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2012-13 Student Achievement Summary Report
2012-13 Student Achievement Summary Report
2012-13 Student Achievement Summary Report
July 2013
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Website: Contact:
www.bsd.ca Research, Assessment and Evaluation Services Brandon School Division 1031 6th St. Brandon, Manitoba R7A 5Y1 (204) 729-0349 or (204) 729-3100 wilson.marnie@bsd.ca
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Table of Contents
Executive Summary Section A: Kindergarten Results
I. Early Development Instrument: 2010/11 Results
Comparison of BSD and Manitoba: Average EDI Scores Average Physical Health Scores Average Social Competence Scores Average Emotional Maturity Scores Average Language & Thinking Skills Average Communication Skills Scores Proportion of Kindergarten EAL Students: BSD versus Manitoba Percentage of BSD Students 'Not Ready' and 'Very Ready' in Each Domain Percentage of Students 'VERY READY' in One or More Domain Percentage of Students 'NOT READY' in One or More Domain Percentage of Students with Multiple Challenges Summary of Early Development Instrument Results 8 10 11 11 12 12 12 13 13 13 14 14 14 15 15 16 17 17 18 19 20 20 20 21 21 22 22 23 24 25 26 26 27
II.
III.
IV.
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29 30 30 30 31 31 32 32 33 33 34 34 35 35 35 36 36 37 37 38 38 39 39 40 40 40 41 41 42
II.
III.
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IV.
V.
VI.
VII.
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63 64 64 64 65 66 67 68 69 69 70 70 70 71 72 73 74 75 75 76 76 76
II.
III.
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82
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Executive Summary
The purpose of this report is to provide a comprehensive overview of Brandon School Division (BSD) student achievement results for the 2012-13 school year: Kindergarten, Grades 3, 5, 7, 9 and 12 in both Literacy and Numeracy. Included are other relevant data that provide important contextual information necessary for an in-depth understanding of the key factors that influence student achievement. This report encompasses results from Brandon School Division divisional formative assessments as well as provincially mandated standards tests in Grade 12, formative assessments in earlier grades and the Early Development Instrument. Furthermore, this report covers results of the Divisional Kindergarten Phonological Awareness Screening from and Divisional Kindergarten Continuum. All formative assessments and Kindergarten Continuum assessments are criterion referenced (or outcome-based) to the particular curricula. Unless otherwise stated within the report, MANE performance indicators (Meeting, Approaching, Not Meeting or Needs Ongoing Help, and Exceeding) are used to show students level of achievement in critical competencies. Teachers use a collection of evidence to determine the performance indicator which best describes each students level of competency according to pre-established curricular rubrics. In addition to descriptive statistics on the sheer percentage of students at each level of performance, two-year or historical trend comparisons are included where possible. Furthermore, the impact of full day every day Kindergarten is briefly reported. Finally, this report includes detailed examinations of the achievement of specific learner groups.
Summary of Results
Early Development Instrument: The results of the 2010-2011 EDI indicate that BSD students enter Kindergarten, on average, with less developed school readiness skills than other Manitoba children. More children enter this Division with multiple challenges compared with the Province as a whole. There are disproportionately greater numbers of BSD students at both the not ready and very ready ends of the readiness continuum. The developmental area of greatest need is Language and Thinking Skills. Phonological Awareness: Improvements were seen from fall to spring in Kindergarten students phonological awareness (from 18 to 38 out of a possible 50 points; and from 28% to 72% of students meeting/exceeding expectations). However, 14% of students entering Grade 1 will require additional supports in order to be successful, especially in reading. Kindergarten Continuum: At least 70% of students are meeting or exceeding the vast majority of Kindergarten outcomes assessed in June. Most students finish Kindergarten with appropriate fine motor skills. Although the identification of letter sounds continues to be an area of challenge for approximately 25% of students, this skill saw the greatest amount of progress throughout the school year. As in previous years, the areas of greatest challenge for students entering Grade 1 are in story retell and word recognition, two important preliminary reading skills. Full Day Every Day Kindergarten: Compared with half-time students, a greater percentage of FDED Kindergarten students ended the year meeting phonological awareness expectations, despite having started the year with lower average scores. This tendency for closing the achievement gap with FDED students was seen also on the Kindergarten Continuum assessments, in which FDED students tended to make greater gains or less loss than their half-time counterparts. Reading: At least 80% of students are either meeting or approaching grade level expectations on all but one reading competency at one grade level. Comprehension is generally the reading competency with the higher percentages of students meeting expectations, while critical response to text is the reading competency of greatest challenge.
Research and Evaluation Services
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Writing: At least 80% of students are either meeting or approaching writing expectations on all but one writing competency at one grade level, however, there is a general tendency toward poorer performance in writing compared with reading. Word choice is the writing competency of greatest challenge. Numeracy: At least 80% of students are either meeting or approaching expectations on all but two numeracy competencies across all grade levels. Competencies within the Number Strand are generally those of relative strength for BSD students; however, mental math continues to be the competency of greatest challenge. Reading in French: At least 80% of students are meeting or approaching expectations in the Provincial Reading in French assessment. Engagement: For 4 of the 5 engagement skills assessed across both English and French Immersion students, close to 80% of students are demonstrating the skills very often or even almost always. Students find selfassessment the most challenging area of engagement. Grade 12 Provincial Standards Tests: BSD students continue to demonstrate strong Language Arts scores. PreCalculus scores are strong in one high school and improving in the others. Only Crocus Plains Regional Secondary School had students taking the Applied Mathematics assessment in the fall; however, these results show an improvement over all previous years results. In Essential Math (previously Consumer Math), the first semester results show considerable improvement over last year at both participating high schools. Finally, BSD results are very similar to the Provincial average on the Franais langue seconde provincial standards test. Gender: There are significantly greater percentages of girls meeting expectations in some reading competencies, in every writing competency, and in Kindergarten fine motor skills. With the exception of colour identification in Kindergarten, there are no significant gender differences in numeracy across any grade level. Learners of Aboriginal Heritage: A smaller percentage of Aboriginal students are meeting expectations in all reading, writing, and numeracy competencies compared with non-Aboriginal students. This difference is seen from Kindergarten onward. These differences are especially prominent in writing and in numeracy. English as an Additional Language Learners: Significantly lower percentages of EAL students are meeting all Kindergarten literacy and numeracy outcomes. Significantly lower percentages of EAL students are meeting reading expectations in Grades 3, 5, and 7. In numeracy, the gap between EAL and non-EAL students closes more readily than it does in literacy.
As this report indicates, student achievement continues to be progressively positive in the major areas of measurement: Literacy and Numeracy in Kindergarten and in Grades 3, 5, 7, 9 and 12. Areas of greatest challenge are monitored continuously and utilized to inform School Development Planning and Division-wide Strategic Planning. Once the implementation plan and procedures are complete for Policy 1001.2 Educational Sustainability in Student Achievement, specific percentages of summative student achievement in core learning outcomes will be available on a Divisional aggregate basis in Grades 3, 5, 7 and 9. A pilot study was completed in the 2012-13 school year on the Sustainability Rubrics created at the Grade 3, 5 and 7 levels. A complete report of this pilot is available through Research and Evaluation Services.
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Section A:
KINDERGARTEN RESULTS
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7.9
7.9
7.5
7.1
In 4 of the 5 domains, Brandon School Division children scored lower than the Manitoba baseline/comparison. Generally, this indicates that current BSD students are entering Kindergarten with less developed school readiness skills than other Manitoba children.
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8.5
8.3
2005 /06
2006/07 BSD
2010/11
8.0
2005 /06
2006/07 BSD
2010/11
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8.2 8.0
7.9
7.8
7.6
2005/06
2006/07 BSD
2010/11
7.2
7.1
2005/06
2006/07 BSD
2010/11
Manitoba students are weakest in the area of Communication Skills, and this trend is evident in the Division. Despite a significant increase in the proportion of Kindergarten students with EAL in BSD (from 2% in 2005/06 to 13.2% in 2010/11), there has been only a slight decrease in readiness in the areas of language and communication.
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Percentage of BSD Students 'Not Ready' and 'Very Ready' in Each Domain
Physical Health Social Competence Emotional Maturity Language & Thinking Skills Communication Skills 0% 15% 13% 12% 20% 16% 10% 20% Not Ready 30% 48% 40% Mid-Range 50% 60% 70% 53% 54% 55% 52% 32% 33% 33% 28% 36% 80% 90% 100%
Very Ready
The domain of greatest challenge for BSD students is Language and Thinking Skills. It is the domain with the fewest 'very ready' and the most 'not ready' students. While the Communication Skills domain shows many 'not ready' students, it is also the domain with the most 'very ready students'.
2005/06
2006/07 BSD
2010/11
31%
37%
36%
33% 28%
Comparing BSD with provincial statistics reveals that there is a similar percentage of students very ready in at least one domain; however, there is a greater percentage of students at BSD who are not ready in at least one domain.
2005/06
2006/07 BSD
2010/11
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*Multiple Challenge Index: the proportion of children who have multiple challenges in 9 or more of the 16 subdomains assess on the EDI.
5% 2010/11
Eight percent of BSD Kindergarten students are classified as having multiple challenges. This is significantly higher than the Provinces baseline of 5%. Furthermore, there is greater discrepancy between the BSD and the Canadian statistic of only 3.8%.
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Some difficulty with developmentally appropriate skill Significant difficulty with developNot Meeting mentally appropriate skill
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In September 2012, 663 Kindergarten students were registered in Brandon School Division (BSD). Of those, 645 completed the fall screening. As of the end of June 2013, 671 students were registered, 639 of whom were assessed in the spring of 2013.
38
18
Spring
Fall
Highest possible score: 50
Fall
6%
22%
34%
38%
Spring
72%
14%
14%
0%
10%
20%
30% Exceeding*
40% Meeting
50%
60%
80%
90%
100%
Approaching
* Performance indicator expectations increase for the spring screening (see table on previous page); therefore the
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n = 567
10% 1%
Scissors
86%
13%
1% E
Prints Name
1 2%
72%
15%
2%
M A
Colouring
17%
67%
14%
2%
Accurate Drawing 0%
16% 90%
2% 100%
13%
12%
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n = 567
17% 11% 7% 8% 13%
E M A N
9% 1% 1% 100%
0% Sense of Rhyme -10% Story Retell* -9% Upper Case Lower Case Letter Sounds Word Recognition Listens to Stories Listens to Others
-20%
-30%
-40%
-38%
* Indicates competencies not assessed in November, therefore progress is from March to June. Research and Evaluation Services
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n = 567
8% 1% 10% 1% 8% 3% 14% 11% 7% 2% 14% 17% 1% 2% 3% 1% 1% 3% 100% E M A N
-40%
* Indicates competencies not assessed in November, therefore progress is from March to June.
Kindergarten Literacy and Fine Motor Competencies: Percent Meeting or Exceeding by School*
*French Immersion students are not reported. Percentages in red are lower than 80%; bolded red are lower than 50%.
*French Immersion students are not reported. Percentages in red are lower than 80%; bolded red are lower than 50%.
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Year-Long Progress Monitoring in all Domains For the majority of competencies assessed at multiple points throughout the year, there is a greater percentage of students meeting or exceeding expectations in June compared with earlier in the year. Although the identification of letter sounds continues to be an area of challenge for about a quarter of students, this skill area saw the greatest amount of progress across the Division (24% more students are meeting expectations in this skill in June compared with November). All of the percentage gains are indicative of strong growth considering that, for most of the competencies assessed, the expectations have increased in complexity for obtaining each of the MANE indicators. There are only three competencies for which there was a decline in the percentage of students meeting or exceeding expectations. These were forward counting, story retell, and word recognition. These declines signal competencies in which students struggle with the increased level of expectation in June compared with November or March. For instance, in the area of word recognition which saw a 38% decline over the year, students meet November expectations if they are able to recognize their own name, whereas in June they must recognize 10 sight words.
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16%
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November to June Difference in Percent of Students Meeting or Exceeding Fine Motor Expectations: Comparing Full to Half-Time Kindergarten
40%
12% 6%
9% 3% Scissors
12% 8%
14%
14%
11%
Colouring
Accurate Drawing
FDED
Half-Time
November to June Difference in Percent of Students Meeting or Exceeding Literacy Expectations: Comparing Full to Half-Time Kindergarten
40%
18% 8%
20%
14% 3%
16%14%
15%14%
Sense of Rhyme
Story Retell*
-10% -11%
Upper Case
Lower Case
Letter Sounds
Word Recognition
Listens to Stories
Listens to Others
-33% -41%
FDED Half-Time
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November to June Difference in Percent of Students Meeting or Exceeding Numeracy Expectations: Comparing Full to Half-Time Kindergarten
40%
7% 1% Colours
8% 8%
9%
4% 1%
4%
6%
10% 0%
Patterns
Number Recognition
Subitize*
Sorts -6%-7%
Shapes -8%
FDED
Half-Time
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Section B:
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Grade 3 Provincial Reading Assessment: Percent Meeting, Approaching and Not Meeting
Comprehension 58.9% 22.4% 18.1%
n = 586
56.0%
25.3%
18.6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
59%
56%
63%
63%
62%
59%
Comprehension
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Grade 5 Divisional Reading Assessment: Percent Meeting, Approaching and Not Meeting
Comprehension
n = 573
61.6%
29.1%
9.1%
48.9%
35.8%
14.1 %
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
58%
62%
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Grade 7 Divisional Reading Assessment: Percent Meeting, Approaching and Not Meeting
n = 528
Comprehension
57.6 %
32.0%
9.8%
54.0%
32.6%
12.7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
58%
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Grade 8 Provincial Reading Assessment: % Meeting, Approaching, Not Meeting, and Out of Range*
Com prehension
n = 547
62%
23%
10%
5%
Critical response
52%
28%
14%
5%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
*According to Manitoba Education, Out of Range is used for students whose late -January performance level is below the lowest level described in the reporting template.
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n = 568
2.1%
28.3%
39.3%
18.7%
7.6%
21.7%
19.0%
41.9%
5.3%
31.2%
41.0%
12.0%
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Grade 3 Divisional Writing Assessment: Percent Meeting, Approaching and Not Meeting
Conventions 44.0% 36.7% 19.2%
n = 548
Sentence Fluency
45.4%
4 0.7%
13.7% M
Word Choice
36.7%
34.5%
28.5%
A N 13.7%
Organization
46.0%
40.3%
7.3% 100%
53% 52%
52%
44% 45%
44% 44%
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Grade 5 Divisional Writing Assessment: Percent Meeting, Approaching and Not Meeting
n = 573
Conventions
44.7%
39.4%
15.4%
Ideas/Organization
39.6%
46.2%
14.0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
45%
40%
45%
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Grade 7 Divisional Writing Assessment: Percent Meeting, Approaching and Not Meeting
n = 528
Conventions
50.4%
35.2%
14.0%
M Word Choice
37.3%
46.6%
15.7%
A N
Ideas/ Organization
46.2%
38.1%
15.3%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
49%
46%
48% 37%
52%
50%
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Grade 8 Provincial Writing Assessment: Percent Meeting, Approaching, Not Meeting, and Out of Range* n = 547
Ideas and organization 54% 30% 10% 5%
M Word choice 48% 33% 14% 5% A N OOR Conventions 50% 32% 13% 5%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
*According to Manitoba Education, Out of Range is used for students whose late -January performance level is below the lowest level described in the reporting template.
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Organization
13.9%
57.2%
22.1%
1.4%
Voice
19.2%
63.7%
10.7% 1.1%
17.4%
59.3%
17.3%
0.9%
0%
10%
20%
30% E
40% M A
50% N
60%
70%
80%
90%
100%
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Grade 3 Provincial Numeracy Assessment: Percent Meeting, Approaching and Not Meeting
n = 600
Mental Math 50.3% 30.3% 18.7%
Representing Numbers
67.3%
23.0%
9.7% M A
Equality
53.5%
34.0%
12.0%
Patterns
59.5%
30.2%
9.8%
0%
10%
20%
30%
4 0%
50%
60%
70%
80%
9 0%
100%
Mental Math
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n = 588
8.5%
Mental Math
9.7%
41.7%
25.9%
22.8% E
Patterns
10.7%
39.6%
31.3%
18.4%
M A N
Fractions
10.9%
38.8%
38.9%
11.1%
Decimals
11.1%
45.1%
31.6%
12.2%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
74% 63% 56% 48% 45% 50% 47% 50% 43% 51%
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Grade 7 Provincial Numeracy Assessment: Percent Meeting, Approaching and Not Meeting
Mental Math 51.4% 28.9% 1 9.7%
n = 539
Patte rns
45.6%
33.8%
20.6% M
Representing Number
62.2%
26.0%
11.9%
A N
Decimals
68.1%
25.0%
6.9%
Fractions
51.8%
33.6%
14.7%
0%
1 0%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Number Concepts Patterns & Relations Shape & Space Statistics & Probability Total
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Grade 4 Provincial Reading in French Assessment: Percent Meeting, Approaching, and Not Meeting
Comprehension 68% 20%
n = 59
12%
M Strategies 66% 19% 15% A N Sets Reading Goals 66% 14% 20%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
68%
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n = 551
17% 24% 17% 17% 15% 3% 5% 4% 4% 4% 15% 0% 90% 100%
Developing
Emerging
Inconsistent
58% 50% 49 %
52%
47%
50%
44%
17%
Engaging in selfassessment
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School BSD
Strategies
n
Ideas Patterns
n 548 10 24 23 42 49 16 25 28 46 34 36 22 23 25 8 31 22 4 25 19 36 25 43 54 17 27 28 47 37 40 33 26 25 8 31 23 4 25 23 36 38 10 600
Organization
Word Choice
Sentence Fluency
Conventions
Equality
Representing Numbers
Mental Math
586
Alexander School
10
36
25
cole Harrison
43
51
17
J. R. Reid School
27
28
47
37
Meadows School
38
33
26
25
Riverheights School
25
Riverview School
23
59% 100% 31% 32% 88% 55% 35% 37% 64% 32% 92% 50% 3% 89% 80% 63% 88% 4%
63% 100% 31% 32% 84% 59% 41% 63% 57% 62% 78% 58% 33% 73% 80% 75% 80% 44%
62% 100% 31% 28% 86% 57% 41% 67% 50% 43% 76% 53% 27% 69% 80% 88% 68% 52%
53% 100% 25% 48% 57% 51% 63% 72% 39% 28% 82% 53% 32% 44% 68% 63% 36% 23%
52% 90% 17% 44% 48% 37% 75% 76% 29% 17% 79% 39% 32% 39% 60% 75% 32% 0%
36% 100% 13% 22% 55% 29% 63% 56% 21% 11% 77% 36% 18% 26% 60% 50% 13% 0%
44% 100% 33% 17% 55% 28% 100% 56% 32% 17% 68% 50% 55% 48% 60% 63% 32% 9%
44% 60% 21% 13% 52% 41% 56% 60% 36% 33% 65% 42% 23% 48% 64% 63% 39% 5%
54% 100% 37% 32% 81% 22% 41% 70% 79% 40% 68% 65% 79% 46% 72% 100% 71% 48%
52% 100% 47% 28% 74% 37% 59% 70% 86% 43% 51% 43% 39% 46% 68% 75% 71% 17%
69% 100% 50% 48% 79% 54% 77% 85% 71% 38% 87% 68% 58% 46% 80% 100% 77% 39%
50% 80% 29% 20% 74% 39% 53% 70% 57% 38% 60% 43% 24% 42% 80% 88% 65% 30%
24
23
36
*Percentages in this table should be read as the percentage of students meeting expectations in each competency. In cases where a performance level of Exceeding is possible, the percentages in this table refer to the combination of students who are meeting OR exceeding expectations. Percentages in red are lower than the Divisional % for that competency. Research and Evaluation Services
Writing
n 573 8 28 17 23 49 14 20 20 48 31 58 43 26 23 41 23 2
Ideas/ Organization Word Choice
Numeracy
n
Patterns Mental Math Place Value
School BSD
8 28 17 23 49 14 20 20 48 31 58 43 26 23 41 23 2 25 25 49
573
Alexander School
cole Harrison
J. R. Reid School
Meadows School
49% 75% 50% 47% 83% 31% 50% 45% 35% 63% 58% 43% 19% 58% 52% 51% 61% 76% 48% 41% 43% 52% 52% 67% 68% 76%
25 25 49
44% 63% 25% 35% 83% 33% 43% 70% 40% 58% 58% 29% 12% 58% 26% 39% 52% 56% 65% 22% 39% 56% 40% 31% 62% 83% 54% 39% 23% 16% 16% 31% 35% 29% 26% 56% 28% 37% 33% 50% 44% 46% 61% 60% 60% 53% 43 25 23 43 22 2 25 28 46 40% 44% 48% 19% 36% 92% 75% 72% 40% 52% 17% 21% 36% 80% 64% 83%
62% 75% 64% 71% 91% 39% 71% 60% 60% 73% 71% 64%
40% 75% 25% 18% 74% 33% 50% 25% 25% 48% 65% 53%
32% 50% 14% 18% 87% 16% 14% 20% 20% 33% 36% 43%
45% 63% 25% 18% 83% 37% 93% 40% 15% 40% 32% 41%
588 8 32 18 23 51 17 18 21 48 34 61
56% 100% 9% 33% 96% 49% 59% 61% 81% 71% 74% 61%
50% 100% 19% 22% 70% 24% 47% 56% 57% 79% 68% 46%
50% 100% 19% 6% 87% 65% 29% 50% 76% 75% 65% 53% 35% 36% 0% 35% 27% 72% 43% 72%
51% 100% 9% 0% 87% 55% 59% 39% 52% 67% 91% 74% 35% 28% 39% 30% 32% 88% 14% 65%
74% 100% 44% 61% 100% 80% 71% 56% 95% 92% 94% 80% 51% 80% 48% 56% 55% 88% 57% 91%
Riverheights School
Riverview School
*Percentages in this table should be read as the percentage of students meeting expectations in each competency. In cases where a performance level of Exceeding is possible, the percentages in this table refer to the combination of students who are meeting OR exceeding expectations. Percentages in red are lower than the Divisional % for that competency.
Writing
Numeracy
School BSD
n
Fractions Decimals
n 539 5 30 37 32 54 16 34 46 31
Representing
Patterns
Mental Math
528
54%
528 7 29 35 32 51 15 34 42 32 33 37 39 9 18 44 2
54% 86% 41% 71% 81% 43% 40% 71% 24% 38% 88% 57% 21% 56% 44% 48% 52% 50% 33% 11% 39% 48% 23% 23% 70% 60% 41% 8% 11% 22% 27% 91% 76% 61% 41% 41% 31% 36% 33% 33% 55% 53% 70% 43% 23% 33% 39% 66% 79% 38% 35% 53% 47% 60% 60% 47% 41% 26% 14% 29% 88% 63% 81% 69% 81% 44% 50% 65% 28% 42%
33 38 39 9 18 45 2 25 44
58% 100% 38% 80% 71% 51% 26% 38% 41% 28% 48% 47% 71% 71% 71% 57% 95% 97% 61% 69% 68% 37% 77% 79% 66% 36% 56% 11% 73% 73% 66% 72% 100% 28% 62%
46%
37%
50%
52%
68%
62% 47% 84% 94% 46% 31% 71% 44% 71% 85% 97% 23% 78% 11% 58%
46% 7% 68% 97% 48% 0% 68% 35% 52% 73% 29% 10% 22% 0% 31%
51% 23% 87% 94% 26% 38% 53% 54% 61% 85% 61% 0% 44% 6% 40%
Alexander School
86% 45% 54% 72% 29% 53% 47% 55% 63% 88% 65% 21% 44% 33% 46%
29
35
cole Harrison
32
51
15
J. R. Reid School
34
42
32
33
Meadows School
37
39
18
Riverheights School
44
25
60%
48% 75%
32% 57%
36% 55%
80% 61%
25 45
32% 62%
88% 67%
68% 73%
60% 73%
56% 76%
44
Percentages in this table should be read as the percentage of students meeting expectations in each competency. In cases where a performance level of Exceeding is possible, the percentages in this table refer to the combination of students who are meeting OR exceeding expectations. Percentages in red are lower than the Divisional % for that competency. Research and Evaluation Services
In this table, Grade 9 results are broken down in to results for each sending school. Sending school is defined as the K -8 school the student attended in the previous year. Students repeating Grade 9 are therefore excluded from this table. Percentages in the blue portion of this table should be read as the percentage of students meeting (or exceeding) expectations in each competency. Percentages in the orange portion of this table should be read as traditional percentage scores. Percentages in red are lower than the divisional % for that competency. In this table, F stands for Fiction while NF stands for Non -Fiction.
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In all but personal, and critical response, there is a greater percentage of students who are meeting expectations entering Vincent Massey than the other schools. Fewer students entering Neelin are meeting expectations in every reading competency. In comparison to Divisional results, fewer of last years Grade 9 cohort at Crocus Plains were meeting expectations. However, this year, more students entering Crocus Plains are meeting or exceeding expectations in comprehension of fiction, personal and critical response, and n comprehension of non-fiction. It is important to note that Crocus Plains piloted a new, extended and more classroom-based delivery method of the Divisional literacy assessment. At this point it is difficult to say whether Crocus Plains current scores are cohort-specific, the result of a positive trend, or whether the different delivery method improved students ability to demonstrate their proficiency.
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Consistent with last years results, there is far less between -school discrepancies with respect to incoming students level of writing proficiency. Consistent with last year, students entering Vincent Massey do so with slightly higher rates of writing competency than students entering the other two high schools. Similar to the reading results, this cohort of students entering Crocus Plains has performed slightly better than in previous years.
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Consistent with last year, students entering Crocus Plains have lower scores than the Divisional average in every competency, while student entering Vincent Massey score higher in every competency. While students entering Neelin last year scored above the Divisional average in patterns and relations, this years cohort is consistent with the Divisional average in this competency.
Page 54
BSD Percent Point Differential from Manitoba Mean: ELA & Math Tests
15 10 5 0 2002-03 -5 -10 -15 Language Arts Pre-Calculus Math Applied Math Consumer Math 2003-04 2004-05 2005-06 2006-07 2007-08 2 008-09 2009-10 2010-11 2011-12 2012-13*
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Page 56
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1.1
CP -3.5 1.3 -3.8 -5.4 -11.8 -1.1 1.3 -0.1 -2.4 -4.8 -5.7 -3.3
Neelin 10 10.9 5.8 -14.2 -22.9 -6.7 -10 -30.4 -2.3 -0.7 -11.5 -6.5
VM 5.6 9.5 8.2 6.3 8.8 9.1 9 8.9 9.9 8.1 8.3
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3.3
CP 2.7 3.2 2.6 -2.5 6.5 0.6 0.2 1.5 -0.1 -3.1 4.3 1.4
Neelin 8.5 4.6 -3.6 5.7 5.1 -4.7 5.9 5.1 3.9 -6.2 2.4
VM 6.7 8.6 11.1 6.8 7 1.1 -2.4 9.9 7.9 5.4 6.2
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Year 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-13* Mean
BSD 2.3 2.8 3.7 -1.5 -2.9 -0.5 -0.3 1.2 -4.6 -5.1
1.9
-0.3
CP 2.8 5 4.5 -0.9 -0.4 0.4 1.7 -1.6 -1.9 -6.5 -0.6 0.2
VM -2
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The Grade 12 Franais test results have been tracked for three years. The results shown here are noted as BSD results, however in the case of the French test, only students from cole Secondaire Neelin High School take this test.
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Section C:
Page 64
Percent Meeting/Exceeding Kindergarten Fine Motor Expectations: Comparison of Male and Female Students
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Pencil Grip** Scissors** Prints Name* Boys Girls Colouring*** Accurate Drawing*** 84% 93% 82% 91% 81% 88% 77% 92% 71%
93%
Percent Meeting/Exceeding Kindergarten Literacy Expectations: Comparison of Male and Female Students
100%
88% 82%
84% 78%
85%
77% 71% 76%
85%
67%
66%
57%
48%
0% Sense of Rhyme Story Retell* Upper Case Lower Case Reading Boys Girls Letter Sounds* Word Beginning Listens to Recognition Sounds*** Stories*** Writing Listens to Others***
Listening
*Difference in statistically significant at the .05 level. **Difference is statistically significant at the .01 level. ***Difference is statistically significant at the .001 level. Research and Evaluation Services
Percent Meeting/Exceeding Kindergarten Numeracy Expectations: Comparison of Male and Female Students
90% 89% 92% 90%
100%
87% 82% 81% 81%
90%
94% 88%
90% 89%
80% 74%
84% 80%
76% 72%
70%
60%
50%
40%
30%
20%
10%
Sorts Subitize Shapes
Forward Counting Backward Counting Number Recognition
0%
Match Sets/ Numerals Representing Number Compares 2 Objects 3-D Objects
Colours*
Patterns
Number Concepts
Boys Girls
*Difference in statistically significant at the .05 level. **Difference is statistically significant at the .01 level. ***Difference is statistically significant at the .001 level.
Percent Meeting Expectations in Grade 3, 5, 7 & 9 Reading Competencies: Comparison of Boys and Girls
100%
90% 78% 65% 59% 55% 52% 51% 40% 33% 26% 45% 37% 38% 68%
80% 64%
70%
67%
60%
60%
56% 52%
59% 58%
52%
55%
60% 56%
50%
40%
30%
20%
10%
0%
Strategies
Comprehension
Comprehension*
Responds Critically
Comprehension
Responds Critically***
Grade 3
Grade 5 Boys
Grade 7 Girls
Grade 9
*Difference in statistically significant at the .05 level. **Difference is statistically significant at the .01 level. ***Difference is statistically significant at the .001 level.
Comprehension (F)**
Percent Meeting Expectations in Grade 3, 5, 7 & 9 Writing Competencies: Comparison of Boys and Girls
90% 80% 93% 85%
100%
80%
77% 68%
70% 56% 52% 47% 47% 42% 40% 35% 30% 28% 39% 41% 51% 45% 53% 56%
60%
60%
53%
50%
45%
40%
39%
41%
32%
30%
22%
20%
10%
0%
Ideas** Conventions* Conventions* Word Choice***
Conventions***
Ideas***
Organization***
Word Choice**
Sentence Fluency**
Ideas/Organization***
Ideas/ Organization**
Word Choice***
Organization**
Voice***
Grade 3
Grade 7
Grade 9
*Difference in statistically significant at the .05 level. **Difference is statistically significant at the .01 level. ***Difference is statistically significant at the .001 level.
Percent Meeting Expectations in Grade 3, 5, & 7 Numeracy Competencies: Comparison of Boys and Girls
100%
90%
80% 74% 74% 71% 65% 54% 53% 51% 51% 52% 52% 47% 48% 54% 47% 57% 55%
71% 64%
70%
60%
61% 58%
63% 62%
57%
50%
50%
47% 44%
53% 50%
40%
30%
20%
10%
0%
Patterns Decimals
Fractions
Patterns
Equality
Mental Math
Mental Math
Place Value
Fractions
Decimals
Patterns
Grade 3
Representing Numbers
Grade 7
*Difference in statistically significant at the .05 level. **Difference is statistically significant at the .01 level. ***Difference is statistically significant at the .001 level.
Representing Number
Mental Math
Page 69
Average Percent Score in Grade 9 Numeracy Strands: Comparison of Boys and Girls
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Number Concepts Patterns & Relations Shape & Space
Grade 9 67%
Total
Boys
Girls
*Difference in statistically significant at the .05 level. **Difference is statistically significant at the .01 level. ***Difference is statistically significant at the .001 level.
Page 70
Percent M/E Kindergarten Literacy Expectations: Comparison of Aboriginal and Non-Aboriginal Students
100% 90% 80% 71% 70% 60% 50% 40% 30% 20% 10% 0%
Sense of Rhyme*** Story Retell*** Upper Case*** Lower Case*** Reading Letter Sounds*** Word Recognition*** Beginning Sounds** Writing Listens to Stories Listens to Others
89% 81%
86% 80% 65% 66% 60% 76% 62% 76% 74% 76% 71%
58%
60%
42% 37%
Listening
Aboriginal
Non-Aboriginal
*Difference in statistically significant at the .05 level. **Difference is statistically significant at the .01 level. Research and Evaluation Services
Percent Meeting/Exceeding Kindergarten Numeracy Expectations: Comparison of Aboriginal and Non-Aboriginal Students
92% 87% 85% 84% 84% 75% 70% 61% 64% 58% 71% 86% 81% 78% 73% 81% 82% 90% 93% 90%
100%
95%
91%
90%
88%
83%
80%
70%
60%
50%
40%
30%
20%
10%
0% Number Forward Backward Match Sets/ Recognition* Counting*** Counting*** Numerals* Number Concepts Aboriginal Non-Aboriginal Subitize** Representing Number* Sorts*** Compares 2 Objects** Shapes** Shape & Space 3-D Objects***
Colours***
Patterns*
*Difference in statistically significant at the .05 level. **Difference is statistically significant at the .01 level. ***Difference is statistically significant at the .001 level.
Percent Meeting Expectations in Grade 3, 5, 7, & 9 Reading Competencies: Comparison of Aboriginal and Non-Aboriginal Students
100%
80%
76%
70%
70%
63% 48%
40% 33% 20% 20% 22%
60%
55%
51%
50%
48%
46%
45%
44% 33% 29%
46%
45%
40%
33%
30%
20%
10%
Comprehension*** Comprehension*** Comprehension***
Fluency and Expression***
0%
Responds Critically*** Fluency and Expression*** Responds Critically** Techniques & Elements (NF)*** Personal & Critical Response* Comprehension - Main Idea (NF) Comprehension - Inference (F)*** Comprehension (F)*
Grade 3
Strategies***
Grade 5
Grade 7
Grade 9
Aboriginal
Non-Aboriginal
*Difference in statistically significant at the .05 level. **Difference is statistically significant at the .01 level. ***Difference is statistically significant at the .001 level.
Percent Meeting Expectations in Grade 3, 5, 7, & 9 Writing Competencies: Comparison of Aboriginal and Non-Aboriginal Students
87% 90%
100% 86%
77% 79%
90%
80%
74%
73% 61%
62%
60%
56%
54%
50% 40%
35% 28% 24% 26% 28%
49%
40%
40%
37%
30%
26% 20%
11%
20%
17%
10%
0%
Ideas*** Conventions***
Conventions***
Ideas***
Organization***
Conventions***
Word Choice***
Word Choice***
Sentence Fluency***
Ideas/Organization***
Ideas/ Organization***
Word Choice***
Organization***
Voice***
Grade 3
Grade 7
Grade 9
*Difference in statistically significant at the .05 level. **Difference is statistically significant at the .01 level. ***Difference is statistically significant at the .001 level.
Percent Meeting Expectations in Grade 3, 5, & 7 Numeracy Competencies: Comparison of Aboriginal and Non-Aboriginal Students
100%
90% 77% 74% 63% 57% 56% 56% 52% 58% 51% 39% 30% 25% 24% 53% 63% 81%
80%
73%
62%
70%
68%
63%
60%
51% 38%
50%
40%
38% 26%
36%
30%
29%
31%
30%
20%
10%
0%
Equality***
Patterns***
Patterns***
Decimals***
Fractions***
Place Value***
Fractions***
Decimals***
Patterns***
Mental Math***
Mental Math***
Representing Numbers***
Grade 3
Grade 5
Aboriginal Non-Aboriginal
Grade 7
*Difference in statistically significant at the .05 level. **Difference is statistically significant at the .01 level. ***Difference is statistically significant at the .001 level.
Representing Number***
Mental Math***
Page 75
Average Percent Score in Grade 9 Numeracy Strands: Comparison of Aboriginal and Non-Aboriginal Students
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Number Concepts*** Patterns & Relations*** Shape & Space*** Grade 9 Aboriginal Non-Aboriginal Statistics & Probability*** Total*** 36% 31% 55% 68% 54% 45% 35% 53% 42% 57%
*Difference in statistically significant at the .05 level. **Difference is statistically significant at the .01 level. ***Difference is statistically significant at the .001 level.
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Percent Meeting/Exceeding Kindergarten Fine Motor Expectations: Comparison of EAL and Non-EAL Students
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Pencil Grip Scissors EAL Prints Name Non-EAL Colouring Accurate Drawing
92%
88%
81%
87%
92% 82%
91% 84%
86%
82%
Percent Meeting/Exceeding Kindergarten Literacy Expectations: Comparison of EAL and Non-EAL Students
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 81% 60%
89% 78%
86%
73%
80%
61% 66%
76%
76% 73%
76% 71%
59%
39%
37%
38%
Sense of Rhyme***
Beginning Sounds**
Story Retell***
Letter Sounds***
Listens to Stories
Lower Case***
Upper Case**
Reading
Word Recognition***
Writing
Listening
EAL
Non-EAL
*Difference in statistically significant at the .05 level. **Difference is statistically significant at the .01 level. ***Difference is statistically significant at the .001 level. Research and Evaluation Services
Listens to Others
Percent Meeting/Exceeding Kindergarten Numeracy Expectations: Comparison of EAL and Non-EAL Students
92% 84% 82% 72% 60% 55% 55% 84% 87% 84% 86% 90% 93% 89%
100%
95%
90%
91% 87%
90%
81%
80%
76%
74%
70%
58% 61% 56%
60%
50%
40%
30%
20%
10%
0%
Sorts***
Patterns
Colours***
Subitize***
Shapes***
Forward Counting***
Backward Counting***
Representing Number*
Number Recognition***
Number Concepts
EAL Non-EAL
*Difference in statistically significant at the .05 level. **Difference is statistically significant at the .01 level. ***Difference is statistically significant at the .001 level.
Compares 2 Objects***
3-D Objects***
Percent Meeting Expectations in Grade 3, 5, 7 & 9 Reading Competencies: Comparison of EAL and Non-EAL Students
100%
80%
76% 65%
61% 55% 43% 33%
70%
70%
69% 63%
55% 53% 45% 43%
76% 71%
60%
40%
30%
26%
27%
24%
20%
10%
Comprehension***
0%
Comprehension*** Responds Critically***
Fluency and Expression***
Strategies***
Responds Critically***
Comprehension***
Grade 3
Grade 5 EAL
Grade 7 Non-EAL
Grade 9
*Difference in statistically significant at the .05 level. **Difference is statistically significant at the .01 level. ***Difference is statistically significant at the .001 level.
Comprehension (F)
Percent Meeting Expectations in Grade 3, 5, 7 & 9 Writing Competencies: Comparison of EAL and Non-EAL Students
87% 86% 78% 77% 90% 86% 86%
100%
90%
80%
70% 56% 52% 49% 46% 40% 27% 26% 22% 27% 30% 30% 59%
66% 55%
54%
62%
60%
56%
50%
47%
40%
30%
30%
22% 21%
20%
14%
16%
10%
0%
Ideas
Ideas***
Conventions***
Conventions***
Organization***
Word Choice***
Word Choice***
Sentence Fluency***
Ideas/Organization***
Ideas/ Organization***
Word Choice***
Conventions***
Organization
Voice
Grade 3
Grade 5
EAL Non-EAL
Grade 7
Grade 9
*Difference in statistically significant at the .05 level. **Difference is statistically significant at the .01 level. ***Difference is statistically significant at the .001 level.
Percent Meeting Expectations in Grade 3, 5 & 7 Numeracy Competencies: Comparison of EAL and Non-EAL Students
100%
90% 77% 71% 63% 57% 48% 48% 56% 51% 56% 54% 58% 55% 63% 66% 62% 52% 53% 40% 36% 31% 74% 81% 73%
80%
70%
68%
63%
60%
51%
50%
50%
40%
39%
30%
20%
10%
0%
Patterns
Patterns***
Equality***
Decimals**
Fractions*
Fractions
Decimals
Mental Math***
Mental Math
Place Value*
Patterns***
Grade 3
Representing Numbers***
Grade 5
Grade 7
EAL
Non-EAL
*Difference in statistically significant at the .05 level. **Difference is statistically significant at the .01 level. ***Difference is statistically significant at the .001 level.
Representing Number***
Mental Math***
Page 81
Average Percent Score in Grade 9 Numeracy Strands: Comparison of EAL and Non-EAL Students
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
66%
Number Concepts
Total**
*Difference in statistically significant at the .05 level. **Difference is statistically significant at the .01 level. ***Difference is statistically significant at the .001 level.
Page 82
Appendix A:
HISTORICAL DEMOGRAPHICS
Page 83