Beverley Heights Middle School

2017 School Recipient of the Dr. Bette M. Stephenson Recognition of Achievement

School Profile and Reports
Rita McMahon, Principal of Beverley Heights Middle School, is presented with the Dr. Bette M. Stephenson Recognition of Achievement from Norah Marsh and Dave Cook, respectively CEO and Chair of EQAO.

Selection Criteria

Equity and inclusion is a priority for EQAO and, this year, the agency sought to highlight the work being done by schools to address equity-related challenges. School recipients of the 2017 Dr. Bette M. Stephenson Recognition of Achievement saw an increase in the percentage of students with special education needs meeting the standard on either the reading or writing component of provincial assessments from 2014 to 2017, and these schools clearly demonstrated that their analysis of EQAO data helped inform decisions about initiatives to support student learning better.

Beverley Heights Middle School

Student population: 433
Grades: 6–8
Principal: Rita McMahon

  • Focused, intense professional learning has led to shifting of pedagogy and practices in both literacy and numeracy.
  • The school offers a variety of specialized programs for exceptional students, including congregated classes for students with developmental disabilities.
  • For students new to the country, the school offers additional literacy and numeracy support through a specialized program.

Beverley Heights Middle School is situated in a quiet residential area of the Black Creek community. It is a triple-track middle school serving 433 students who speak a total of 33 languages, including Vietnamese, Spanish, Somali, Urdu and Cantonese. Staff members are proud of this diversity and celebrate the richness it brings to their school community.

What is the profile of this school community?

Profile of Grade 3 and Grade 6 Students

Grade 3
Grade 6
Number of Students
N/D
136
Number of Classes
N/D
11
English Language Learners
N/D
4%
Students with Special Education needs (excluding gifted)
N/D
30%
First Language Learned at Home Was Other Than English
N/D
50%
STUDENT STATUS
Born in Canada
N/D
79%
In Canada Less Than One Year
N/D
2%
In Canada One Year or More But Less Than Three
N/D
4%
In Canada Three Years or More
N/D
12%

N/D: “No data available” is N/D: “No data available” is used to indicate that there were no students in the grade, subject or course for the group or year specified

How have the results improved?

Michael Masellis, Sabrina Lomanno-DiMaulo, Madina Abdallahi, Maria Elena Cameron, Rita McMahon. Missing: Angela Perna Alati

Educators at the school carefully analyze the released EQAO questions, exemplars and academic and attitudinal data. Discussions around student strengths and challenges help determine concrete strategies to implement in the classroom. Staff members analyze other forms of data as well, such as student and parent census and resiliency data, to make informed decisions about school-wide operational, instructional, organizational and attitudinal changes.

““We consider each varying type of data as part of a whole picture that includes what we know about our individual students from a ‘whole child’ perspective, what we know about our own contextual and demographic information and what we know about our school-wide practices and programming. This helps us to consider the ‘why’ of the data and to proactively plan based on focused goals and action plans.” “

— Rita McMahon, Principal

What initiatives have contributed to this improvement?

Pedagogy and Practices

At Beverley Heights, individual and class profiles are developed based on various data sets, allowing teachers to focus on specific challenges and identify pathways and action plans that guide instruction and support. Moderated marking sessions are also used to promote collegial discourse, co-learning and co-planning. This focused approach allows staff members to consider the following factors as they work to create optimal learning conditions: available resources, pedagogical practices, teacher professional knowledge and school organization and structure.

Teacher Professional Knowledge

Practice at Beverley Heights has shifted to promote collaboration between special education and core teachers. The development of a student’s Individual Education Plan (IEP) is collaborative so that teachers can develop a deeper understanding of students’ strengths and needs, as well as of appropriate accommodations and modifications. As a result of ongoing professional development and support, teachers are making informed decisions that support student success and achievement.

School Organization, Structure and Technology

Several large-scale school organizational changes were implemented to increase student time on tasks, allow for deeper development of trusting relationships, create a better sense of belonging, decrease disruptions to the school day, decrease class sizes and take advantage of teacher interactions with students (e.g., uninterrupted literacy and numeracy blocks, cross-curricular planning). By intentionally integrating technology in classroom routines, teachers have made it a part of the school’s culture. Appropriate software and online programs are now easily accessed as part of a balanced literacy program for all students.

How we analyze the data

Staff at Beverley Heights

  • Analyze the released EQAO questions, exemplars and academic and attitudinal data
  • Discuss student strengths and challenges to determine classroom strategies
  • Use student and parent census data to make decisions about school-wide operational, instructional, organizational and attitudinal changes

How we put the data into action

  1. Review pedagogy and practices
  2. Support ongoing teacher professional development
  3. Implement large-scale changes in school organization, structure and technology
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