2005 eqao highlights. ldsb participation rate gr. 3 contextual information
TRANSCRIPT
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2005 EQAOHighlights
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Gr. 3 Contextual Information
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Gr. 6 Contextual Information
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Grade 3 Reading: Participating Students
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Grade 3 Writing: Participating Students
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Grade 3 Math: Participating Students
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Grade 6 Reading: Participating Students
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Grade 6 Writing: Participating Students
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Grade 6 Math: Participating Students
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Grade 3 Results Over Time
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Grade 6 Results Over Time
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% of Gr. 3 Students at All Levels:Writing
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% of Gr. 3 Students at All Levels:Math
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% of Gr. 6 Students at All Levels: Reading
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% of Gr. 6 Students at All Levels: Writing
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% of Gr. 6 Students at All Levels: Math
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Results Over Time: Gr. 3 Reading
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Results Over Time: Gr. 3 Writing
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Results Over Time: Gr. 3 Mathematics
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Results Over Time: Gr. 6 Reading
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Results Over Time: Gr. 6 Writing
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Results Over Time: Gr. 6 Mathematics
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Gr. 6 Gender: Board vs. Province
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Gr. 3 Gender: Board vs. Province
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Student Questionnaire Grade 3 Gender
• Student attitude toward reading
– Significantly more male and female students say “I am a good reader” than “I like to read” (huge difference for males)
• Student attitude toward writing
– % of students who see themselves as good writers is above provincial average
• Student attitude toward writing
– % of girls who see themselves as good at math is above provincial average
– Significantly more girls say they like mathematics than say they are good at math
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Student Questionnaire Grade 6 - Gender
• Student attitudes toward reading:
– % of students who say they are good at reading are significantly higher than the province
– There is a large drop in the % of males between ‘good’ and ‘like’ in reading both at board and provincial levels
• Student attitudes toward writing:
– Significantly fewer boys say they are good at writing and that they like to write at board and provincial levels
• Student attitudes toward mathematics:
– Significantly more boys say they are good at math and that they like mathematics at board and provincial levels
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Student Questionniare Grade 3 and 6 - Gender
• Computers at home
– Grade 3 – % indicated NO
– Grade 6 – % indicated NO
• Computer usage in school
– % of students at Grade 3 using computers at school is higher than province for reading and writing
– % of students at Grade 6 using computers at school is slightly lower in reading and writing, and higher in mathematics
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Teacher Questionnaire Grade 3
• Higher number of split grade classes (2)
• Language resource accessibility (4)
– Higher than the provincial average (≥ 5)• Language related computer software (f)
• Early Reading Strategy: Report of the Expert Panel (n)
• Literacy for Learning: Report of the Expert Panel (p)
– Lower than the provincial average (≥ 5)• Library or resource centre language materials (d)
• Language instruction material developed by board (I)
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Teacher Questionnaire Grade 3
• Frequency of language resource use (5)– Higher than provincial average
• Language related computer software (f)
• A Guide to Effective Instruction in Reading (o)
• Literacy for Learning: Report of the Expert Panel (p)
– Lower than provincial average
• Language instruction materials develop by board (i)
• Ontario Curriculum Unit Planner (k)
• Ministry exemplars and rationales (m)
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Teacher Questionnaire Grade 3
• Usefulness of language resources (6)– Higher than the provincial average
• Language related computer software (f)
• Reports of the Expert Panels (n & p)
– Lower than the provincial average
• Resource centre materials (d)
• Ontario Curriculum Unit Planner (k)
• Ministry exemplars and rationales (m)
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Teacher Questionnaire Grade 3
• Mathematics resource accessibility (7)– Higher than the provincial average
• Calculators (d)
• Computers (e)
• Commercial mathematics related computer software (f)
• Early Math Strategy: Report of the Expert Panel (o)
– Lower than the provincial average
• Mathematics assessment materials developed by board or other boards (k)
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Teacher Questionnaire Grade 3
• Frequency of mathematics resource use (8)– Higher than provincial average
• Calculators (d)
• Computers (e)
• Commercial mathematics related computer software (f)
– Lower than provincial average• Library or resource centre mathematics materials (c)
• Mathematics instruction/assessment materials develop by board (j & k)
• Ontario Curriculum Unit Planner (l)
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Teacher Questionnaire Grade 3
• Usefulness of mathematics resources (9)– Higher than the provincial average
• Calculators (d)
• Computers (e)
• Commercial mathematics related computer software (f)
• Mathematics assessment materials developed by teachers (i)
• A Guide to Effective Instruction in Mathematics (p)
• Report of the Expert Panel (Gr. 4-6) (q)
– Lower than the provincial average
• Resource centre materials (c)
• Ontario Curriculum Unit Planner (l)
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Teacher Questionnaire Grade 6
• Higher number of split grade classes (2)
• Language resource accessibility (4)
– Higher than the provincial average (≥ 5)• Computer (e)
• Early Reading Strategy: Report of the Expert Panel (n)
• Guide to Effective Instruction in Reading (o)
• Literacy for Learning: Report of the Expert Panel (p)
– Lower than the provincial average (≥ 5)• Classroom reading materials (a)
• Ministry exemplars and rationales (m)
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Teacher Questionnaire Grade 6
• Frequency of language resource use (5)– Higher than provincial average
• Computers (e)
• Language related computer software (f)
– Lower than provincial average
• Resource centre language materials (d)
• Ontario Curriculum Unit Planner (k)
• Ministry exemplars and rationales (m)
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Teacher Questionnaire Grade 6
• Usefulness of language resources (6)– Higher than the provincial average
• Language assessment materials developed by board (j)
• Guide to Effective Instruction in Reading (o)
– Lower than the provincial average
• Ontario Curriculum Unit Planner (k)
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Teacher Questionnaire Grade 6• Mathematics resource accessibility (7)
– Higher than the provincial average
• Commercial mathematics related computer software (f & g)
• Mathematics assessment materials developed by teachers (I)
• Guide to Effective Instruction in Mathematics (p)
• Teaching and Learning Mathematics: Report of the Expert Panel (q)
– Lower than the provincial average
• Mathematics textbooks and/or workbooks (a)
• Mathematics manipulatives (b)
• Resource centre materials (c)
• Ontario Curriculum Unit Planner (l)
• Four level achievement chart: Ontario Curriculum (m)
• Early Math Strategy: Expert Panel Report (o)
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Teacher Questionnaire Grade 6
• Frequency of mathematics resource use (8)– Higher than provincial average
• Calculators (d)
• Computers (e)
• Mathematics related computer software (f & g)
• Mathematics instruction & assessment materials developed by teachers (h&I)
– Lower than provincial average• Mathematics textbooks &/or workbooks (a)
• Library or resource centre mathematics materials (c)
• Mathematics instruction/assessment materials develop by board (j & k)
• Ontario Curriculum Unit Planner (l)
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Teacher Questionnaire Grade 6
• Usefulness of mathematics resources (9)– Higher than the provincial average
• Calculators (d)
• Mathematics related computer software (f&g)
• Mathematics assessment materials developed by teachers (i)
• A Guide to Effective Instruction in Mathematics (p)
• Report of the Expert Panels (early math & Gr. 4-6) (o&q)
– Lower than the provincial average
• Mathematics textbooks &/or workbooks (a)
• Ontario Curriculum Unit Planner (l)
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Principal Questionnaire• Board has a higher than average number of small schools (2 & 4)
• Significantly less personnel support in the Resource Centre (5)
• Preferred communication of EQAO information is through a newsletter, letter and school council meetings (6 c, d, & g)
• Fewer Master’s degrees and more mobility than the provincial average (8 & 9b)
• Higher participation in pd in reading, writing and mathematics instruction and assessment (10)
• Lower participation in pd in data management and analysis and school improvement planning (10)
• EQAO & Ministry activities, university and college courses seen as least useful types of pd (11)
• High level of knowledge in all areas, slightly less in Junior Mathematics instruction and assessment, data management (12)
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Next Steps…• EQAO will release Item Information Reports that
show how students performed on specific items on the test.
• Board administrators and teachers will analyze these reports, determine strategies to promote increased achievement, and incorporate these into their school improvement plans.
• EQAO staff will deliver a presentation on data analysis at the January Elementary Principals Meeting
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Item Information Reports:Ideas for Reviewing Reports
• Where do you expect the school to be in relation to the Board and Province?
• Scan for significant differences from expectation (Caution – number of participants is critical)
• Record observations
• Relate other data to the observations
• Develop conclusions and hypotheses for further examination
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Key Dates
• Oct. 19-26: Schools receive ISRs• Nov. 9-22: Electronic student data
collection; boards submit student data for 2006 administration
• Nov. 25: Deadline for schools and boards to report publicly re: 2005 results
• Nov. 28-Dec. 16: Schools verify student data submitted by board; boards update information as required
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Key Dates
• Jan. 3-17: Boards resubmit Electronic Student Data Collection with updated information
• Jan. 23-Feb. 17: School order May 2006 materials
• May 10-12: Schools receive shipment of assessment materials for 2006
• May 23-June 9: Administration of Grade 3 and 6 assessments