


An evidence-based approach to planning for school improvement requires the collection and analysis of several kinds of data:
The Continuous School Improvement process involves schools in the collection and analysis of all three types of data described above. Schools are also provided with specific Statistics Canada data relevant to the school site and family of schools. School staffs, parents and students are also invited to respond to specific questions via the Getting to Great survey.
Each school has completed a comprehensive school profile. The indicators outlined in the profile are reflective of effective school literature. In addition, specific academic data is collected. Assessments provide insight as to how our students are doing relative to specific learning outcomes. The results of these system assessments are shared with the school community each year.
These assessments, along with the provincial mathematics and literacy assessments, high school provincial examinations, national and international assessments provide schools and the school system with a wealth of outcome data.
The context data, process data and outcome data enable schools to engage in meaningful conversations around How are our students doing?; How do we know?; and What do we do if students don't learn?