Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8Goal 1: To improve student achievement 3 Who am I teaching? What do I need to do to ensure all my students are successful in their learning and meeting outcomes in the English Language Arts classroom? These are questions Amanda Mahar asked herself as she looked around her Clayton Park Junior High School classes this past September. The English Language Arts teacher was new to the school, new to the grade level and new to teaching newcomer students. By working collaboratively with a literacy coach and an English as an Additional Language teacher, Amanda shifted her teaching practice to ensure a culturally and linguistically responsive learning environment for each of her students. Find out what that looks like in her classroom and how it’s impacting student achievement in the above video recorded in November, 2016. At the December Committee of the Whole meeting, the Governing Board received a Focus on Learning report that deserves further acknowledgement and celebration. The report is an analysis of the Grades 8 and 10 provincial assessment; and it tells an exciting story of improvement in math. Overall results for Mathematics 8 show that 63% of students scored at or above the expectation, representing a 5% improvement over the previous year. Math results for students of African Ancestry also show a notable improvement of 9% more students scoring at or above the expectation compared to the previous year (40% as compared to 31% previously). When examining the percentage of students of African Ancestry scoring in the lowest category (below expectation) in the mathematics assessment, there is a 14% drop. This demonstrates closing of the gap in achievement for students of African Ancestry. Mathematics results for Grade 8 students of Aboriginal Identity show a gap compared to the board overall result. The number of students who self-identified as having Aboriginal Identity over the last three years has varied substantially. That being said, it’s important to note that the smaller the number of students, the greater the fluctuation in the percentage year to year. Math results for students of Aboriginal Identity show a slight decrease of 3% with 36% of students scoring at or above the expectation. How are we improving achievement in math? An analysis of Grade 8 and 10 Provincial Assessment results (2015/2016)