Teacher Connect Session 4


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  • 8:30 Brent and Terri
  • Teacher Connect Session 4

    1. 1. Teacher CONNECT Session 4 December, 2008
    2. 2. Agenda <ul><li>Safe Schools </li></ul><ul><li>Character Education </li></ul><ul><li>EQAO </li></ul><ul><li>Technology </li></ul>
    3. 5. Safe Schools
    4. 6. Morning Break
    5. 7. Homework Review <ul><li>DI Deck </li></ul>
    6. 8. Character Development in the Greater Essex County District School Board
    7. 9. Yes, No, Maybe?
    8. 11. <ul><li>Character in Context Video </li></ul>
    9. 12. Character Development: Why are we doing this? We want our students to think critically , feel deeply and act wisely .
    10. 13. A Commitment to Share Responsibility <ul><li>Character development is: </li></ul><ul><li>a primary responsibility of parents and families </li></ul><ul><li>a cornerstone of a civil, just and democratic society </li></ul><ul><li>a foundation of our publicly funded education system </li></ul><ul><li>a whole-school effort </li></ul><ul><li>embedded in everything that we do </li></ul><ul><li>infused into policies, programs, processes, practices and interactions </li></ul>
    11. 14. An Overview of the Initiative <ul><li>A quality education is about more than academic achievement – it is about the development of the whole person. </li></ul><ul><li>Student engagement is essential to all character development processes. </li></ul><ul><li>Character development must be a whole-school effort. All members of the school community share the responsibility to model, teach and expect demonstrations of the universal attributes in all school, classroom and extracurricular activities. </li></ul>
    12. 15. Character Development: What it is and what it is not <ul><li>is about critical and analytical thinking, questioning, anticipating problems and contributing to solutions </li></ul><ul><li>is about self-awareness, reflection and understanding – doing what’s right because it’s the right thing to do </li></ul><ul><li>must include the active involvement and engagement of students </li></ul><ul><li>is not about compliance </li></ul><ul><li>is not about behaviours motivated by extrinsic rewards and recognition </li></ul><ul><li>cannot be done to students </li></ul>
    13. 16. Character Development: What it is and what it is not <ul><li>is a process that develops character in a deliberate and intentional manner through interactions with others and engagement in the wider community </li></ul><ul><li>is about inclusiveness and respect for diversity </li></ul><ul><li>is about ensuring that there are opportunities to engage students in general, and disengaged and marginalized students in particular, in the initiative </li></ul><ul><li>is about all students and all schools </li></ul><ul><li>is not found in a textbook, binder or manual </li></ul><ul><li>is not about the “few” or the exclusion of some </li></ul>
    14. 17. The Pivotal Role of Teachers <ul><li>Teachers: </li></ul><ul><li>play a key role in the character development of students </li></ul><ul><li>are frequently identified by students as the single most important factor in their success in life </li></ul><ul><li>develop relationship skills and attitudes </li></ul><ul><li>model high expectations in academics and behaviour </li></ul><ul><li>integrate qualities such as honesty and fairness into lessons </li></ul><ul><li>organize their classrooms to reflect principles of inclusion and engagement </li></ul><ul><li>form relationships that build school and classroom environments that support learning and character development </li></ul>
    15. 18. Board Initiatives: <ul><li>Board calendar </li></ul><ul><li>Posters </li></ul>
    16. 19. <ul><li>Character Development contact person in each school </li></ul><ul><li>“ We Care We Can” food drive </li></ul><ul><li>“ Pay It Forward” </li></ul>Board Initiatives:
    17. 20. <ul><li>Since you cannot do good to all, you are to pay special attention to those, who by the accidents of time, or place, or circumstances, are brought into closer connection with you. </li></ul>
    18. 21. <ul><li>What our students have to say </li></ul><ul><li>about Character education… </li></ul>
    19. 22. Assessments
    20. 23. <ul><li>Think, Pair, Share: </li></ul><ul><li>What do you know about EQAO? </li></ul>
    21. 24. Background and Overview
    22. 25. EQAO Background <ul><li>Education Quality and Accountability Office was established in 1996 to create and conduct a provincial testing program for Ontario’s English- and French-language schools </li></ul><ul><li>Also coordinates Ontario’s participation in national and international assessments </li></ul>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
    23. 26. Overview of Provincial Testing Junior Reading, Writing, Math Grade 9 Math Primary Reading, Writing, Math O.S.S.L.T. Reading & Writing Grade 10 <ul><li>Provides Province with data </li></ul><ul><li>on Curriculum Implementation </li></ul><ul><li>Provides Boards & Schools </li></ul><ul><li>with data for improvement planning </li></ul><ul><li>Provides teachers with </li></ul><ul><li>patterns, trends in programming </li></ul><ul><li>Provides students/ parents </li></ul><ul><li>with another piece of evidence </li></ul><ul><li>of achievement </li></ul><ul><li>Pass / Fail </li></ul><ul><li>A requirement for an O.S.S.D. </li></ul><ul><li>Multiple attempts; OSSLC </li></ul>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
    24. 27. Why does EQAO administer tests? <ul><li>Provide accurate and valid data about student performance in designated subjects to stakeholders </li></ul><ul><li>EQAO data is used to inform classroom instruction and improve student achievement </li></ul><ul><li>EQAO assessments are a portion of a comprehensive assessment system </li></ul>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
    25. 28. <ul><li>Participation is mandatory </li></ul><ul><li>Accommodations and special versions are available for special needs students </li></ul><ul><li>Exemptions are considered for the student who cannot succeed with accommodations and/or special versions </li></ul>Important Facts
    26. 29. EQAO’s Steps to Supporting Student Learning <ul><li>The Ontario Curriculum </li></ul><ul><li>EQAO Tests </li></ul><ul><li>Scoring </li></ul><ul><li>EQAO Reports </li></ul><ul><li>Evidence-Based Decision Making </li></ul>
    27. 30. 2. The Assessments
    28. 31. The Ontario Curriculum <ul><li>How do the assessments align with The Ontario Curriculum ? </li></ul><ul><ul><li>EQAO’s Primary and Junior Assessments are standards-referenced large-scale assessments based on The Ontario Curriculum expectations and standards (levels of achievement) for student performance. </li></ul></ul><ul><ul><li>Based on the detailed description and structure of the assessment identified in the Framework document (www.eqao.com) </li></ul></ul>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
    29. 32. Quick Facts <ul><li>Three (3) booklets </li></ul><ul><ul><li>One mathematics, two language (each contains reading and writing) </li></ul></ul><ul><li>Field Test </li></ul><ul><ul><li>Field-test questions are embedded in the three booklets </li></ul></ul><ul><li>Schedule </li></ul><ul><ul><li>Six test sessions: two per booklet </li></ul></ul><ul><ul><li>The tests must be conducted between May 22 and Jun 8, 2007 </li></ul></ul><ul><li>Duration </li></ul><ul><ul><li>Typical length of a session is one hour </li></ul></ul><ul><ul><li>Additional time, as required </li></ul></ul>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
    30. 33. Types of Assessment Items <ul><li>There are three types of items: </li></ul><ul><ul><li>Multiple choice </li></ul></ul><ul><ul><li>Open response </li></ul></ul><ul><ul><li>Writing prompts </li></ul></ul>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
    31. 34. Open Response –Primary Math
    32. 35. Multiple Choice –Junior Reading
    33. 36. Writing Prompt -Junior
    34. 37. Language Booklets <ul><li>Reading Components </li></ul><ul><li>The reading selections will contain: </li></ul><ul><ul><li>Narrative text </li></ul></ul><ul><ul><li>Non-narrative text </li></ul></ul><ul><ul><li>Poetry </li></ul></ul><ul><ul><li>Non-continuous text (such as a poster, brochure or recipe) </li></ul></ul><ul><li>The reading selections are followed by multiple-choice and open-response questions. </li></ul>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
    35. 38. <ul><li>Writing Components </li></ul><ul><li>The writing tasks will require a number of short and long responses. </li></ul><ul><ul><li>Grade 3 </li></ul></ul><ul><ul><ul><li>Three short writing tasks (half page each) </li></ul></ul></ul><ul><ul><ul><li>One long writing task (one page) </li></ul></ul></ul><ul><ul><ul><li>Multiple-choice questions </li></ul></ul></ul><ul><ul><li>Grade 6 </li></ul></ul><ul><ul><ul><li>Three short writing tasks (one page each) </li></ul></ul></ul><ul><ul><ul><li>One long writing task (two pages) </li></ul></ul></ul><ul><ul><ul><li>Multiple-choice questions </li></ul></ul></ul>Language Booklets 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
    36. 39. Mathematics Booklet <ul><li>For both the primary and junior assessments </li></ul><ul><li>There will be open-response and multiple choice questions requiring students to demonstrate knowledge , application and problem-solving . </li></ul>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
    37. 40. Think, Pair, Share : What is your role in the EQAO assessment? Looking at a Sample
    38. 41. <ul><li>Assessment of Reading, Writing and Mathematics, Primary Division </li></ul><ul><ul><li>(Grades 1-3) </li></ul></ul><ul><li>Assessment of Reading, Writing and Mathematics, Junior Division </li></ul><ul><ul><li>(Grades 4-6) </li></ul></ul>* Cumulative knowledge and skills *
    39. 42. What skills are assessed in reading? <ul><li>Three skills: </li></ul><ul><ul><li>Understanding explicitly (directly) stated ideas and information </li></ul></ul><ul><ul><li>Understanding implicitly (indirectly) stated ideas and information </li></ul></ul><ul><ul><li>Making connections between information and ideas in a reading selection and the reader’s personal knowledge and experience (e.g., interpreting a reading selection by integrating its information and ideas with the student’s personal knowledge and experience) </li></ul></ul>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
    40. 43. What skills are assessed in writing? <ul><li>Three skills </li></ul><ul><ul><li>Developing a main idea with sufficient supporting details </li></ul></ul><ul><ul><li>Organizing information and ideas in a coherent manner </li></ul></ul><ul><ul><li>Relationship to TASK (form, purpose, audience) </li></ul></ul><ul><ul><li>Using conventions (spelling, grammar, punctuation) in a manner that does not distract from clear communication </li></ul></ul>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
    41. 44. What skills are assessed in mathematics? <ul><li>The Primary and Junior Assessments assess key aspects of mathematics across the five strands in the curriculum: </li></ul><ul><ul><li>Number Sense and Numeration </li></ul></ul><ul><ul><li>Measurement </li></ul></ul><ul><ul><li>Geometry and Spatial Sense </li></ul></ul><ul><ul><li>Patterning and Algebra </li></ul></ul><ul><ul><li>Data Management and Probability </li></ul></ul><ul><li>Skills </li></ul><ul><ul><li>Knowledge and understanding </li></ul></ul><ul><ul><li>Application </li></ul></ul><ul><ul><li>Problem solving </li></ul></ul>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
    42. 45. <ul><li>Scoring </li></ul><ul><li>A four-point scale based on </li></ul><ul><li>The Ontario Curriculum: </li></ul><ul><ul><li>Level 1 is below provincial standard </li></ul></ul><ul><ul><li>Level 2 is approaching provincial standard </li></ul></ul><ul><ul><li>Level 3 is the provincial standard </li></ul></ul><ul><ul><li>Level 4 exceeds the provincial standard </li></ul></ul>
    43. 46. 4. EQAO Reports <ul><li>Provincial, board and school reports </li></ul><ul><ul><li>Overall results for reading, writing and mathematics </li></ul></ul><ul><ul><li>Overall results for reading, writing and mathematics by gender and by ESL/ELD and special needs status as identified by school s in the student’s Individual Education Plan or through the IPRC process </li></ul></ul><ul><ul><li>Item statistics including correct and incorrect responses for selected items on the assessment (IIR an d Student Roster (raw score data) </li></ul></ul><ul><ul><li>Comparative data showing school, board and provincial results over time </li></ul></ul>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
    44. 47. 4. EQAO Reports <ul><li>Individual Student Report (ISR) </li></ul><ul><ul><li>Overall results for reading, writing and mathematics </li></ul></ul><ul><ul><li>Comparative data showing individual student results in relation to school, board and province </li></ul></ul>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
    45. 48. 5. Evidence-Based Decision Making <ul><li>Teachers </li></ul><ul><li>Parents and Students </li></ul><ul><li>Schools and School Boards </li></ul><ul><li>General Public and Provincial Government </li></ul>
    46. 49. Do you know? What does EQAO stand for?
    47. 50. Time for Lunch!
    48. 51. Afternoon Agenda <ul><li>Something Special! </li></ul><ul><li>Technology in the Classroom </li></ul><ul><ul><li>SMARTBoard </li></ul></ul><ul><ul><li>Databases – Computer lab </li></ul></ul><ul><li>Consolidation of Learning </li></ul><ul><li>Wrap up </li></ul>
    49. 52. Afternoon Break
    50. 53. Wrap Up <ul><li>Individual Strategy Forms </li></ul><ul><li>Last Call for Question Box </li></ul>
    51. 54. We Wish You the Best!