Measures of Student Achievement and Success
Barrhaven PS staff follows the guidelines set out in the OCDSB Policy and Procedures for Assessment, Evaluation and Reporting, available on the Board's website. Student achievement is assessed according to four categories: Knowledge and Understanding, Thinking, Communication and Application. Literacy skills are tracked throughout the year using the Early Literacy Observation Tool, Levelled Literacy program PM Benchmarks, La trousse d’evaluation GB+ and CASI. Grade 3 and 6 students participate in the provincial assessment of reading, writing and mathematics (EQAO). Progress reports issued in November provides parents with feedback on their child’s learning skills and general progress. Student work is evaluated and reported in February and June on the provincial report card using letter grades.
Any students who require additional support and assistance are referred by their classroom teacher to our Learning Support Teacher. Together with the homeroom teacher, the Learning Support Teacher assess the needs of the student and determines a course of action in consultation with the parent. This includes further observation or assessment, accommodations and modifications within a regular class setting, additional support from one of our Special Education team members, or a referral to outside specialists. Our Special Education Team works closely with classroom teachers to assist in planning for the needs of their students.
School Learning Plan
BPS staff continues to reflect on recent data, and refine instructional strategies and practices in order to engage and motivate all of our students. A School Learning Plan (SLP) Team is developed annually to identify areas of need and determine a plan of action to address those needs. Last year, our focus was on helping our students develop problem solving skills through the use of a school-wide problem solving model. This year, our SLP Team has identified operational sense as an area of need. More specifically, we are focusing on solving problems involving the basic addition and subtraction of whole numbers.
Well-Being Plan
The student responses on our most recent Our School survey indicated the following needs:
-increase feelings of inclusiveness within the school community
-increase students’ collaboration and conflict resolution skills
-increase students’ self-regulation and social awareness skills
Our Well-Being goal is to support our students’ sense of belonging within the school community and improve their ability to self-regulate and communicate with their peers.
Our Playground Activity Leaders (PALS) program assists in developing collaborative skills in primary students, leadership skills in junior students, and a sense of belonging in all students.
Our school-wide WITS program helps to empower students with strategies they can use when the encounter conflicts and negative interactions.
The Social Thinking approach makes students more aware of how their behaviour affects others.
The Zones of Regulation program helps students strengthen their self-awareness and self-regulation skills.