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Results Without Rancour or Ranking: Ontario’s Improvement Strategy. Dr. Avis E. Glaze Ruth Mattingley Ontario’s Education Commissioner & Senior Executive Officer Senior Adviser to the Minister of Education The Literacy and Numeracy Secretariat May 2008.
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Results Without Rancour or Ranking: Ontario’s Improvement Strategy
Dr. Avis E. Glaze Ruth Mattingley
Ontario’s Education Commissioner & Senior Executive Officer
Senior Adviser to the Minister of Education The Literacy and Numeracy Secretariat
The Honourable Dalton McGuinty,
Premier of Ontario
Provincial Achievement Target, K-6
“Every student in Ontario will develop reading, writing, math and comprehension skills at a higher level by the age of 12. Progress will be measured by ensuring that by 2008, 75% of students reach the provincial standard.”
‘That 85% of students will graduate from high school by 2010-11’
The Student Success/Learning to 18 Initiative:
Students in Special Education Programs:
There is evidence that the achievement gaps are closing steadily!
November 29, 2007
Uninterrupted literacy and numeracy blocks
A common assessment tool
A school improvement team
A school improvement plan
Professional Learning Community
Preliminary analysis indicates that in 2006-07:
“When considering the work of the LNS in total, one predominant theme emerged: in partnership with school boards, there has been a significant shift in the culture of Ontario schools that is focused on enabling the success of all students. There has been sustained improvement in student achievement. The LNS has created and sustains a “Sense of Urgency” that permeates the educational language being spoken throughout boards.”
Canadian Language and Literacy Research Network (2007)
“Children delight in school because learning is ‘fun’. Their attitudes to learning and their behaviour are exemplary. Attendance is high. The care, guidance and support of children are exceptional and emphasize children’s emotional health. Teachers squeeze every last drop of creativity from children. The rich curriculum is packed with experiences that fully engage learners. Children with learning difficulties and or disabilities and those who speak a language other than English receive support of the highest quality and achieve equally well. Staff create a magical place to learn where academic rigour and emotional well-being happily co-exist. The …leadership of the head teacher drives the whole school team to ‘Reach for the Stars!”