Achievement and SIP

Measures of Student Achievement and Success

Like all schools within the OCDSB, Trillium follows the guidelines set out in the OCDSB Policy and Procedures for Student Evaluation, available on the Board’s website ( ). We also are making a conscientious effort to adhere to the practices in the Growing Success, Assessment, Evaluation, and Reporting in Ontario Schools, first edition covering grades 1‐12 inclusive and published by the Ministry of Education 2010. It is also available on the Ministry of Education’s website4. Student achievement is measured in many ways at Trillium. Some students and teachers have implemented student‐led conferences, which take the place of one parent‐teacher interview. Many students prepare portfolios of work in all subjects to be presented to the student’s parents. At the end of the meeting the student’s next set of goals is established. The portfolio is cumulative for the year.

We assume responsibility for the success of all of our students. Several diagnostic assessments (i.e., PM Benchmarks/GB+ and other informal assessments) are administered at various time periods throughout the academic year to track and monitor students’ progress. These are used as assessments for learning to allow staff to plan richer learning experiences. As a team, we work collaboratively to consistently review these assessments and to share strategies to move all students forward in their learning. By the end of May, reading assessments in the form of PM Benchmarks are completed for students in grades 1, 2, and 3. In keeping with Ministry directives, grade 3 and grade 6 students take part in the provincial assessment of Primary and Junior Reading, Writing, and Mathematics in late spring (EQAO).

School Improvement Plans and Initiatives

There are many facets to Trillium’s School Improvement Plan, (SIP) and Initiatives. The students, with staff support, organize special events to support the community and involve their colleagues in school life. These student initiatives encompass academic excellence, social events, sports events, school beautification, environmental initiatives, peer tutoring, creating a positive school climate and charity fundraising. The School Council is involved in many of the above initiatives and has also formed a collegial and close working relationship with the school in the areas of school budget and the school improvement plan(s). The collaboration has also been in the areas of environmental action, library refurbishments, and creating a safe and caring school. As a result of recent professional development opportunities developed by Curriculum Services and the analysis of standardized test scores and EQAO results, the staff has identified new initiatives to add to the S.I.P. They are as follows:

  • The Trillium Staff are committed to supporting students in achieving proficiency in critical and creative thinking processes across the curriculum.
  • We will make every effort to support students to develop an inquiry based problem‐solving and decision making approach to learning.
  • Students will be given opportunities to develop their research skills in terms of helping them develop informed criteria to analyse and judge content material.
  • Trillium Staff will continue to improve their ability to perform a thoughtful analysis of student work. This information will better inform staff about the range of student learning needs in each classroom. Staff will then use this data to assist them in their planning for the next steps in their personalised instructional practices.
  • Staff will make concerted efforts to engage students in “accountable talk” (i.e., talk that relates to the lesson that was given). Staff will then help students to extend their ideas and challenge their thinking.
  • As a staff, we shall make every effort to increase our open‐ended learning tasks that require students to use their higher order thinking skills. We shall then establish creative follow up activities that allow for a range of student entry points, processes, and products. In essence, this is called “differentiating instruction.”
  • We will continue to work on a balanced approach to literacy across the curriculum.
  • Staff will continue to use Diagnostic instruments to shape our instructional practices.

Increasing Student Achievement in Mathematics

This school year, like last year, we shall continue to have our students work exceptionally hard on improving their problem‐solving skills in Mathematics. We shall work diligently to implement the three part problem‐solving approach in all of our classrooms. Bansho Math will continue to be a priority among our staff, where students receive many opportunities to solve problems via collaboration with other classmates. Once again, your support, as parents, in providing your children, and our students problems to solve that reflect the practical aspect of daily living will go a long way to consolidating their math skills.

Creating a Safe and Caring School

We’d like to continue the celebration of student successes through assembly format and direct student involvement such as student led dramatizations – examples in positive behaviour rewarded, adhering to rules/modeling having values/using manners, opening doors, saying please, and saying thanks.

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