So a little earlier I was talking to you about the critical importance of transition, and in that transition process, we ask for recommendations from elementary school teachers for students who struggle in math—who are typically, it would be applied pathway learners—and from those recommendations, we populate a full-year applied-level math/science course. So those students do math and science on an alternating basis all year. And they do that with the same teacher all year. It’s not two—it’s not a math teacher and a science teacher—it’s the same teacher that teaches them math and science. Now an important point from my past experience is that it’s critical; I’ve tried it the other way, with two different teachers—excellent teachers—but that’s not where the disconnect is; the continuity just isn’t there for those students. You know, there could be confusion about when work is due, you know, what are we doing in math tomorrow, or science, but when it’s the same teacher, you’re always working with the same person; there’s flexibility in how you deliver the program, so, for example, I know that our teacher right now delivers by unit, so they may do a full unit of science and then do a full unit of math. There’s no confusion around what books am I bringing, what are we studying, etc. And so we’ve found that program to be very successful for students. The students, when they’re entering the program, are below provincial standard, usually significantly below provincial standard. We’ve been using the EQAO data to check on our progress and the success of that program. It is verified—our work and the results given are showing us that students are achieving by and large at provincial standard, and we’ve even had some remarkable success stories, like students who may have scored Level 1—or are previous to that course—scoring a Level 4. So there’s something good happening there. And you know, one year of data doesn’t prove a trend, but we’ve been doing this now for five years in this school, and the data that we’ve reviewed—both our own pass/fail data, our report cards and the EQAO data—show that that class, that program is very successful for our students; it’s beneficial for our students.
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