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Eqao Analysis 2008 2009 Pwrpt
Eqao Analysis 2008 2009 Pwrpt
Eqao Analysis 2008 2009 Pwrpt
Eqao Analysis 2008 2009 Pwrpt
Eqao Analysis 2008 2009 Pwrpt
Eqao Analysis 2008 2009 Pwrpt
Eqao Analysis 2008 2009 Pwrpt
Eqao Analysis 2008 2009 Pwrpt
Eqao Analysis 2008 2009 Pwrpt
Eqao Analysis 2008 2009 Pwrpt
Eqao Analysis 2008 2009 Pwrpt
Eqao Analysis 2008 2009 Pwrpt
Eqao Analysis 2008 2009 Pwrpt
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Eqao Analysis 2008 2009 Pwrpt

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  • 1. Tilbury Area Public School Grade 3 and Grade 6 EQAO Results 2008-2009
  • 2. TAPS: Grade 3 Contextual Information “Who are our students?”
    • 39 Students (21 Female, 18 Male)
      • 26% had Special Needs
      • 0 students were exempted
      • 97% were Born in Canada
      • 26% were ESL
      • 62% have been at TAPS for 3 or more years
      • 74% have been in the LKDSB for 3 or more years
  • 3. TAPS: Grade 6 Contextual Information “Who are our students?”
    • 46 Students (27 Female, 19 Male)
      • 35% had Special Needs
      • 3 students were exempted
      • 100% were Born in Canada
      • 9% were ESL
      • 72% have been at TAPS for 3 or more years
      • 80% have been in the LKDSB for 3 or more years
  • 4. % of All Students at or Above the Provincial Standard (Levels 3 and 4), 2008-09 – Grade 3
  • 5. % of All Students at or Above the Provincial Standard (Levels 3 and 4), 2008-09 – Grade 6
  • 6. TAPS: Grade 3 - Three Year Trends (Percentage of students at or above the provincial standard)
  • 7. TAPS: Grade 6 – Three Year Trends (Percentage of students at or above the provincial standard)
  • 8. TAPS: Grade 3 Gender Comparison
  • 9. TAPS: Grade 6 Gender Comparison
  • 10. Performance of Identified Students: Grade 3 (10 students were identified with special needs)
  • 11. Performance of Identified Students: Grade 6 (16 students were identified with special needs)
  • 12. Cohort Tracking From Grade 3 to 6 (72% of Grade 6 students at TAPS participated in their Grade 3 EQAO Assessment at TAPS)
  • 13. TAPS School Improvement: Planning and Measurement
    • School Growth Plan:
        • A living, evolving and measurable document
        • Ongoing assessment and evaluation of results based on targets set
    • Quantitative tracking forms
        • Utilization and re-visiting of cycle back writing plans, critical pathways tracking sheets, higher order thinking questioning, specific feedback
    • Ongoing professional dialogue
        • Weekly SIT meetings, monthly Student Success meetings, ongoing PLC’s

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