provincial achievement tests
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Provincial Achievement Tests. June 2009 Captain John Palliser School. Provincial Expectations. Through Achievement Tests schools are expected to: Demonstrate continuous improvement – comparing results to stated targets and performance over time. Grade 3 – Language Arts Participation. - PowerPoint PPT PresentationTRANSCRIPT
ProvincialProvincialAchievement Achievement
TestsTests
June 2009June 2009
Captain John Palliser SchoolCaptain John Palliser School
Provincial ExpectationsProvincial Expectations
Through Achievement Tests schools are Through Achievement Tests schools are expected to:expected to:
Demonstrate continuous improvement – Demonstrate continuous improvement – comparing results to stated targets and comparing results to stated targets and performance over timeperformance over time
Grade 3 – Language ArtsGrade 3 – Language ArtsParticipationParticipation
36 Students Wrote the Tests36 Students Wrote the Tests 28 Students were considered Regular28 Students were considered Regular 4 Students were English as a Second 4 Students were English as a Second
LanguageLanguage 4 Students were Special Education4 Students were Special Education 1 Student was absent1 Student was absent 2 Students were excused2 Students were excused 1 Student wrote only one part of the exam1 Student wrote only one part of the exam
Grade 3Grade 3Language Arts – Total TestLanguage Arts – Total Test
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100
Prov. 2009 School2009
School2008
Acceptable
Excellence
Below
Grade 3 – Language ArtsGrade 3 – Language ArtsWritingWriting
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50
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80
90
100
Prov. 2009 School2009
School2008
Acceptable
Excellence
Below
Grade 3 – Language ArtsGrade 3 – Language ArtsReadingReading
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70
80
90
100
Prov. 2009 School2009
School2008
Acceptable
Excellence
Below
Grade 3 – MathGrade 3 – MathParticipationParticipation
36 Students Wrote the Tests36 Students Wrote the Tests 28 Students were considered Regular28 Students were considered Regular 4 Students were English as a Second 4 Students were English as a Second
LanguageLanguage 4 Students were Special Education4 Students were Special Education 2 Students were absent2 Students were absent 2 Students were excused2 Students were excused
Grade 3 – MathGrade 3 – MathTotal TestTotal Test
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90
100
Prov. 2009 School2009
School2008
Acceptable
Excellence
Below
Grade 3 – MathGrade 3 – MathKnowledgeKnowledge
0
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50
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80
90
100
Prov. 2009 School2009
School2008
Acceptable
Excellence
Below
Grade 3 – MathGrade 3 – MathSkillsSkills
0
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60
70
80
90
100
Prov. 2009 School2009
School2008
Acceptable
Excellence
Below
Grade 6 – Language ArtsGrade 6 – Language ArtsParticipationParticipation
85 Students Wrote the Tests85 Students Wrote the Tests 55 Students were considered Regular55 Students were considered Regular 20 Students were English as a Second 20 Students were English as a Second
LanguageLanguage 12 Students were Special Education12 Students were Special Education 3 Students were absent3 Students were absent 5 Students were excused5 Students were excused 2 Students wrote only one part of the exam2 Students wrote only one part of the exam
Grade 6 – Language Arts Grade 6 – Language Arts Total TestTotal Test
0
10
20
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40
50
60
70
80
90
100
Prov. 2009 School2009
School2008
Acceptable
Excellence
Below
Grade 6 – Language ArtsGrade 6 – Language ArtsWritingWriting
0
10
20
30
40
50
60
70
80
90
100
Prov. 2009 School2009
School2008
Acceptable
Excellence
Below
Grade 6 – Language ArtsGrade 6 – Language ArtsReadingReading
0
10
20
30
40
50
60
70
80
90
100
Prov. 2009 School2009
School2008
Acceptable
Excellence
Below
Grade 6 – MathGrade 6 – MathParticipationParticipation
85 Students Wrote the Tests85 Students Wrote the Tests 55 Students were considered Regular55 Students were considered Regular 20 Students were English as a Second 20 Students were English as a Second
LanguageLanguage 12 Students were Special Education12 Students were Special Education 5 Students were absent5 Students were absent 5 Students were excused5 Students were excused
Grade 6 – MathGrade 6 – MathTotal TestTotal Test
0
10
20
30
40
50
60
70
80
90
Prov. 2009 School2009
School2008
Acceptable
Excellence
Below
Grade 6 – MathGrade 6 – MathKnowledgeKnowledge
0
10
20
30
40
50
60
70
80
90
100
Prov. 2009 School2009
School2008
Acceptable
Excellence
Below
Grade 6 – MathGrade 6 – MathSkillsSkills
0
10
20
30
40
50
60
70
80
90
Prov. 2009 School2009
School2008
Acceptable
Excellence
Below
Grade 6 – ScienceGrade 6 – ScienceParticipationParticipation
84 Students Wrote the Tests84 Students Wrote the Tests 54 Students were considered Regular54 Students were considered Regular 20 Students were English as a Second 20 Students were English as a Second
LanguageLanguage 12 Students were Special Education12 Students were Special Education 6 Students were absent6 Students were absent 5 Students were excused5 Students were excused
Grade – ScienceGrade – ScienceTotal TestTotal Test
0
10
20
30
40
50
60
70
80
90
Prov. 2009 School2009
School2008
Acceptable
Excellence
Below
Grade 6 – ScienceGrade 6 – ScienceKnowledgeKnowledge
0
10
20
30
40
50
60
70
80
90
100
Prov. 2009 School2009
School2008
Acceptable
Excellence
Below
Grade 6 – ScienceGrade 6 – ScienceSkillsSkills
0
10
20
30
40
50
60
70
80
90
Prov. 2009 School2009
School2008
Acceptable
Excellence
Below
Grade 6 -Social Studies Grade 6 -Social Studies
Since CJP opted to follow the new Social Since CJP opted to follow the new Social Studies curriculum for the 2008-2009 Studies curriculum for the 2008-2009 school year, the June 2009 Provincial school year, the June 2009 Provincial Achievement Test was a pilot exam and Achievement Test was a pilot exam and formal results were not gathered.formal results were not gathered.
Next Steps….Next Steps….
School will continue to work on improving our School will continue to work on improving our PAT results in the area of Writing and PAT results in the area of Writing and MathematicsMathematics
Ongoing Professional Development in the areas Ongoing Professional Development in the areas of Writing (conventions and vocabulary) and of Writing (conventions and vocabulary) and Mathematics (problem based learning)Mathematics (problem based learning)
Professional Learning Communities that focus Professional Learning Communities that focus on Differentiation, Mathematics and Writingon Differentiation, Mathematics and Writing
Future DirectionsFuture Directions
Focus upon building an understanding of Focus upon building an understanding of “Personalized Learning” “Personalized Learning”
Development of Richard Elmore’s work on Development of Richard Elmore’s work on the the Instructional CoreInstructional Core and incorporate the and incorporate the triangle of student, teacher and content as triangle of student, teacher and content as the lens for future work in our classroomsthe lens for future work in our classrooms