Achievement and SIP

Achievement and School Improvement Planning

Measures of Student Achievement and Success

At Metcalfe P.S., our teachers collaborate to ensure consistency in our assessment practices as they work with the Ontario Curriculum. Student achievement is formally reported to parents through a mid-term progress report in the Fall, and report cards are issued in early February and at the end of June. We use a variety of assessments to gather information about student progress and to refine the delivery of our program. The results from these assessments, along with the data generated from the previous year’s EQAO results, are used to develop our school’s annual School Improvement Plan. Our students participate in provincial testing (EQAO) during Grades 3 and 6.

Our Grade 8 students are recognized at the end of each year for their accomplishments, some of which include: general proficiency, sportsmanship, citizenship, French, music, and fine arts.  

School Improvement Plans and Initiatives

Our School Improvement Plan is led by the Board Improvement Plan and has as its focus on the development of specific reading, writing and math skills. We set Smart Goals, which are measured indicators of improvement based on EQAO results, other assessment tools and student response to programming. We closely examine the EQAO results, as well as ongoing assessments to identify areas of potential growth in programming for literacy and numeracy.

Professional Activity Days allow staff to build capacity, as we continue to highlight high yield strategies to improve student learning. We continue to build our resource rooms to serve our staff and entire student population. Our Code of Learning is an integral part of the daily curriculum in all grades and there is an emphasis on positive consequences for appropriate work and behaviour and a progressive discipline approach to help students in conflict situations. We are continuing our emphasis on communication between home and school, to strengthen this critical partnership.

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