Teacher CONNECTTeacher CONNECT

Session 4Session 4

December, 2008December, 2008

AgendaAgenda

►Safe SchoolsSafe Schools►Character EducationCharacter Education►EQAOEQAO►TechnologyTechnology

Safe SchoolsSafe Schools

Morning BreakMorning Break

Homework ReviewHomework Review

►DI DeckDI Deck

Yes, No, Maybe?Yes, No, Maybe?

Character in Context Character in Context VideoVideo

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Character Development: Character Development: Why are we doing this?Why are we doing this?

We want our students to

think critically, feel deeply and

act wisely.

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A Commitment to Share A Commitment to Share ResponsibilityResponsibility

Character development is: Character development is:

► a primary responsibility of parents and familiesa primary responsibility of parents and families

► a cornerstone of a civil, just and democratic society a cornerstone of a civil, just and democratic society

► a foundation of our publicly funded education a foundation of our publicly funded education systemsystem

► a whole-school efforta whole-school effort

► embedded in everything that we do embedded in everything that we do

► infused into policies, programs, processes, practices infused into policies, programs, processes, practices and interactionsand interactions

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An Overview of the InitiativeAn Overview of the Initiative

► A quality education is about more than academic A quality education is about more than academic achievement – it is about the development of the achievement – it is about the development of the whole person. whole person.

► Student engagement is essential to all character Student engagement is essential to all character development processes.development processes.

► Character development must be a whole-school Character development must be a whole-school effort. All members of the school community share effort. All members of the school community share the responsibility to model, teach and expect the responsibility to model, teach and expect demonstrations of the universal attributes in all demonstrations of the universal attributes in all school, classroom and extracurricular activities.school, classroom and extracurricular activities.

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Character Development: Character Development: What it is and what it is notWhat it is and what it is not

is about critical and is about critical and analytical thinking, analytical thinking, questioning, anticipating questioning, anticipating problems and contributing problems and contributing to solutionsto solutions

is about self-awareness, is about self-awareness, reflection and reflection and understanding – doing understanding – doing what’s right because it’s what’s right because it’s the right thing to dothe right thing to do

must include the active must include the active involvement and involvement and

engagement of studentsengagement of students

is not about complianceis not about compliance

is not about behaviours is not about behaviours motivated by extrinsic motivated by extrinsic rewards and recognitionrewards and recognition

cannot be done to cannot be done to studentsstudents

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Character Development: Character Development: What it is and what it is notWhat it is and what it is not

is a process that develops is a process that develops character in a deliberate and character in a deliberate and intentional manner through intentional manner through interactions with others and interactions with others and engagement in the wider engagement in the wider communitycommunity

is about inclusiveness and is about inclusiveness and respect for diversityrespect for diversity

is about ensuring that there are is about ensuring that there are opportunities to engage students opportunities to engage students in general, and disengaged and in general, and disengaged and marginalized students in marginalized students in particular, in the initiativeparticular, in the initiative

is about all students and all is about all students and all schoolsschools

is not found in a textbook, binder is not found in a textbook, binder or manualor manual

is not about the “few” or the is not about the “few” or the exclusion of someexclusion of some

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The Pivotal Role of TeachersThe Pivotal Role of Teachers

Teachers:Teachers:► play a key role in the character development of students play a key role in the character development of students

► are frequently identified by students as the single most are frequently identified by students as the single most important factor in their success in life important factor in their success in life

► develop relationship skills and attitudesdevelop relationship skills and attitudes

► model high expectations in academics and behaviourmodel high expectations in academics and behaviour

► integrate qualities such as honesty and fairness into lessonsintegrate qualities such as honesty and fairness into lessons

► organize their classrooms to reflect principles of inclusion and organize their classrooms to reflect principles of inclusion and engagementengagement

► form relationships that build school and classroom form relationships that build school and classroom environments that support learning and character environments that support learning and character developmentdevelopment

Board Initiatives:Board Initiatives:

► Board calendarBoard calendar ► PostersPosters

► Character Development Character Development contact person in each schoolcontact person in each school

► ““We Care We Can” food driveWe Care We Can” food drive

► ““Pay It Forward”Pay It Forward”

Board Initiatives:Board Initiatives:

Since you cannot do Since you cannot do good to all, you are to good to all, you are to pay special attention pay special attention to those, who by the to those, who by the accidents of time, or accidents of time, or

place, or place, or circumstances, are circumstances, are brought into closer brought into closer

connection with you.connection with you.

What our students have to say What our students have to say

about Character education…about Character education…

AssessmentsAssessments

Think, Pair, Share:Think, Pair, Share:

What do you know about EQAO?What do you know about EQAO?

Background and OverviewBackground and Overview

EQAO BackgroundEQAO Background

►Education Quality and Accountability Education Quality and Accountability Office was established in 1996 to Office was established in 1996 to create and conduct a provincial create and conduct a provincial testing program for Ontario’s English- testing program for Ontario’s English- and French-language schoolsand French-language schools

►Also coordinates Ontario’s Also coordinates Ontario’s participation in national and participation in national and international assessmentsinternational assessments

E d u c a t I o n Q u a l I t y a n d A c c o u n t a b I l I t y O f f I c e

Overview of Provincial TestingOverview of Provincial Testing

Junior Reading, Writing, Math

Grade 9 Math

PrimaryReading, Writing, Math

O.S.S.L.T.Reading & Writing

Grade 10

• Provides Province with data on Curriculum Implementation • Provides Boards & Schoolswith data for improvement planning • Provides teachers with patterns, trends in programming• Provides students/ parents with another piece of evidence of achievement

•Pass / Fail•A requirement for an O.S.S.D.•Multiple attempts; OSSLC

E d u c a t I o n Q u a l I t y a n d A c c o u n t a b I l I t y O f f I c e

Why does EQAO administer Why does EQAO administer tests?tests?

►Provide accurate and valid data about Provide accurate and valid data about student performance in designated student performance in designated subjects to stakeholders subjects to stakeholders

►EQAO data is used to inform classroom EQAO data is used to inform classroom instruction and improve student instruction and improve student achievementachievement

►EQAO assessments are a portion of a EQAO assessments are a portion of a comprehensive assessment systemcomprehensive assessment system

E d u c a t I o n Q u a l I t y a n d A c c o u n t a b I l I t y O f f I c e

►Participation is Participation is mandatorymandatory ►Accommodations and special Accommodations and special

versions are available for versions are available for special needs studentsspecial needs students

►Exemptions are considered for Exemptions are considered for the student who cannot the student who cannot succeed with accommodations succeed with accommodations and/or special versionsand/or special versions

Important FactsImportant Facts

EQAO’s Steps to EQAO’s Steps to Supporting Student LearningSupporting Student Learning

1.1. The Ontario CurriculumThe Ontario Curriculum

2.2. EQAO TestsEQAO Tests

3.3. ScoringScoring

4.4. EQAO ReportsEQAO Reports

5.5. Evidence-Based Decision MakingEvidence-Based Decision Making

2. The Assessments2. The Assessments

The Ontario CurriculumThe Ontario Curriculum

►How do the assessments align How do the assessments align with with The Ontario CurriculumThe Ontario Curriculum?? EQAO’s Primary and Junior Assessments are EQAO’s Primary and Junior Assessments are

standards-referenced large-scale assessments standards-referenced large-scale assessments based on based on The Ontario CurriculumThe Ontario Curriculum expectations expectations and standards (levels of achievement) for and standards (levels of achievement) for student performance. student performance.

Based on the detailed description and Based on the detailed description and structure of the assessment identified in the structure of the assessment identified in the Framework document (www.eqao.com)Framework document (www.eqao.com)

E d u c a t I o n Q u a l I t y a n d A c c o u n t a b I l I t y O f f I c e

Quick FactsQuick Facts

► Three (3) bookletsThree (3) booklets One mathematics, two language (each contains One mathematics, two language (each contains

reading and writing)reading and writing)► Field TestField Test

Field-test questions are embedded in the three Field-test questions are embedded in the three bookletsbooklets

► ScheduleSchedule Six test sessions: two per bookletSix test sessions: two per booklet The tests must be conducted between May 22 and Jun The tests must be conducted between May 22 and Jun

8, 20078, 2007► DurationDuration

Typical length of a session is one hourTypical length of a session is one hour Additional time, as requiredAdditional time, as required

E d u c a t I o n Q u a l I t y a n d A c c o u n t a b I l I t y O f f I c e

Types of Assessment ItemsTypes of Assessment Items

►There are three types of items:There are three types of items: Multiple choiceMultiple choice Open responseOpen response Writing promptsWriting prompts

E d u c a t I o n Q u a l I t y a n d A c c o u n t a b I l I t y O f f I c e

Open Response –Primary MathOpen Response –Primary Math

Multiple Choice –Junior ReadingMultiple Choice –Junior Reading

Writing Prompt -JuniorWriting Prompt -Junior

Language BookletsLanguage Booklets►Reading ComponentsReading Components►The reading selections will contain:The reading selections will contain:

Narrative textNarrative text Non-narrative textNon-narrative text PoetryPoetry Non-continuous text (such as a poster, brochure Non-continuous text (such as a poster, brochure

or recipe)or recipe)

►The reading selections are followed by The reading selections are followed by multiple-choice and open-response multiple-choice and open-response questions.questions.

E d u c a t I o n Q u a l I t y a n d A c c o u n t a b I l I t y O f f I c e

►Writing ComponentsWriting Components►The writing tasks will require a number of The writing tasks will require a number of

short and long responses.short and long responses. Grade 3Grade 3

►Three short writing tasks (half page each)Three short writing tasks (half page each)►One long writing task (one page)One long writing task (one page)►Multiple-choice questionsMultiple-choice questions

Grade 6Grade 6►Three short writing tasks (one page each)Three short writing tasks (one page each)►One long writing task (two pages)One long writing task (two pages)►Multiple-choice questionsMultiple-choice questions

E d u c a t I o n Q u a l I t y a n d A c c o u n t a b I l I t y O f f I c e

Language BookletsLanguage Booklets

Mathematics BookletMathematics Booklet

►For both the primary and For both the primary and junior assessmentsjunior assessments

►There will be open-response and There will be open-response and multiple choice questions requiring multiple choice questions requiring students to demonstrate students to demonstrate knowledgeknowledge, , applicationapplication and and problem-solvingproblem-solving. .

E d u c a t I o n Q u a l I t y a n d A c c o u n t a b I l I t y O f f I c e

Think, Pair, ShareThink, Pair, Share::

What is your role in the EQAO What is your role in the EQAO assessment?assessment?

Looking at a SampleLooking at a Sample

►Assessment of Reading, Writing Assessment of Reading, Writing and Mathematics, Primary and Mathematics, Primary DivisionDivision (Grades 1-3)(Grades 1-3)

►Assessment of Reading, Writing Assessment of Reading, Writing and Mathematics, Junior Divisionand Mathematics, Junior Division(Grades 4-6)(Grades 4-6)

* Cumulative knowledge and * Cumulative knowledge and skills *skills *

What skills are assessed in What skills are assessed in reading?reading?

►Three skills:Three skills: Understanding Understanding explicitly (directly)explicitly (directly) stated stated

ideas and informationideas and information Understanding Understanding implicitly (indirectly)implicitly (indirectly) stated stated

ideas and informationideas and information Making connectionsMaking connections between information and between information and

ideas in a reading selection and the reader’s ideas in a reading selection and the reader’s personal knowledge and experience (e.g., personal knowledge and experience (e.g., interpreting a reading selection by integrating interpreting a reading selection by integrating its information and ideas with the student’s its information and ideas with the student’s personal knowledge and experience)personal knowledge and experience)

E d u c a t I o n Q u a l I t y a n d A c c o u n t a b I l I t y O f f I c e

What skills are assessed in What skills are assessed in writing?writing?

►Three skillsThree skills Developing a main idea with sufficient Developing a main idea with sufficient

supporting detailssupporting details Organizing information and ideas in a Organizing information and ideas in a

coherent mannercoherent manner Relationship to TASK (form, purpose, Relationship to TASK (form, purpose,

audience)audience) Using conventions (spelling, grammar, Using conventions (spelling, grammar,

punctuation) in a manner that does not punctuation) in a manner that does not distract from clear communicationdistract from clear communication

E d u c a t I o n Q u a l I t y a n d A c c o u n t a b I l I t y O f f I c e

What skills are assessed in What skills are assessed in mathematics?mathematics?

► The Primary and Junior Assessments assess key The Primary and Junior Assessments assess key aspects of mathematics across the five strands in aspects of mathematics across the five strands in the curriculum:the curriculum: Number Sense and NumerationNumber Sense and Numeration MeasurementMeasurement Geometry and Spatial SenseGeometry and Spatial Sense Patterning and AlgebraPatterning and Algebra Data Management and ProbabilityData Management and Probability

► SkillsSkills Knowledge and understandingKnowledge and understanding ApplicationApplication Problem solvingProblem solving

E d u c a t I o n Q u a l I t y a n d A c c o u n t a b I l I t y O f f I c e

3.3. Scoring Scoring

►A four-point scale based on A four-point scale based on

The Ontario Curriculum:The Ontario Curriculum:Level 1Level 1 is below provincial standard is below provincial standard

Level 2Level 2 is approaching provincial is approaching provincial standardstandard

Level 3Level 3 is the provincial standard is the provincial standard

Level 4Level 4 exceeds the provincial exceeds the provincial standardstandard

4. EQAO Reports4. EQAO Reports

► Provincial, board and school reportsProvincial, board and school reports Overall results for reading, writing and Overall results for reading, writing and

mathematicsmathematics Overall results for reading, writing and Overall results for reading, writing and

mathematics by gender and by ESL/ELD and mathematics by gender and by ESL/ELD and special needs status as identified by schoolspecial needs status as identified by schools s in in the student’s Individual Education Plan or the student’s Individual Education Plan or through the IPRC processthrough the IPRC process

Item statistics including correct and incorrect Item statistics including correct and incorrect responses for selected items on the responses for selected items on the assessment (IIR anassessment (IIR and Student Roster (raw d Student Roster (raw score data)score data)

Comparative data showing school, board and Comparative data showing school, board and provincial results over timeprovincial results over timeE d u c a t I o n Q u a l I t y a n d A c c o u n t a b I l I t y O f f I c e

4. EQAO Reports4. EQAO Reports

► Individual Student Report (ISR)Individual Student Report (ISR) Overall results for reading, writing Overall results for reading, writing

and mathematicsand mathematics Comparative data showing Comparative data showing

individual student results in individual student results in relation to school, board and relation to school, board and provinceprovince

E d u c a t I o n Q u a l I t y a n d A c c o u n t a b I l I t y O f f I c e

5. Evidence-Based Decision 5. Evidence-Based Decision MakingMaking

► TeachersTeachers► Parents and Parents and

StudentsStudents► Schools and School Schools and School

BoardsBoards► General Public and General Public and

Provincial Provincial GovernmentGovernment

Do you know?Do you know?What does EQAO stand for?What does EQAO stand for?

Time for Lunch!Time for Lunch!

Afternoon AgendaAfternoon Agenda

►Something Special!Something Special!►Technology in the ClassroomTechnology in the Classroom

SMARTBoardSMARTBoard Databases – Computer labDatabases – Computer lab

►Consolidation of LearningConsolidation of Learning►Wrap upWrap up

Afternoon BreakAfternoon Break

Wrap UpWrap Up

►Individual Individual Strategy Strategy FormsForms

►Last Call for Last Call for Question BoxQuestion Box

We Wish You the Best!We Wish You the Best!