows the guidelines set out in the OCDSB Policy and Procedures for Student Evaluation, available on the OCDSB's website.
At the primary (regular English program), junior and intermediate levels students are assessed on reading comprehension, miscue analysis and fluency using the diagnostic tools of PM Benchmarks and CASI. Early French immersion students are assessed on reading comprehension, miscue analysis and fluency using GB+ and L’Evaluation Rapide en Lecture. Many students maintain a portfolio of their work. The portfolio is shown to their parents during student-led conferences or at parent-teacher interviews.
Students are involved in various performances of their learning, including public speaking (English and French), concerts, drama, readers’ theatre, art showings, etc.
Junior and intermediate students who have excelled academically are recognized on the school honour roll and the Principal’s list. Many primary/junior students are recognized for their academic performance by a cross-grade certificate merit system. Students are recognized for their good character during monthly assemblies and daily announcements.
Junior and intermediate students participate in international math and science competitions such as Gauss Math and Robotics.
School Improvement Plans and Initiatives
Working with a variety of student achievement data, a School Improvement Plan for Student Achievement is developed annually. This year our school improvement planning efforts relate primarily to increasing our abilities to develop and apply problem solving strategies when solving a multi-step question in all curricular areas, but with a particular focus on measurement. In the first cycle of our plan, we are focusing on further developing our skills to read for meaning and to activate our prior knowledge. The implementation of consistent instructional practices such as using an I Notice and I Wonder approach helps to increase student voice and engagement with their learning. Students will regularly respond to the problem solving plans of others to develop greater proficiency at solving problems.
Increasing Student Achievement in Literacy
We follow a Balanced Literacy approach to literacy instruction in all primary, junior and intermediate classrooms. A particular emphasis is on the explicit teaching of reading and writing strategies. A secondary focus is in the area of Assessment for Learning. Staff members are exploring many tools for ongoing assessment in the classroom in order to help guide their instruction to meet individual student needs. In a continuing effort to increase student achievement, we will continue to respond to identified needs from our EQAO results and other data collected at a school level. This year, English as a Second Language and Special Education support is offered to all students within the regular classroom setting as we work towards implementing the Ministry’s Learning for All model.
Creating a Safe and Caring School:
An on-going focus is supporting our students in the area of Character Education. Each month an OCDSB Community of Character trait is highlighted through daily reminders and monthly assemblies. Through the efforts of our Safe and Inclusive School team, we continue to work through a progressive discipline approach to student management and a consistent model of expectations and routines is implemented in all grades. We also support students in restorative practices and help them to understand how their actions have an impact on others in our school community.