Embedded Files
Areas of Focus:
Teachers report that many of the students are coming to school tired from being up late at various sports games or practices and then have to be up early again for these practices. They are concerned about how tired the students are when they come to school.
Area of Focus:
Overall academic performance is high, yet students are still having trouble taking ownership over their learning. They have had difficulty answering the questions... "what am I learning? How is it going? Where to next?"
Theme 2: Education Modernization
Theme 2: Education Modernization
Area of Focus
In the intermediate grades, students have expressed a notable decline in their interest and motivation to take ownership of their learning journey. They articulate a sense of disconnection, feeling unchallenged and uncertain about how to collaborate with their teachers to enhance their educational experiences. What they're yearning for is a greater sense of autonomy, the freedom to make choices, and opportunities to tackle high-level challenges within their learning.
To foster the foundational understanding necessary for students to actively engage in shaping their own learning paths, it's imperative that we facilitate a shift in perspective, encouraging them to explore their identities and place in the world. This exploration serves as a catalyst for their deeper involvement in the learning process.
Our approach to addressing this issue encompasses various strategies aimed at personalizing the learning environment. We are restructuring disciplinary practices to embrace a more restorative approach, decolonizing our educational methods, revitalizing school spirit, and promoting inclusivity through accessible practices. By implementing these initiatives, we aim to empower students, instill a sense of belonging, and ignite their passion for learning.
Theme 3: Critical THinking/Problem Solving
Theme 3: Critical THinking/Problem Solving
Our data driven analysis of student performance, encompassing both FSA data and results gleaned from EdPlan insight, underscores the overall proficiency of the majority of our students in literacy and math. However, upon closer examination, it becomes evident that despite meeting or even exceeding expectations, many students encounter challenges when confronted with critical thinking-style questions. My firsthand experience, having volunteered to grade FSAs for consecutive years, reinforces this observation. Comparing samples from other schools, I've witnessed our students demonstrate remarkable grammar skills, adeptly spelling, writing neatly, forming coherent paragraphs, and skillfully rephrasing text. Yet, they often stumble when tasked with independently engaging in critical thought. In both the FSA and IXL data on Numeracy we see this same pattern. Students preform well in areas of number sense and struggle when it comes to more complex thinking style questions involving patterning or algebra.
This realization serves as a driving force behind our decision to prioritize the development of critical thinking skills this academic year. Last year, in alignment with this focus, we integrated questions pertaining to critical thinking into our school survey. The responses we received were illuminating but revealed a tendency towards more simplistic problem-solving strategies, such as seeking adult assistance when faced with challenges. Additionally, there was a noticeable lack of depth in articulating emotional responses associated with problem-solving achievements.
These findings affirm the importance of our current emphasis on nurturing critical thinking abilities. They signal a validation of our trajectory while highlighting the need for continued dedication to enhancing these crucial skills among our students.
Areas of Focus
• 22/23 Literacy: 79% of grade 4 and 52% or grade 7 students scored a 2 or less on the level 3 literacy question, which is the question that requires critical thinking or problem-solving skills. There were 3 students who received an extending overall who got a 2 or less on this question.
• 23/24 Literacy: 47% of grade 4 and 36% or grade 7 students scored a 2 or less on the level 3 literacy question, which is the question that requires critical thinking or problem-solving skills. There were 3 students who received an extending overall who got a 2 or less on this question.
• 22/23 Numeracy: 66% of grade 4 and 53% of grade 7 students scored a 2 or less on the level 3 numeracy question, which is the question that requires critical thinking or problem-solving skills. There was one student who received an extending overall who got a 2 or less on this question.
• 23/24 Numeracy: 63% of grade 4 and 70% of grade 7 students scored a 2 or less on the level 3 numeracy question, which is the question that requires critical thinking or problem-solving skills. There was one student who received an extending overall who got a 2 or less on this question.
Overall
Number Sense
Patterns and Algebra
Theme 4: Achievement Culture
Theme 4: Achievement Culture
Areas of Focus:
At Myrtle Philip, the students have reported experiencing elevated levels of anxiety compared to the national average in Canada. This heightened concern has prompted us to become more curious about the underlying causes this year. Despite many students performing well academically across various subjects and a lower prevalence of families in need within our demographic compared to other schools, we are committed to exploring the unique cultural aspects contributing to the prevailing achievement anxiety.
In our school community, we've observed a trend of heightened anxiety among our students. Many of them feel an intense pressure to meet what could be unrealistic expectations regarding traditional forms of achievement. One area where this anxiety manifests prominently is in the realm of communicating student learning. Both students and parents frequently express a sense of unease about departing from traditional grading systems, with some feeling disoriented by the shift away from familiar grading practices. This apprehension often stems from a fear of scarcity and a prevailing mindset that education is akin to a race where victory is paramount. This has lead us to spend significant collaboration time as a group this year honing our skills in the practice of communicating student learning.
Critical thinking and Communicating Student Learning have been the themes of all of our staff learning this year. Each staff meeting we dedicate a portion of time to share real classroom examples of CSL that promote thinking skills in our students. Our collaborative sessions include the exploration of both primary and intermediate CSL examples, not only to enhance workflow through idea-sharing but also to jointly innovate and integrate CSL with reflections on competencies, all while deliberately incorporating the teaching of critical thinking skills.
Areas of Focus:
We are curious as to why students feel as though the rigor and effective learning time they are experiencing are low. Students at Myrtle Philip are generally meeting or exceeding the provincial standards for their grades.
THEME 5: SENSE OF BELONGING
At Myrtle Philip, the data shows that students have conveyed feeling less connected to adults compared to the provincial average. This disconnect extends beyond the school environment and into their homes. However, it's noteworthy that they express a heightened sense of belonging among their peers, surpassing the average. We're actively exploring the underlying reasons for this disparity in adult connections and have initiated efforts to address it. Our approach centers on fostering a stronger sense of community and unity through initiatives such as PAWS, as well as the introduction of a new logo and mascot, all aimed at establishing common language and enhancing school spirit.
Page updated
Report abuse