school report - portweller.dsbn.orgportweller.dsbn.org/documents/resultspublic.pdf · school: port...

On behalf of EQAO, I am pleased to provide you with the results of the 2013–2014 Assessments of Reading, Writing and Mathematics for the primary division (Grades 1–3) and junior division (Grades 4–6).

This report includes the 2014 results as well as results for previous years, so you can track progress over time. You’ll also find demographic and attitudinal information, which provides context for interpreting the achievement results.

By assessing all students in our education system at key stages in their schooling, EQAO is able to provide reliable and objective data at the individual student, school and board levels. EQAO results alongside board and classroom assessment data have proven effective for monitoring progress and allowing school communities to make evidence-based decisions in their planning.

At EQAO, we strongly believe that reliable evidence empowers and guides the judgment and actions of professional educators and school communities. We are pleased to continue our partnership with you as we all work toward helping students reach their full potential. I hope you will find this report to be a rich source of information as you turn knowledge into action for the benefit of your students and community.

Sincerely,

Bruce RodriguesChief Executive Officer

Education Quality and Accountability Office

PERCENTAGE OF ALL STUDENTS AT OR ABOVE THEPROVINCIAL STANDARD (LEVELS 3 AND 4), 2013–2014

WHERE TO FIND . . .

PAGEGrade 3 Grade 6

Percentages of all students at or above the provincial standard: · 2013–2014 ...................................................................

1

1· Over time ....................................................................

2

3

Tips for using this report ................................................................

4

4

Contextual information: 2013–2014 ...............................................

5

9

Results for groups of students: 2013–2014· All students ...............................................................

6

10· Participating students ..............................................

7

11· Students by gender...................................................

8

12

Contextual information: Over time ...............................................

13

17

Results for all students: Over time ...............................................

14–16

18–20

Results for all students: Over time by gender.............................. 21

22

Student questionnaire results .......................................................

23–31

32–40

Explanation of terms ......................................................................

41

41

School: Port Weller E PS (451568)

Board: DSB of Niagara (66150)

Assessments of Reading, Writing and MathematicsPrimary Division (Grades 1–3) and Junior Division (Grades 4–6), 2013–2014

School Report

ProvinceBoardSchoolProvinceBoardSchoolProvinceBoardSchool

94

73 70

9782 78 82

69 67

Reading Writing Mathematics

Grade 3

ProvinceBoardSchoolProvinceBoardSchoolProvinceBoardSchool

9179 79 73 77 78

5947

54


Grade 6

Port Weller E PS (451568)School Report

1 of 41September 17, 2014


RESULTS FOR ALL STUDENTS AT OR ABOVE THE PROVINCIAL STANDARD (LEVELS 3 AND 4) OVER TIME

Percentage of Students: Grade 3

2009–2010 2010–2011 2011–2012 2012–2013


SCHOOL

BOARD

PROVINCE

2013–2014

127 5052 301

34

2013–2014

127 6452 380

34

2012–2013

126 4552 365

29

2011–2012

124 1172 336

20

2010–2011

127 7892 527

37

2009–2010

ProvinceBoardSchool

Total Number of Grade 3 Students

89 9083 85

9489

100

8388

9789

7583 85 82

68 67 69 69 696773

78 82 82

63 67 69 71 73

70 73 76 77 78

62 65 66 68 70 71 69 68 67 67



RESULTS FOR ALL STUDENTS AT OR ABOVE THE PROVINCIAL STANDARD (LEVELS 3 AND 4) OVER TIME

Percentage of Students: Grade 6

2009–2010 2010–2011 2011–2012 2012–2013


SCHOOL

BOARD

PROVINCE

2013–2014

127 2862 445

22

2013–2014

131 5892 638

38

2012–2013

129 4772 485

30

2011–2012

132 3082 604

49

2010–2011

134 2942 758

37

2009–2010

ProvinceBoardSchool

Total Number of Grade 6 Students

89

73

87 87 91

76 76

9387

7368 71

8074

59

58 57 54 51 47

6772 73 75 77

72 76 76 78 79

70 73 74 76 7872 74 75 77 79

61 58 58 57 54



ABOUT THIS SCHOOL OR BOARD REPORTTIPS

Each school or board is unique. To appreciate the distinctive character of a school or board, look at the contextual information to understand the features and characteristics of the community it serves.

�

Every assessment captures the performance of students at one point in time each year. Consider the results along with other information about students’ achievement in reading, writing and mathematics.

�

Exercise caution when interpreting results for small schools or boards. Results may vary considerably from year to year, and differences may look exaggerated. For example, in a school of 20 students, a difference of 10% represents only two students.

�

Trends may be difficult to identify or to interpret. This is especially true in small schools or boards, or in schools where there is a high turnover in the student population.

�

EQAO values students’ privacy. Beginning in 2012-2013, results are not reported publicly for schools where fewer than 10 students participated because it might be possible to identify individual students. Prior to 2012-2013, results were not reported publicly for schools where fewer than 15 students participated.

This report shows how well students have met curriculum expectations to the end of the Primary Division and the end of the Junior Division. Students complete a set of test booklets that allow them to show what they have learned in reading, writing and mathematics. The assessments are based on The Ontario Curriculum.

This report includes¨ results for this year

¨ a comparison of results of the current and previous administrations to aid in monitoring improvement

¨ information about the characteristics of the students who participated

¨ summary graphs showing the percentage of students achieving the provincial standard in reading, writing and mathematics

¨ detailed tables and graphs showing results for all levels of achievement, results for gender and participation information

¨ student questionnaire results

¨ an explanation of all terms used in this report.

HOW TO USE THIS REPORT

¨ Examine the contextual information to understand the similarities and differences between the school, the board and the province; the board and the province. Consider the challenges that any differences might present.

¨ Examine the results for reading, writing and mathematics.

· Are these results consistent with what you would expect? · How do the school results compare to the board and the province; the board

results compare to the province?· How do these results compare over time?

· What influence might students’ attitudes have on student performance (refer

to the questionnaire results)?

¨ Speak to school or board staff about the goals for school improvement related to reading, writing and mathematics.

The Education Quality and Accountability Office is an independent agency that gathers information about student achievement through province-wide assessments. Each year, all Grade 3 and Grade 6 students across Ontario take part in these assessments of reading, writing and mathematics. Individual results are reported to students and to parents and guardians. School, board and provincial results are released publicly.

Learn more about us at www.eqao.com.



Place of Birth

Assessments of Reading, Writing and Mathematics, Primary and Junior Divisions, 2013–2014

Contextual Information: Grade 3*

This information provides a context for interpreting the school’s results.

*

Contextual data pertaining to gender, student status, place of birth, language learned at home and year entered school and board are provided by schools and/or boards through the Student Data Collection process. Some data may be missing because they were not provided by the school or the board.

**

See the Explanation of Terms.

Demographic Information School Board Province

Enrolment

Number of Grade 3 students 34 2 301 127 505

Number of classes with Grade 3 students 2 187 9 631

Number of schools with Grade 3 classes Not applicable 81 3 340

Number Percent Number Percent Number Percent

Gender

Female 18 53% 1 161 50% 61 865 49%

Male 16 47% 1 140 50% 65 640 51%

Gender not specified 0 0% 0 0% 0 0%

Student Status

English language learners**

Students with special education needs (excluding gifted)**

Born outside Canada 0 0% 107 5% 12 693 10%

In Canada less than one year 0 0% 3 <1% 703 1%

In Canada one year or more but less than three years 0 0% 22 1% 2 713 2%

In Canada three years or more 0 0% 70 3% 8 350 7%

Language

First language learned at home was other than English 0 0% 133 6% 27 998 22%

Born in Canada 34 100% 2 187 95% 114 546 90%

83% 99 074 78%94% 3 or more years prior to the assessment 32 1 903

3% 110 5% 8 324 7%

3% 146 6% 10 606 8%

Year prior to the assessment 1

2 years prior to the assessment 1


Year prior to the assessment

14%12%6%

13%10%9%

3 or more years prior to the assessment 79% 59%63%

16 5042203

17 899269

74 9161 45727

Year Student Entered Current School

14%6% Year of the assessment 15% 18 1073512

Data not available 0% <1%<1% 7940

<1% 2 136 2%0% Data not available 0 8

Year Student Entered Current Board

6%6% 7 3650% 134 Year of the assessment 0

3%

17%24%35%

13%4%

21 965

16 406103

561

1

12



Results in Reading, Writing and Mathematics, 2013–2014Grade 3: All Students††

ProvinceBoardSchool

121318

5860

76

2322

64301<10

Percentage of All Grade 3 Students at All Levels: Reading*

NE1 Level 1 Level 2 Level 3 Level 4

%%%#

Province122 018

Board2 301

School34Number of Students

70%

2%

1%

97%

1%

4%

23%

58%

12%

73%

2%

<1%

98%

<1%

3%

22%

60%

13%

94%

0%

0%

100%

0%

0%

6%

76%

18%

0

34

0

0

2

26

6

0 Exempt

No Data

ParticipatingStudents

NE1**

Level 1

Level 2

Level 3

Level 4

At or AboveProvincial Standard(Levels 3 and 4) †

Grade 3: Reading*

ProvinceBoardSchool

646

7277

91

1815

31<10<100

Percentage of All Grade 3 Students at All Levels: Writing*


%%%#

Province122 018

Board2 301


78%

2%

1%

97%

<1%

1%

18%

72%

6%

82%

2%

<1%

98%

0%

<1%

15%

77%

4%

97%

0%

0%

100%

0%

0%

3%

91%

6%

0

34

0

0

1

31

2

0 Exempt

No Data


NE1**

Level 1

Level 2

Level 3

Level 4


Grade 3: Writing*

ProvinceBoardSchool

131421

545562

262518

430<1<10

Percentage of All Grade 3 Students at All Levels: Mathematics*


%%%#

Province127 504

Board2 301


67%

2%

1%

97%

<1%

4%

26%

54%

13%

69%

2%

<1%

97%

<1%

3%

25%

55%

14%

82%

0%

0%

100%

0%

0%

18%

62%

21%

0

34

0

0

6

21

7

0 Exempt

No Data


NE1**

Level 1

Level 2

Level 3

Level 4


Grade 3: Mathematics*

*

Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.**

See the Explanation of Terms.†

These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.††

Some French Immersion students do not write all components of the assessment in Grade 3; the numbers shown reflect those students who were expected to write each component as determined by the French Immersion participation option selected by boards.



Results in Reading, Writing and Mathematics, 2013–2014

Grade 3: Participating Students (excludes “no data” and “exempt” categories)

ProvinceBoardSchool

131318

5962

76

2322

64301<10

Percentage of Participating Grade 3 Students at All Levels: Reading*


%%%#

4%

23%

59%

13%

3%

22%

62%

0%

6%

76%

0

2

26

Level 1

Level 2

Level 3

72%75%94%

1%<1%0%0 NE1**


Province118 386

Board2 247


Grade 3: Reading*

13%18%6 Level 4

ProvinceBoardSchool

646

7479

91

1916

31<10<100

Percentage of Participating Grade 3 Students at All Levels: Writing*


%%%#

1%

19%

74%

6%

<1%

16%

79%

0%

3%

91%

0

1

31

Level 1

Level 2

Level 3

80%84%97%

<1%0%0%0 NE1**


Province118 585

Board2 246


Grade 3: Writing*

4%6%2 Level 4

ProvinceBoardSchool

131421

565762

272618

430<1<10

Percentage of Participating Grade 3 Students at All Levels: Mathematics*


%%%#

4%

27%

56%

13%

3%

26%

57%

0%

18%

62%

0

6

21

Level 1

Level 2

Level 3

69%71%82%

<1%<1%0%0 NE1**


Province124 012

Board2 240



14%21%7 Level 4

* Because percentages in tables and graphs are rounded, percentages may not add to 100.** See the Explanation of Terms.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.




Grade 3: Gender††

Percentage of All Grade 3 Studentsat or Above Provincial Standard: School†


94 94100

9489

75

Female Male75%89%94%100%94%94%

56%

25%

0%0%0%0%0%0% Exempt

0%0%0%0%0%0% No Data

100%100%100%100%100%100%Participating

Students

0%0%0%0%0%0% NE1**

0%0%0%0%0%0% Level 1

11%6%0%6%6% Level 2

67%88%94%75%78% Level 3

19%22%6%6%19%17% Level 4

At or AboveProvincial Standard(Levels 3 and 4)†

Male16

Female18

Male16

Female18

Male16

Female18Number of Students

MathematicsWritingReading Grade 3: School*

Percentage of All Grade 3 Studentsat or Above Provincial Standard: Board†


7769

8677

68 70

Female Male70%68%77%86%69%77%

55%

23%

3%1%3%1%3%1% Exempt

<1%<1%<1%<1%<1%<1% No Data

96%98%97%98%97%98%Participating

Students

<1%<1%0%0%1%<1% NE1**

3%3%1%<1%3%2% Level 1

27%19%12%24%19% Level 2

56%75%80%60%60% Level 3

15%12%2%7%9%16% Level 4


Male1 140

Female1 161

Male1 140

Female1 161

Male1 140

Female1 161Number of Students

MathematicsWritingReading Grade 3: Board*

Percentage of All Grade 3 Studentsat or Above Provincial Standard: Province†


7565

84

7267 66

Female Male66%67%72%84%65%75%

53%

26%

3%1%3%2%3%2% Exempt

1%1%1%1%1%1% No Data


Students

1%<1%<1%<1%1%1% NE1**

4%4%1%1%5%3% Level 1

27%23%13%25%19% Level 2

55%69%75%56%60% Level 3

13%12%4%9%9%15% Level 4


Male65 640

Female61 864

Male63 255

Female58 763

Male63 255


MathematicsWritingReading Grade 3: Province*

*

Because percentages in tables are rounded, percentages may not add to 100.**



Results include only students for whom gender data were available.



Place of Birth


Contextual Information: Grade 6*

This information provides a context for interpreting the school’s results.

*

Contextual data pertaining to gender, student status, place of birth, language learned at home and year entered school and board are provided by schools and/or boards through the Student Data Collection process. Some data may be missing because they were not provided by the school or the board.

**


Demographic Information School Board Province

Enrolment

Number of Grade 6 students 22 2 445 127 286

Number of classes with Grade 6 students 1 168 8 224

Number of schools with Grade 6 classes Not applicable 84 3 171

Number Percent Number Percent Number Percent

Gender

Female 8 36% 1 155 47% 62 052 49%

Male 14 64% 1 290 53% 65 233 51%

Gender not specified 0 0% 0 0% 1 <1%

Student Status

English language learners**


Born outside Canada 1 5% 145 6% 15 828 12%

In Canada less than one year 0 0% 3 <1% 619 <1%

In Canada one year or more but less than three years 0 0% 19 1% 2 438 2%

In Canada three years or more 1 5% 109 4% 11 909 9%

Language

First language learned at home was other than English 0 0% 157 6% 28 753 23%

Born in Canada 21 95% 2 298 94% 111 250 87%

85% 104 427 82%95% 3 or more years prior to the assessment 21 2 090

5% 120 5% 7 287 6%

0% 100 4% 5 868 5%

Year prior to the assessment 1




8%10%0%

12%16%14%

3 or more years prior to the assessment 86% 57%51%

14 8843973

10 819256

72 0061 24319


23%0% Year of the assessment 22% 29 4995450

Data not available 0% <1%<1% 7840

<1% 3 321 3%0% Data not available 0 7

Year Student Entered Current Board

5%5% 6 3830% 128 Year of the assessment 0

0%

21%26%18%

10%3%

26 445

12 48176

644

0

4



Results in Reading, Writing and Mathematics, 2013–2014Grade 6: All Students

ProvinceBoardSchool

121018

676873

16189

220<1<10

Percentage of All Grade 6 Students at All Levels: Reading*


%%%#

Province127 261

Board2 445


79%

2%

<1%

98%

<1%

2%

16%

67%

12%

79%

2%

<1%

98%

<1%

2%

18%

68%

10%

91%

0%

0%

100%

0%

0%

9%

73%

18%

0

22

0

0

2

16

4

0 Exempt

No Data


NE1**

Level 1

Level 2

Level 3

Level 4


Grade 6: Reading*

ProvinceBoardSchool

12818

6669

55

182027

110<1<10

Percentage of All Grade 6 Students at All Levels: Writing*


%%%#

Province127 207

Board2 445


78%

2%

1%

98%

<1%

1%

18%

66%

12%

77%

2%

<1%

98%

<1%

1%

20%

69%

8%

73%

0%

0%

100%

0%

0%

27%

55%

18%

0

22

0

0

6

12

4

0 Exempt

No Data


NE1**

Level 1

Level 2

Level 3

Level 4


Grade 6: Writing*

ProvinceBoardSchool

139

27

42383230

3632

13149

<110

Percentage of All Grade 6 Students at All Levels: Mathematics*


%%%#

Province127 286

Board2 445


54%

2%

1%

98%

<1%

13%

30%

42%

13%

47%

2%

<1%

97%

1%

14%

36%

38%

9%

59%

0%

0%

100%

0%

9%

32%

32%

27%

0

22

0

2

7

7

6

0 Exempt

No Data


NE1**

Level 1

Level 2

Level 3

Level 4



* Because percentages in tables and graphs are rounded, and because graphs do not show all reporting categories, percentages may not add to 100.** See the Explanation of Terms.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.




Grade 6: Participating Students (excludes “no data” and “exempt” categories)

ProvinceBoardSchool

131118

687073

17189

220<1<10

Percentage of Participating Grade 6 Students at All Levels: Reading*


%%%#

2%

17%

68%

13%

2%

18%

70%

0%

9%

73%

0

2

16

Level 1

Level 2

Level 3

81%80%91%

<1%<1%0%0 NE1**


Province124 340

Board2 397


Grade 6: Reading*

11%18%4 Level 4

ProvinceBoardSchool

12818

6871

55

192127

110<1<10

Percentage of Participating Grade 6 Students at All Levels: Writing*


%%%#

1%

19%

68%

12%

1%

21%

71%

0%

27%

55%

0

6

12

Level 1

Level 2

Level 3

80%79%73%

<1%<1%0%0 NE1**


Province124 338

Board2 397


Grade 6: Writing*

8%18%4 Level 4

ProvinceBoardSchool

1310

27

43393231

3732

13159

<110

Percentage of Participating Grade 6 Students at All Levels: Mathematics*


%%%#

13%

31%

43%

13%

15%

37%

39%

9%

32%

32%

2

7

7

Level 1

Level 2

Level 3

56%48%59%

<1%1%0%0 NE1**


Province124 168

Board2 381



10%27%6 Level 4

* Because percentages in tables and graphs are rounded, percentages may not add to 100.** See the Explanation of Terms.† These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.




Grade 6: Gender††

Percentage of All Grade 6 Studentsat or Above Provincial Standard: School†


Female Male

N/R N/R N/R N/R N/R N/R

N/RN/RN/RN/RN/RN/R

N/R

N/R

N/RN/RN/RN/RN/RN/R Exempt

N/RN/RN/RN/RN/RN/R No Data

N/RN/RN/RN/RN/RN/RParticipating

Students

N/RN/RN/RN/RN/RN/R NE1**

N/RN/RN/RN/RN/RN/R Level 1

N/RN/RN/RN/RN/R Level 2

N/RN/RN/RN/RN/R Level 3

N/RN/RN/RN/RN/RN/R Level 4


MaleN/R

FemaleN/R

MaleN/R

FemaleN/R

MaleN/R

FemaleN/RNumber of Students

MathematicsWritingReading Grade 6: School*

Percentage of All Grade 6 Studentsat or Above Provincial Standard: Board†


8276

86

69

47 47

Female Male47%47%69%86%76%82%

36%

35%

3%2%2%1%2%1% Exempt

<1%1%<1%1%<1%1% No Data


Students

1%<1%<1%<1%<1%0% NE1**

14%14%1%1%2%1% Level 1

36%28%12%20%15% Level 2

39%65%74%68%68% Level 3

10%8%4%12%7%14% Level 4


Male1 290

Female1 155

Male1 290

Female1 155

Male1 290


MathematicsWritingReading Grade 6: Board*

Percentage of All Grade 6 Studentsat or Above Provincial Standard: Province†


8474

87

70

56 52

Female Male52%56%70%87%74%84%

39%

30%

2%1%2%1%2%1% Exempt

1%1%1%<1%<1%<1% No Data


Students

1%<1%<1%<1%<1%<1% NE1**

14%11%1%<1%3%2% Level 1

30%25%11%20%13% Level 2

44%63%69%66%67% Level 3

13%12%7%18%8%16% Level 4


Male65 233

Female62 052

Male65 194

Female62 012

Male65 218


MathematicsWritingReading Grade 6: Province*

*

Because percentages in tables are rounded, percentages may not add to 100.**



Results include only students for whom gender data were available.



24%

In Canada three years or more 0% 5% 0% 3% 0%

Language

Data not available

3 or more years prior to the assessment

2 years prior to the assessment


Year of the assessment

0%

81%

8%

5%

5%

5%

2013–20142012–20132011–20122010–20112009–2010

This information provides a context for interpreting the school’s results of the current and previous administrations.

Contextual Information over Time: Grade 3*


* Contextual data pertaining to gender, student status, place of birth, language learned at home and year entered school are provided by schools and/or boards through the Student Data Collection process. Some data may be missing because they were not provided by the school or the board.

†

Some French Immersion students do not write all components of the assessment in Grade 3; the numbers shown reflect those students who were expected to write each component as determined by the French Immersion participation option selected by boards.

**


Male

In Canada less than one year

Born outside Canada

In Canada one year or more but less than three years

Writing†

Mathematics†

Enrolment

Number of students 37 20 29 34 34

Participation in the Assessment

100% 100% 97% 100% 100%

100% 100% 97% 100% 100%

Gender

Reading† 100% 100% 97% 100% 100%

49% 60% 55% 50% 47%

Female 51% 40% 45% 50% 53%

Student Status

English language learners** 3% 0% 0%

0% 5% 0% 3% 0%

0% 0% 0% 0% 0%

0% 0% 0% 0% 0%

Grade 3


24% 20% 28% 35%

Place of Birth

Born in Canada 100% 95% 100% 97% 100%

5% 10% 9% 6%

0% 3% 9%

5% 7% 3% 6%

85% 83% 85% 79%

0% 0% 0% 0%

First language learned at home was other than English 3% 0% 0% 0% 0%


0% 3%



Grade 3: ReadingResults over Time, 2010–2011 to 2013–2014®

· Refer to the EQAO Web site (www.eqao.com) for data from previous years.*



These percentages are based on the actual number of students and cannot be calculated simply by adding the rounded percentages of students at Levels 3 and 4.

Percentage of All Grade 3 Students at All Levels in Reading: School*


0

2010–2011 2011–2012 2012–2013 2013–2014

0 0 0 0 3 0 0

10 1015

6

60

72 7176

30

1015 18

94%85%83%90%

0%0%0%0% Exempt

0%0%3%0% No Data

100%100%97%100%Participating X

StudentsX

0%0%0%0% NE1**

0%0%3%0% Level 1

6%15%10%10% Level 2

76%71%72%60% Level 3

18%15%10%30% Level 4

34342920Number of

Students

'13–'14'12–'13'11–'12'10–'11Year

Grade 3 Reading: School*

At or AboveProvincial Standard†

Percentage of All Grade 3 Students at All Levels in Reading: Board*


1

2010–2011 2011–2012 2012–2013 2013–2014

1 <1 <16 6 3 3

25 23 24 22

59 60 58 60

8 914 13

73%71%69%67%

2%1%2%2% Exempt

<1%<1%<1%1% No Data


StudentsX

<1%<1%1%1% NE1**

3%3%6%6% Level 1

22%24%23%25% Level 2

60%58%60%59% Level 3

13%14%9%8% Level 4

2 3012 3802 3652 336Number of

Students

'13–'14'12–'13'11–'12'10–'11Year

Grade 3 Reading: Board*


Percentage of All Grade 3 Students at All Levels in Reading: Province*


1

2010–2011 2011–2012 2012–2013 2013–2014

1 1 16 6 5 4

24 23 23 23

57 56 55 58

8 10 12 12

70%68%66%65%

2%3%3%3% Exempt

1%1%<1%1% No Data


StudentsX

1%1%1%1% NE1**

4%5%6%6% Level 1

23%23%23%24% Level 2

58%55%56%57% Level 3

12%12%10%8% Level 4

122 018122 450121 727119 914Number of

Students

'13–'14'12–'13'11–'12'10–'11Year

Grade 3 Reading: Province*




Grade 3: WritingResults over Time, 2010–2011 to 2013–2014®





Percentage of All Grade 3 Students at All Levels in Writing: School*


0

2010–2011 2011–2012 2012–2013 2013–2014

0 0 0 0 0 0 0 0

14 123

75 72

8291

25

106 6

97%88%83%100%

0%0%0%0% Exempt

0%0%3%0% No Data


StudentsX

0%0%0%0% NE1**

0%0%0%0% Level 1

3%12%14%0% Level 2

91%82%72%75% Level 3

6%6%10%25% Level 4

34342920Number of

Students

'13–'14'12–'13'11–'12'10–'11Year

Grade 3 Writing: School*


Percentage of All Grade 3 Students at All Levels in Writing: Board*


<1

2010–2011 2011–2012 2012–2013 2013–2014

<1 <1 0 <1 0 <1 <1

2419 16 15

6973

77 77

4 6 5 4

82%82%78%73%

2%1%2%2% Exempt

<1%<1%<1%1% No Data


StudentsX

0%<1%<1%<1% NE1**

<1%<1%0%<1% Level 1

15%16%19%24% Level 2

77%77%73%69% Level 3

4%5%6%4% Level 4

2 3012 3802 3652 336Number of

Students

'13–'14'12–'13'11–'12'10–'11Year

Grade 3 Writing: Board*


Percentage of All Grade 3 Students at All Levels in Writing: Province*


<1

2010–2011 2011–2012 2012–2013 2013–2014

<1 <1 <1 <1 <1 1 1

24 21 19 18

68 69 70 72

5 6 7 6

78%77%76%73%

2%2%2%2% Exempt

1%1%1%1% No Data


StudentsX

<1%<1%<1%<1% NE1**

1%1%<1%<1% Level 1

18%19%21%24% Level 2

72%70%69%68% Level 3

6%7%6%5% Level 4

122 018122 447121 727119 873Number of

Students

'13–'14'12–'13'11–'12'10–'11Year

Grade 3 Writing: Province*




Grade 3: MathematicsResults over Time, 2010–2011 to 2013–2014®





Percentage of All Grade 3 Students at All Levels in Mathematics: School*


0

2010–2011 2011–2012 2012–2013 2013–2014

0 0 0 0 3 0 0

25

1015 18

45

5968

62

3024

18 21

82%85%83%75%

0%0%0%0% Exempt

0%0%3%0% No Data


StudentsX

0%0%0%0% NE1**

0%0%3%0% Level 1

18%15%10%25% Level 2

62%68%59%45% Level 3

21%18%24%30% Level 4

34342920Number of

Students

'13–'14'12–'13'11–'12'10–'11Year

Grade 3 Mathematics: School*


Percentage of All Grade 3 Students at All Levels in Mathematics: Board*


<1

2010–2011 2011–2012 2012–2013 2013–2014

<1 <1 <1 3 3 3 3

27 24 26 25

56 57 55 55

11 12 14 14

69%69%69%67%

2%1%2%2% Exempt

<1%<1%1%1% No Data


StudentsX

<1%<1%<1%<1% NE1**

3%3%3%3% Level 1

25%26%24%27% Level 2

55%55%57%56% Level 3

14%14%12%11% Level 4

2 3012 3802 3652 336Number of

Students

'13–'14'12–'13'11–'12'10–'11Year

Grade 3 Mathematics: Board*


Percentage of All Grade 3 Students at All Levels in Mathematics: Province*


<1

2010–2011 2011–2012 2012–2013 2013–2014

1 <1 <1 3 3 3 4

25 25 27 26

57 56 55 54

12 12 12 13

67%67%68%69%

2%2%2%2% Exempt

1%1%1%1% No Data


StudentsX

<1%<1%1%<1% NE1**

4%3%3%3% Level 1

26%27%25%25% Level 2

54%55%56%57% Level 3

13%12%12%12% Level 4

127 504127 633126 439124 104Number of

Students

'13–'14'12–'13'11–'12'10–'11Year

Grade 3 Mathematics: Province*




37%

In Canada three years or more 0% 0% 0% 0% 5%

Language

Data not available

3 or more years prior to the assessment

2 years prior to the assessment


Year of the assessment

0%

73%

8%

8%

11%

8%

2013–20142012–20132011–20122010–20112009–2010

This information provides a context for interpreting the school’s results of the current and previous administrations.

Contextual Information over Time: Grade 6*


* Contextual data pertaining to gender, student status, place of birth, language learned at home and year entered school are provided by schools and/or boards through the Student Data Collection process. Some data may be missing because they were not provided by the school or the board.

**


Male

In Canada less than one year

Born outside Canada

In Canada one year or more but less than three years

Writing

Mathematics

Enrolment

Number of students 37 49 30 38 22

Participation in the Assessment

92% 90% 97% 89% 100%

95% 88% 97% 92% 100%

Gender

Reading 92% 90% 97% 89% 100%

46% 57% 53% 61% 64%

Female 54% 43% 47% 39% 36%

Student Status

English language learners** 5% 12% 10%

5% 14% 10% 8% 5%

0% 2% 3% 0% 0%

5% 10% 7% 8% 0%

Grade 6


24% 27% 33% 18%

Place of Birth

Born in Canada 95% 86% 90% 92% 95%

18% 13% 16% 0%

3% 5% 14%

14% 7% 0% 0%

59% 77% 79% 86%

0% 0% 0% 0%

First language learned at home was other than English 0% 10% 10% 11% 0%


8% 0%



Grade 6: ReadingResults over Time, 2010–2011 to 2013–2014®





Percentage of All Grade 6 Students at All Levels in Reading: School*


0

2010–2011 2011–2012 2012–2013 2013–2014

0 0 0 0 3 0 0

167

39

65

8076 73

8 711

18

91%87%87%73%

0%11%3%10% Exempt

0%0%0%0% No Data


StudentsX

0%0%0%0% NE1**

0%0%3%0% Level 1

9%3%7%16% Level 2

73%76%80%65% Level 3

18%11%7%8% Level 4

22383049Number of

Students

'13–'14'12–'13'11–'12'10–'11Year

Grade 6 Reading: School*


Percentage of All Grade 6 Students at All Levels in Reading: Board*


<1

2010–2011 2011–2012 2012–2013 2013–2014

<1 <1 <1 3 2 2 2

19 19 18 18

65 64 66 68

11 12 11 10

79%78%76%76%

2%2%2%2% Exempt

<1%<1%<1%<1% No Data


StudentsX

<1%<1%<1%<1% NE1**

2%2%2%3% Level 1

18%18%19%19% Level 2

68%66%64%65% Level 3

10%11%12%11% Level 4

2 4452 6382 4852 602Number of

Students

'13–'14'12–'13'11–'12'10–'11Year

Grade 6 Reading: Board*


Percentage of All Grade 6 Students at All Levels in Reading: Province*


<1

2010–2011 2011–2012 2012–2013 2013–2014

<1 <1 <1 4 3 2 2

19 19 18 16

63 62 64 67

11 13 13 12

79%77%75%74%

2%2%2%2% Exempt

<1%<1%1%1% No Data


StudentsX

<1%<1%<1%<1% NE1**

2%2%3%4% Level 1

16%18%19%19% Level 2

67%64%62%63% Level 3

12%13%13%11% Level 4

127 261131 514129 420132 283Number of

Students

'13–'14'12–'13'11–'12'10–'11Year

Grade 6 Reading: Province*




Grade 6: WritingResults over Time, 2010–2011 to 2013–2014®





Percentage of All Grade 6 Students at All Levels in Writing: School*


0

2010–2011 2011–2012 2012–2013 2013–2014

0 0 0 0 0 0 0

14

3 3

27

69

8374

55

610 13

18

73%87%93%76%

0%11%3%10% Exempt

0%0%0%0% No Data


StudentsX

0%0%0%0% NE1**

0%0%0%0% Level 1

27%3%3%14% Level 2

55%74%83%69% Level 3

18%13%10%6% Level 4

22383049Number of

Students

'13–'14'12–'13'11–'12'10–'11Year

Grade 6 Writing: School*


Percentage of All Grade 6 Students at All Levels in Writing: Board*


<1

2010–2011 2011–2012 2012–2013 2013–2014

<1 <1 <1 <1 <1 <1 1

25 24 22 20

63 64 67 69

9 9 9 8

77%75%73%72%

2%2%2%2% Exempt

<1%<1%<1%<1% No Data


StudentsX

<1%<1%<1%<1% NE1**

1%<1%<1%<1% Level 1

20%22%24%25% Level 2

69%67%64%63% Level 3

8%9%9%9% Level 4

2 4452 6382 4852 602Number of

Students

'13–'14'12–'13'11–'12'10–'11Year

Grade 6 Writing: Board*


Percentage of All Grade 6 Students at All Levels in Writing: Province*


<1

2010–2011 2011–2012 2012–2013 2013–2014

<1 <1 <1 <1 <1 1 1

24 23 20 18

63 63 64 66

10 12 13 12

78%76%74%73%

2%2%2%2% Exempt

1%<1%1%1% No Data


StudentsX

<1%<1%<1%<1% NE1**

1%1%<1%<1% Level 1

18%20%23%24% Level 2

66%64%63%63% Level 3

12%13%12%10% Level 4

127 207131 504129 420132 266Number of

Students

'13–'14'12–'13'11–'12'10–'11Year

Grade 6 Writing: Province*




Grade 6: MathematicsResults over Time, 2010–2011 to 2013–2014®





Percentage of All Grade 6 Students at All Levels in Mathematics: School*


0

2010–2011 2011–2012 2012–2013 2013–2014

0 0 0 0 3 39

16 13 16

32

53

63 61

32

18 1713

27

59%74%80%71%

0%8%3%12% Exempt

0%0%0%0% No Data


StudentsX

0%0%0%0% NE1**

9%3%3%0% Level 1

32%16%13%16% Level 2

32%61%63%53% Level 3

27%13%17%18% Level 4

22383049Number of

Students

'13–'14'12–'13'11–'12'10–'11Year

Grade 6 Mathematics: School*


Percentage of All Grade 6 Students at All Levels in Mathematics: Board*


<1

2010–2011 2011–2012 2012–2013 2013–2014

<1 <1 1

11 10 12 14

2933 35 36

45 43 41 38

12 10 9 9

47%51%54%57%

2%2%3%2% Exempt

<1%<1%<1%<1% No Data


StudentsX

1%<1%<1%<1% NE1**

14%12%10%11% Level 1

36%35%33%29% Level 2

38%41%43%45% Level 3

9%9%10%12% Level 4

2 4452 6382 4852 604Number of

Students

'13–'14'12–'13'11–'12'10–'11Year

Grade 6 Mathematics: Board*


Percentage of All Grade 6 Students at All Levels in Mathematics: Province*


<1

2010–2011 2011–2012 2012–2013 2013–2014

<1 <1 <19 10 11 13

29 29 30 30

46 45 43 42

12 13 13 13

54%57%58%58%

2%2%2%2% Exempt

1%1%1%1% No Data


StudentsX

<1%<1%<1%<1% NE1**

13%11%10%9% Level 1

30%30%29%29% Level 2

42%43%45%46% Level 3

13%13%13%12% Level 4

127 286131 543129 368132 223Number of

Students

'13–'14'12–'13'11–'12'10–'11Year

Grade 6 Mathematics: Province*




READING

WRITING

MATHEMATICS

Female Male

2009–2010

Female Male

19 18 128

MaleFemale

2010–2011

13 16

Female Male

2011–2012

17 17

Female Male

2012–2013

18 16

Female Male

2013–2014

School

* Includes only students for whom gender data were available.

2009–2010 2010–2011 2011–2012 2012–2013 2013–2014

RESULTS FOR ALL STUDENTS OVER TIME BY GENDER*

Total Number of Grade 3 Students*

Percentage of Students At or Above the Provincial Standard (Levels 3 and 4): Grade 3

89 89 8882

94 94

N/R N/R N/R N/R

89 89 88 88

10094

N/R N/R N/R N/R

89 89

76

9489

75

N/R N/R N/R N/R



READING

WRITING

MATHEMATICS

Female Male

2009–2010

Female Male

20 17 2821

MaleFemale

2010–2011

14 16

Female Male

2011–2012

15 23

Female Male

2012–2013

8 14

Female Male

2013–2014

School

* Includes only students for whom gender data were available.

2009–2010 2010–2011 2011–2012 2012–2013 2013–2014

RESULTS FOR ALL STUDENTS OVER TIME BY GENDER*

Total Number of Grade 6 Students*

Percentage of Students At or Above the Provincial Standard (Levels 3 and 4): Grade 6

80

100

7671

87 87

N/R N/R N/R N/R

75 76

90

64

9383

N/R N/R N/R N/R

75

5967

7580

70

N/R N/R N/R N/R



COGNITIVE STRATEGIES USED IN LANGUAGE

STUDENT ENGAGEMENT About writing:


STUDENT QUESTIONNAIRE RESULTS FOR SCHOOL: GRADE 3 (# = 34)

I like to read. 18

I am a good reader.24

I am able to understand difficult reading passages. 13

I do my best when I do reading activities in class. 30

I like to write. 12

I am a good writer. 16

I am able to communicate my ideas in writing. 20

I do my best when I do writing activities in class. 28

I make sure I understand what I am reading. 24

I slow down my reading if it is difficult. 21

When I come to a word I do not understand, I look for clues (e.g.,punctuation, word parts, other words in the sentence).

16

*

Percentages may not add to 100, due to rounding or to ambiguous responses or blanks. Where there is no number in a bar, the percentage of responses is smaller than four.

Percentage of Students*Number of students

who answered“most of the time”

STUDENT ENGAGEMENT About reading:

Never Sometimes Most of the time

Before I start to read, I try to predict what the text will be about. 4

I organize my ideas before I start to write. 17

I edit my writing to make it better. 17

I check my writing for spelling and grammar. 15

When I am finished reading, I think about what I have read. 13

44 53

26 71

12 50 38

9 88

9 56 35

6 47 47

9 32 59

15 82

26 56 12

6 24 71

6 29 62

21 29 47

24 38 38

12 38 50

6 44 50

6 50 44




6

A computer for writing activities 6

Reading and writing tools (e.g., a dictionary, thesaurus, wordwall, editing checklist)

13

I like mathematics. 21

I do my best when I do mathematics activities in class.31

I read over the mathematics problem first to make sure Iknow what I am supposed to do.

28

I think about the steps I will use to solve the problem. 18

I ask for help if I don’t understand the problem. 24

*


Percentage of Students*Number of students who

answered“most of the time”

22I check my work for mistakes.

Most of the timeSometimesNever


I am good at mathematics.

I am able to answer difficult mathematics questions.

25

15

A computer for reading activities

STUDENT ENGAGEMENT About mathematics:

COGNITIVE STRATEGIES USED IN MATHEMATICS When I am working on a mathematics problem,

I check my answer to see if it makes sense.22

INSTRUCTIONAL TOOLS USED IN READING AND WRITING How often do you use the following when you read and write at school?

41 35 18

32 47 18

24 35 38

12 26 62

9 18 74

53 44

6 91

15 82

6 41 53

24 71

32 65

32 65





Manipulatives (e.g., base ten blocks, tiles) 14

A calculator 11

A computer to learn mathematics 6

*




INSTRUCTIONAL TOOLS USED IN MATHEMATICS How often do you use the following during mathematics activities at school?


6 50 41

21 44 32

59 21 18



PARENTAL ENGAGEMENT How often do you and a parent, a guardian or another adult who lives with you do the following?

Number of studentswho answered

“every day or almostevery day”



I participate in art, music or drama activities. 8

I participate in after-school clubs. 3

We talk about the activities I do in school. 16

We talk about the reading and writing work I do in school. 13

We talk about the mathematics work I do in school. 12

*


We read together. 11

We look at my school agenda. 21

Percentage of Students*

Every day or almost everyday

1 to 3 times a week1 or 2 times a monthNever

We use a computer together. 5

I participate in sports or other physical activities. 13

OUT-OF-SCHOOL ACTIVITIES How often do you do the following when you are not at school?

29 12 32 24

47 12 26 9

9 18 32 38

6 18 26 47

15 21 24 38

21 26 15 35

12 15 38 32

15 15 6 62

44 12 26 15



SCHOOLS ATTENDED How many schools did you attend before this one?

Percentage of Students* Number of students

LANGUAGES SPOKEN



Only this school 19

1 other school 9

2 other schools 2

*


3 other schools 1

4 other schools or more 1

Mostly another language (or otherlanguages)/

Only another language (or other languages)

Another language (or other languages)as often as English

Only English/Mostly English

29Languages in which people speak to student at home

Languages student speaks at home 28



“only English” or“mostly English”

56

26

6

3

3

82 12

85 12



28% 34%44%39%37%Reading and writing tools (e.g., a dictionary, thesaurus,

word wall, editing checklist)


A computer for writing activities 18%

I do my best when I do writing activities in class.

31%

25%

I do my best when I do reading activities in class.

6% 20%18%19%23%24%24%

When I am finished reading, I think about what I haveread.

When I come to a word I do not understand, I look forclues (e.g., punctuation, word parts, other words in the

sentence.

I slow down my reading if it is difficult.

I make sure I understand what I am reading.

Before I start to read, I try to predict what the text will beabout.

I am able to communicate my ideas in writing.

I am a good writer.

I like to write.

I am able to understand difficult reading passages.

I am a good reader.

I like to read.

Ma

le*

(# =

16

)

School

Fe

ma

le*

(# =

18

)

All S

tud

en

ts(#

= 3

4)

Ma

le*

(# =

1 0

98

)

Board

Fe

ma

le*

(# =

1 1

34

)

All S

tud

en

ts(#

= 2

23

2)

Ma

le*

(# =

62

94

4)

Province

Fe

ma

le*

(# =

60

21

9)

All S

tud

en

ts(#

= 1

23

16

3)

GRADE 3: STUDENT QUESTIONNAIRE RESULTS FOR SCHOOL, BOARD AND PROVINCE (all students, female, male)

66%76%71%65%75%70%69%94%82%

41%44%42%41%45%43%69%50%59%

43%56%49%44%62%53%31%61%47%

43%59%51%42%57%50%19%50%35%


69%77%73%67%78%73%81%94%88%

30%27%29%32%30%31%31%44%38%

62%66%64%65%70%67%62%78%71%

41%54%47%39%51%45%44%61%53%


I check my writing for spelling and grammar.

I edit my writing to make it better.

I organize my ideas before I start to write.

18%

41%49%45%38%50%44%50%39%44%

40%48%44%39%50%45%38%61%50%

37%43%40%32%41%37%38%61%50%

Percentage of students who answered “most of the time”†


* Only includes students for whom gender data were available.† Other response options were “never” and “sometimes.”

INSTRUCTIONAL TOOLS USED IN READING AND WRITING


17% 16% 18% 14% 13% 16%11%


31%38% 33%44%

36%40%38%32%38%35%31%44%38%

33%39%36%33%40%37%44%50%47%

47%55%51%46%52%49%56%67%62%

62%68%65%61%69%65%62%78%71%

20%20%20%19%17%18%6%17%12%

COGNITIVE STRATEGIES USED IN LANGUAGE Percentage of students who answered “most of the time”†



INSTRUCTIONAL TOOLS USED IN MATHEMATICS

65% 60%61%


A computer to learn mathematics

A calculator

Manipulatives (e.g., base ten blocks, tiles)

I check my answers to see if it makes sense.

I check my work for mistakes.

I ask for help if I don’t understand the problem.

I think about the steps I will use to solve the problem.


I do my best when I do mathematics activities in class.



I like mathematics.

Ma

le*

(# =

16

)

School

Fe

ma

le*

(# =

18

)

All S

tud

en

ts(#

= 3

4)

Ma

le*

(# =

1 0

98

)

Board

Fe

ma

le*

(# =

1 1

34

)

All S

tud

en

ts(#

= 2

23

2)

Ma

le*

(# =

62

94

4)

Province

Fe

ma

le*

(# =

60

21

9)

All S

tud

en

ts(#

= 1

23

16

3)


57%63%57%66%62%67%

49%54%51%50%60%55%50%78%65%

48%58%53%46%58%52%75%67%71%

43%45%44%42%43%43%50%56%53%

64%73%68%64%73%69%69%94%82%


77%79%78%75%80%78%81%100%91%

44%30%37%48%32%40%50%39%44%

61%48%55%61%49%55%81%67%74%

62%53%57%57%50%53%69%56%62%





20%20%20%36%35%35%19%17%18%

15%15%15%15%14%15%31%33%32%

27%34%31%25%26%25%44%39%41%




I participate in sports or other physical activities.

9% 0% 19% 10% 13%11% 9% 13% 12%

19%28%23%19%27%23%19%28%24%

15%15%15%13%14%14%19%11%15%


We use a computer together.

We look at my school agenda.

We read together.

We talk about the mathematics work I do in school.

We talk about the reading and writing work I do inschool.

We talk about the activities I do in school.

I participate in after-school clubs.

I participate in art, music or drama activities.

Ma

le*

(# =

16

)

School

Fe

ma

le*

(# =

18

)

All S

tud

en

ts(#

= 3

4)

Ma

le*

(# =

1 0

98

)

Board

Fe

ma

le*

(# =

1 1

34

)

All S

tud

en

ts(#

= 2

23

2)

Ma

le*

(# =

62

94

4)

Province

Fe

ma

le*

(# =

60

21

9)

All S

tud

en

ts(#

= 1

23

16

3)


55%57%56%52%58%55%62%61%62%

28%33%31%27%30%28%31%33%32%

34%39%36%30%34%32%19%50%35%

27%32%29%25%29%27%38%39%38%

44%53%48%40%49%45%44%50%47%

* Only includes students for whom gender data were available.† Other response options were “never,” “1 or 2 times a month” and “1 to 3 times a week.”

Percentage of students who answered “every day or almost every day”†

38% 33% 44% 39% 43%35% 43% 37% 48%






16%17%17%7%7%7%0%0%0%


Mostly another language (or other languages)/ Only another language (or other languages)

Another language (or other languages) as oftenas English





2 other schools/3 other schools

Only this school/1 other school

Ma

le*

(# =

16

)

School

Fe

ma

le*

(# =

18

)

All S

tud

en

ts(#

= 3

4)

Ma

le*

(# =

1 0

98

)

Board

Fe

ma

le*

(# =

1 1

34

)

All S

tud

en

ts(#

= 2

23

2)

Ma

le*

(# =

62

94

4)

Province

Fe

ma

le*

(# =

60

21

9)

All S

tud

en

ts(#

= 1

23

16

3)


14%15%14%7%7%7%12%11%12%

67%65%66%85%85%85%88%83%85%

10%11%10%5%4%5%6%0%3%

16%18%17%6%8%7%12%11%12%

72%70%71%88%86%87%81%83%82%

Percentage of students†

* Only includes students for whom gender data were available.† Percentages may not add to 100, due to rounding or to ambiguous responses or blanks.


4% 4% 4%4 other schools or more

LANGUAGES SPOKEN TO STUDENTS AT HOME


LANGUAGES STUDENTS SPEAK AT HOME

16% 16%15%

77%78%78%

4%

14%

80%

3%

13%

81%

4%

14%

81%

6%

19%

75%

0%

0%

89%

3%

9%

82%




COGNITIVE STRATEGIES USED IN LANGUAGE




I like to read. 10

I am a good reader.14

I am able to understand difficult reading passages. 12

I do my best when I do reading activities in class. 14

I like to write. 4

I am a good writer. 8

I am able to communicate my ideas in writing. 13

I do my best when I do writing activities in class. 13

I make sure I understand what I am reading. 18

I slow down my reading if it is difficult. 13

When I come to a word I do not understand, I look for clues (e.g.,punctuation, word parts, other words in the sentence).

11

*






Before I start to read, I try to predict what the text will be about. 2

I organize my ideas before I start to write. 3

I edit my writing to make it better. 7

I check my writing for spelling and grammar. 13

When I am finished reading, I think about what I have read. 6

9 45 45

36 64

45 55

36 64

14 68 18

5 59 36

5 36 59

5 36 59

55 36 9

14 82

41 59

9 41 50

18 55 27

23 64 14

68 32

5 36 59




0

A computer for writing activities 0

Reading and writing tools (e.g., a dictionary, thesaurus, wordwall, editing checklist)

8

The Internet to find information 8

I am able to answer difficult mathematics questions.10

I do my best when I do mathematics activities in class.17


20

I think about the steps I will use to solve the problem. 7

*


Percentage of Students*Number of students who

answered“most of the time”

13I ask for help if I don’t understand the problem.

Most of the timeSometimesNever


I like mathematics.


11

8




I check my work for mistakes.13

I check my answer to see if it makes sense. 14

INSTRUCTIONAL TOOLS USED IN READING AND WRITING How often do you use the following when you read and write at school?

32 68

14 86

14 50 36

9 50 36

9 41 50

5 59 36

55 45

23 77

9 91

5 64 32

41 59

41 59

36 64





Manipulatives (e.g., base ten blocks, tiles) 11

A calculator 20

A computer to learn mathematics 10

The Internet 8

*




INSTRUCTIONAL TOOLS USED IN MATHEMATICS How often do you use the following during mathematics activities at school?


5 45 50

9 91

5 50 45

9 55 36





“every day or almostevery day”



I participate in art, music or drama activities. 2

I participate in after-school clubs. 2

We talk about the activities I do in school. 11

We talk about the reading and writing work I do in school. 3

We talk about the mathematics work I do in school. 5

*


We read together. 2

We look at my school agenda. 3


Every day or almost everyday

1 to 3 times a week1 or 2 times a monthNever

We use a computer together. 0

I participate in sports or other physical activities. 6


55 23 14 9

41 23 27 9

36 5 32 27

5 27 18 50

18 27 41 14

9 32 36 23

55 18 18 9

50 18 18 14

64 23 9




Percentage of Students* Number of students

LANGUAGES SPOKEN



Only this school 16

1 other school 4

2 other schools 0

*


3 other schools 2

4 other schools or more 0

Mostly another language (or otherlanguages)/

Only another language (or other languages)

Another language (or other languages)as often as English


22Languages in which people speak to student at home

Languages student speaks at home 22



“only English” or“mostly English”

73

18

0

9

0

100

100



50%51%51%44%45%

23% 28%38%33%32%

The internet to find information

Reading and writing tools (e.g., a dictionary, thesaurus,word wall, editing checklist)


A computer for writing activities 0%

I do my best when I do writing activities in class.

0%

0%

I do my best when I do reading activities in class.

0% 29%25%27%29%30%29%

When I am finished reading, I think about what I haveread.

When I come to a word I do not understand, I look forclues (e.g., punctuation, word parts, other words in the

sentence.

I slow down my reading if it is difficult.

I make sure I understand what I am reading.

Before I start to read, I try to predict what the text will beabout.

I am able to communicate my ideas in writing.

I am a good writer.

I like to write.

I am able to understand difficult reading passages.

I am a good reader.

I like to read.

Ma

le*

(# =

14

)

School

Fe

ma

le*

(# =

8)

All S

tud

en

ts(#

= 2

2)

Ma

le*

(# =

1 2

28

)

Board

Fe

ma

le*

(# =

1 1

16

)

All S

tud

en

ts(#

= 2

34

4)

Ma

le*

(# =

62

68

3)

Province

Fe

ma

le*

(# =

60

50

6)

All S

tud

en

ts(#

= 1

23

19

0)


63%74%68%64%72%68%43%88%59%

44%53%48%41%53%47%43%88%59%

36%49%42%36%53%44%21%62%36%

30%53%42%30%54%41%7%38%18%


65%74%69%67%71%68%50%88%64%

42%40%41%45%42%44%36%88%55%

64%70%67%68%70%69%50%88%64%

39%56%47%37%53%45%21%88%45%


I check my writing for spelling and grammar.

I edit my writing to make it better.

I organize my ideas before I start to write.

0%

46%56%51%47%57%52%43%88%59%

43%56%50%41%52%46%7%75%32%

30%39%34%27%37%32%14%12%14%




INSTRUCTIONAL TOOLS USED IN READING AND WRITING


8% 7% 9% 9% 7% 10%0%


36% 14%

29%

75% 44%

36% 27%50%

37%44%40%35%40%37%21%38%27%

37%45%41%39%44%41%36%75%50%

51%63%57%48%60%54%64%50%59%

67%75%71%66%72%69%71%100%82%

16%16%16%14%13%13%7%12%9%

COGNITIVE STRATEGIES USED IN LANGUAGE Percentage of students who answered “most of the time”†



INSTRUCTIONAL TOOLS USED IN MATHEMATICS

64% 65%67%

The Internet


A computer to learn mathematics

A calculator

Manipulatives (e.g., base ten blocks, tiles)

I check my answers to see if it makes sense.

I check my work for mistakes.

I ask for help if I don’t understand the problem.

I think about the steps I will use to solve the problem.


I do my best when I do mathematics activities in class.



I like mathematics.

Ma

le*

(# =

14

)

School

Fe

ma

le*

(# =

8)

All S

tud

en

ts(#

= 2

2)

Ma

le*

(# =

1 2

28

)

Board

Fe

ma

le*

(# =

1 1

16

)

All S

tud

en

ts(#

= 2

34

4)

Ma

le*

(# =

62

68

3)

Province

Fe

ma

le*

(# =

60

50

6)

All S

tud

en

ts(#

= 1

23

19

0)


63%67%66%67%50%88%

46%48%47%48%48%48%43%88%59%

56%64%60%55%67%61%57%62%59%

48%50%49%45%46%46%29%38%32%

76%84%80%76%84%80%86%100%91%


75%75%75%74%73%73%71%88%77%

46%30%38%46%29%38%29%75%45%

59%45%52%59%41%50%21%62%36%

55%41%48%52%37%45%43%62%50%





15%13%14%18%16%17%21%62%36%

10%9%9%14%13%13%29%75%45%

44%53%48%47%56%51%86%100%91%

15%20%17%14%16%15%29%88%50%




I participate in sports or other physical activities.

9% 12% 7% 10% 10%10% 9% 11% 9%

12%21%16%13%20%16%7%12%9%

9%8%9%10%8%9%0%0%0%


We use a computer together.

We look at my school agenda.

We read together.

We talk about the mathematics work I do in school.

We talk about the reading and writing work I do inschool.

We talk about the activities I do in school.

I participate in after-school clubs.

I participate in art, music or drama activities.

Ma

le*

(# =

14

)

School

Fe

ma

le*

(# =

8)

All S

tud

en

ts(#

= 2

2)

Ma

le*

(# =

1 2

28

)

Board

Fe

ma

le*

(# =

1 1

16

)

All S

tud

en

ts(#

= 2

34

4)

Ma

le*

(# =

62

68

3)

Province

Fe

ma

le*

(# =

60

50

6)

All S

tud

en

ts(#

= 1

23

19

0)


33%31%32%36%35%36%7%25%14%

8%7%7%7%9%7%7%12%9%

30%34%32%25%27%26%21%25%23%

19%22%21%17%21%19%7%25%14%

39%46%43%39%48%43%43%62%50%

* Only includes students for whom gender data were available.† Other response options were “never,” “1 or 2 times a month” and “1 to 3 times a week.”


27% 25% 29% 44% 43%39% 48% 37% 48%






14%14%14%6%5%6%0%0%0%








2 other schools/3 other schools

Only this school/1 other school

Ma

le*

(# =

14

)

School

Fe

ma

le*

(# =

8)

All S

tud

en

ts(#

= 2

2)

Ma

le*

(# =

1 2

28

)

Board

Fe

ma

le*

(# =

1 1

16

)

All S

tud

en

ts(#

= 2

34

4)

Ma

le*

(# =

62

68

3)

Province

Fe

ma

le*

(# =

60

50

6)

All S

tud

en

ts(#

= 1

23

19

0)


13%15%14%4%6%5%0%0%0%

70%69%69%87%86%86%100%100%100%

8%7%8%4%4%4%0%0%0%

15%17%16%6%7%7%0%0%0%

75%74%74%87%87%87%100%100%100%


* Only includes students for whom gender data were available.† Percentages may not add to 100, due to rounding or to ambiguous responses or blanks.


6% 6% 6%4 other schools or more

LANGUAGES SPOKEN TO STUDENTS AT HOME


LANGUAGES STUDENTS SPEAK AT HOME

22% 22%22%

69%70%69%

8%

22%

67%

8%

25%

64%

8%

23%

65%

0%

14%

86%

0%

0%

100%

0%

9%

91%




EXPLANATION OF TERMS

All Students Results are reported for all students in the grade.

Results are reported only for those students who took part in the assessment (excludes "no data" and "exempt" categories).


The Ministry of Education has set Level 3 as the provincial standard.ProvincialStandard

The student has demonstrated the required knowledge and skills.Achievement surpasses the provincial standard.

Level 4

The student has demonstrated some of the required knowledge and skills.Achievement approaches the provincial standard.

Level 2

The student has demonstrated some of the required knowledge and skills in limited ways.Achievement falls much below the provincial standard.

Level 1

Students who did not have a result due to absence or other reasons.No Data

NE1 "Not enough evidence for Level 1" is used when students did not demonstrate enough evidence of knowledge and understanding to be assigned Level 1.

Students who were formally exempted from participation in one or more components of the assessment.

Exempt

Students who have been identified by the school in accordance with English Language Learners: ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12 (2007).

English LanguageLearners

The student has demonstrated most of the required knowledge and skills.Achievement is at the provincial standard.

Level 3

Students withSpecial EducationNeeds (excluding

gifted)

Students who have been formally identified by an Identification, Placement and Review Committee, as well as students who have an Individual Education Plan. Students whose sole exceptionality is giftedness are not included.

N/R “Not reported” indicates that the number of students participating (fewer than 10 in a group) or responding to the Student Questionnaire is so small (fewer than six in a group) that identification of individual student results might be possible; therefore, results are not reported.

N/D �No data available� is used to indicate that there were no students in the grade or subject for the group or year specified.

W Results are being withheld by EQAO. For further information, please contact the school principal.



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