Data and Schools: A Journey of Learning
Student population: 967; Grades: 9–12
- M.M. Robinson is a suburban school in Burlington. The student body comprises a wide variety of learners, including students with special education needs and English language learners.
- M.M. Robinson pulls from eight feeder schools, five of which offer French Immersion or Extended French programming.
“There are many ways that EQAO data has shaped my teaching practice. One is the attitudinal data. Looking at the cohort data from Grade 6, and then some of those same questions were given to the students at the beginning of the Grade 9 year. From this data, activities can be planned that will increase student confidence in solving math problems as well as initiatives to increase enjoyment in math class and build a positive relationship with their math teacher.”— Grade 9–12 Teacher
- Attitudinal Data: As the school year starts, educators look at EQAO attitudinal data, specifically those related to the statements “I am good at math” and “I like math.” This informs the design of programming to support student engagement and mindset.
- Cohort Data: Next, in order to set goals on moving students up to the provincial standard in Grade 9, educators use cohort data to identify students who did not meet the standard in Grade 6.
- Finding Trends: On an ongoing basis, staff use previous years’ assessment data to inform teacher practice by analyzing trends to determine areas of strength and need. This informs course design for the upcoming year.
Integrated Math and Science Programming
Students in Grade 9 take their math and science credits all year with the same teacher. This allows for more time to identify and fill gaps in student knowledge. Curriculum is spiralled throughout the year so that math and science concepts are reviewed numerous times as new layers are added. Curriculum concepts are tied to a variety of inquiries in the classroom, and integration of math with science allows for crossover inquiry applications. Instruction emphasizes project-based learning. For example, students build a composite-shaped shelter out of popsicle sticks and are asked find its volume and surface area.
Monthly conferencing between teacher and student allows for check-ins to discuss achievement, attitudinal observations and goals. These conferences also allow the teacher to collect diagnostic data and formative feedback. This feedback is used to design and shape the program as the year progresses. Students appreciate the interactive nature of the conference. The conferences also strengthen the relationship with the teacher.
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