Kelly.McLaughlin Constant Learning, Curriculum Planning, Differentiated Instruction, Diverse Learning Needs, Math, Planning, Professional Learning and Growth, Questioning, self reflection

Taking the time to collaborate and learn how to bridge the gap

Once a month, my colleagues and I go to a highschool to look at a math sample from each of our “marker students”. There are a group of about ten of us which is made up of highschool teachers, elementary teachers and math facilitators. We take time to identify what the student knows, what they are struggling with and how we know this. The main point of these meetings that occur each month is to bridge the gap between elementary and high school. We are trying to review the necessary skills that kids in grade eight will need for next year and then we will spend large amounts of time focusing on these skills in addition to the topics we currently are expected to cover. It is very helpful to know which topics to spend the most amount of time on so I will look forward to the times in the future when we will be discussing those items.

 

At these sessions, we talk about what the student’s work shows us, if they are struggling with something, what does that tell us about how they are learning. We call this section of debriefing the interpretations.

The next part involves looking at next steps for students and teachers. It is a great use of time and helps us as teachers look at students we need to help further and then, we directly review how to help them reach these next steps.

All teachers get to share their marker students and then we spend time talking about how these students can get some help to further understand the questions and the overall math concepts.

The challenges we face when planning and attending these sessions include selecting a rich task that we can really dive into once we gather as a group. We tried using past EQAO assessments but couldn’t find any open ended questions. We then turned to some other test questions. I also find it hard to find the time to pull these students aside to help them once we find out ways to do so after the fact. The skill is so specific once we find out what they need help with that it seems hard to just discuss it as an isolated math skill.

The benefits to meeting like this is the amount of minds on tackling the questions and looking at helpful next steps. I really look forward to all of these educators coming into a classroom with me to help the students who are struggling in a real life setting. That will be great for all of the students, especially since they would then have at least ten educators in the room to help them grasp the challenging topics.

 

Deb Weston Advocacy for change, Advocacy for public education, Diverse Learning Needs, Integration, Making a Difference Through Education, Special Education

Inclusive Education for All Students Including Those With Special Education Needs

Rebecca

As Ontario teachers, we know that there is a current challenge in addressing the learning needs of special education students with significant behaviour issues including violence against school staff.

The Elementary Teachers Federation of Ontario has developed a multi-year strategy to address violence in schools. This states specific goals and includes resources such as videos on how to address needs:

  • Lobbying the Ministries of Education and Labour to address violent incidents in schools and improve school board compliance with health and safety legislation;
  • Working with Ministry and school board representatives to improve workplace violence reporting and compliance procedures and develop training materials;
  • Building community advocacy to press the government to review its education funding formula and provide more funding for special education and support for students with high risk behaviors; and
  • Providing ETFO locals and members with enhanced education, training and resources on dealing with workplace violence.

Today, I read an excellent article by Caroline Alphonso  (The Globe and Mail, January 5, 2019) discussing how students with special education needs are being excluded from school due to their behaviour and violent tendencies. Alphonso cites Annie Kidder of People for Education stating that in 2018 “58 percent of elementary school principals and 48 percent of high school principals reported asking that a student with special needs not attend school for a full day” (Alphonso, January 5, 2019) due to insufficient classroom support. In addition, in British Columbia, special needs students miss up to 35.5 school days a year (BC Confederation of Parent Advisory Councils, cited in  Alphonso, January 5, 2019).

Violence against teachers is documented in a 2018 Canada wide study, Pan-Canadian Research Review on Violence in Schools. The study showed that rates of violence against teachers ranged from 41% to 90% and that elementary teachers working in lower socioeconomic locations experience the most violence (Canadian Teachers’ Federation, July 8, 2018). Key findings included widespread funding needed to provide resources, services, and training to address inadequacies in services for student mental health, behavioural, and special education needs.

To put this bluntly, the study stated that schools do not have enough trained support staff to deal with the increases in students’ needs and the result of this discrepancy is that students are not attending school.

I was prompted to write this blog after talking to a colleague. She regularly calls me to seek advice and support for her daughter, Rebecca. When I mentioned that I would like to write about Rebecca, my colleague wanted me to use her daughter’s name. In the most recent crisis, Rebecca was banned from taking the bus to school and regularly sent home early, due to her behaviour. On the bus, Rebecca broke a school bus window, was accessing her dirty diaper and playing with its contents, and attacking the teaching assistant staff. Rebecca is a highly autistic youth who functions at about a 3 year old child’s level.

The first thing I did was question why Rebecca was in a dirty diaper on the bus. The school staff told my colleague that Rebecca said “no” to getting her diaper changed. The school staff also stated that Rebecca was having regular meltdowns in the hallways at school so they could not take her outside. The staff also said they were not allowed to touch Rebecca. Rebecca’s outbreaks and violence often resulted in her being sent home. After further discussion, I wondered how much training the educational support staff had to address Rebecca’s specific needs. In addition, Rebecca was being excluded from attending school.

Rebecca’s mother asked me to do some research specifically to help advocate for her daughter’s needs and advice on how to address these needs with the school principal. I looked into the policies and laws dealing with students with special needs. I specifically cited Policy/Program Memorandum No. 119, Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, as it states that our “publicly funded education system is to support and reflect the democratic values of fairness, equity, and respect for all” (Ontario Ministry of Education, 2013). Through Policy/Program Memorandum No. 119, school boards, and teachers, must address barriers to learning that fall within prohibited grounds of discrimination set out in the Ontario Human Rights Code.

Rebecca was facing discrimination against her right to attend school due to her disabilities. After filling my friend in on the details of Rebecca’s rights, I suggested to her that she ask questions on how Rebecca’s specific needs were being met.

Just after New Year’s day I got a call from Rebecca’s mother. The school’s principal started putting measures in place to ensure Rebecca’s needs were being met. The school brought in specialized trainers to train the teaching assistants on how to deal with Rebecca and her outbursts. The school bus windows were changed to unbreakable Plexiglas and Rebecca was fitted with a specialized body suit so she could no longer access her body while on the bus. The teaching assistants were instructed not to allow Rebecca to have meltdowns in the school hallway and told to promptly pick her up and redirect her. The teaching assistants were also told that Rebecca must have regular, daily physical activity, inside and outside of the school, as well as daily quiet time. The teaching assistants were also told to change Rebecca’s diaper immediately after a BM.

The result of this training was impressive. Rebecca stopped banging the bus window because it was too hard on her hands. Rebecca quietly stayed seated until the staff came on the bus to get her. Rebecca stopped having meltdowns because she no longer had an audience to watch her very brief outbursts. Rebecca stopped hitting staff. Rebecca’s behaviour is not perfect but it is manageable. And here is the best part, Rebecca started to ask when she was going to school. I cried when I heard that!

This story shows that with enough support and trained staff, students with behavioural issues and violent tendencies can have their needs met. With this approach, students, staff, and teachers can have good quality school experiences.

I would like to thank Rebecca’s principal for supporting Rebecca’s needs – because this girl wants to go to school.

I ask of all teachers, principals, and school staff to reach out to advocate for students who are not so easy to teach so they can attend school – because this is their human right.

Collaboratively yours,

Deb Weston, PhD

References

Alphonso, C. (January 5, 2019). Educating Grayson: Are inclusive classrooms failing students? The Globe and Mail. Toronto. Downloaded from https://www.theglobeandmail.com/canada/education/article-educating-grayson-are-inclusive-classrooms-failing-students/

People for Education. (September 4, 2018). Changes needed to make Ontario schools more inclusive: Ontario Human Rights Commission policy includes recommendations for province and school boards, People for Education. Downloaded from https://peopleforeducation.ca/research/new-policy-recommends-changes-to-make-ontario-schools-more-inclusive/

Canadian Teachers’ Federation. (July 8, 2018). News release: Lack of resources and supports for students among key factors behind increased rates of violence towards teachers, Pan-Canadian Research Review on Violence in Schools, Canadian Teachers’ Federation, Downloaded from https://www.ctf-fce.ca/en/news/Pages/default.aspx?newsid=1983998942&year=2018

Ontario Ministry of Education. (2013). Policy/Program Memorandum No. 119: Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, Government of Ontario. Toronto. Downloaded from http://www.edu.gov.on.ca/extra/eng/ppm/119.pdf

Elementary Teachers Federation of Ontario. (2019). ETFO Action on Violence in Schools, Elementary Teachers Federation of Ontario. Downloaded from http://www.etfo.ca/DefendingWorkingConditions/HealthandSafety/pages/actiononviolence.aspx

Tammy Axt Communication with Parents and Guardians, Diverse Learning Needs, General

Helping our Parents Find the Supports They Need

This is my first year in the role of classroom teacher for students with developmental disabilities and looking back over the past four months, I have really learned a lot. I have written my first IEPs, programmed for 9 different children and learned new assessment techniques. However, some of the biggest learning I have had was understanding what my families needed help with outside of school.

Parent teacher interviews were very eye opening for me. I introduced some of the community resources available to my families and all of them had never accessed the support they needed before.  Parents spoke about their need for help with funding and support at home. They also spoke about the challenges accessing answers to their questions about having a child with special needs. I was very surprised that all of my families had never had this discussion before as most of my students have had a formal diagnosis for many years and my students have all been in school for eight years.

Then it hit me, before my new job would I have been able to direct my families to the right organization for assistance? The answer would have been a resounding NO! No wonder my student’s families have not received support until grade 6 for this reason. Community resources are not always part of Professional development and often times parents are referred to special education teachers or ESL teachers.

Some may say ISRC or IPRC may be a good time for these conversations, however, it is very intimidating for both families and teachers to attend these meetings in many cases. There are usually about 10 people in the room, most of whom you have no relationship with. It is hard to ask questions or be vulnerable in that environment. Parents often prefer to ask these questions during a conversation with the one person the parent knows and trusts- the classroom teacher.

I did a simple google search to understand what my parents were facing and put in “Special needs support” in my area. The organization that does intake service and assigns case managers for my families came up eighth. This would be the recommended first place to start in my community and I am not sure it would have been possible to figure that out for my parents.  I also explored the government of Ontario’s website’s section for parents of special needs children. It would be incredibly challenging for my parents to navigate. There is very little explanation or resources for parents with children with developmental disabilities compared to the section on autism. The website would not be helpful for my parents in finding the answers that they need.

This year my board funded training for all of our contained teachers to learn about assessment strategies for kids who are on alternative IEPs. Within that training, there was a short portion about community resources for families with special needs. Every single teacher in that room was so grateful to have this relevant and important training that often gets overlooked. Due to this important training, I will be able to support nine families get the caring guidance that is needed. I wish every school in Ontario did this very short information session to help teachers support our families.

 

 

 

Michelle Fenn Behaviour Management, Building Inclusion, Classroom Management, Diverse Learning Needs, Equity, Mental Health, Mindfulness, wellness, Wellness

December…in the Classroom

December is an exciting and often hectic month in classrooms.  Holiday celebrations, snow days and events leading up to the break will provide some added complications to teaching.  Although these are things to consider every day, this time of year can be highly emotional and stressful for students and teachers. Here are some things to consider at this time of year:

1.  Be Flexible There will be many interruptions in the upcoming weeks and some of those events you might find out about over the announcements along with your students.  Go with the flow.  Whatever you had planned will keep until the next day.

2.  Be Culturally Aware and Respectful  There are many celebrations that go on in the month of December and they do not all occur during the two week break.  Be aware and respectful of the cultural diversity in your classroom around this time.

3.  Be Aware and Sensitive to the Needs of your Students  For many students breaks away from the routine and safety of school bring anxiety.  There will be homes in which the holidays provide unrest and economic stress.

4.  Prepare your Students When possible, remember to prepare those students who have difficulty with change in routine for upcoming events (that you know about).  Prepare them well in advance, keep using the visual schedules and calendars right up until the last day before the break.

5.  Keep them Working As much as possible, maintain daily routine and working on deep learning right up until the break.  Some students will sense the loss of routine and take that as a sign that the regular rules only loosely apply.

6. Avoid Busy Work  If you continue to plan deep learning and rich activities, students will stay focused and on task.  If you “write-off” December as a month that nothing meaningful gets done then that will be exactly what happens.  Report cards come quickly after the break so you will want to make sure that what you are working on in the classroom comes from curriculum expectations.

7.  Movie Time It is tempting to try to keep students calm by watching movies in the upcoming weeks.  Remember that whatever the students watch needs to be appropriately approved and should tie to the curriculum in a meaningful way.

8. Breathe December always seems as though it is rushing by at high speed.  Take time to connect with your colleagues in the staff room at break time, go for a walk or just have a quiet moment to sit in your classroom.  It will rejuvenate you for the rest of the day.

9. Extras It is easy to get caught up in the events in December.  You may want to try to avoid taking on extra responsibilities as a new teacher.  It is o.k. just to focus on your classroom.

Above all…

10.  Take Care of  Yourself  Sleep, exercise and nutritional balance are the ingredients for staying healthy through the winter months that are filled with colds and flu.  When you are sick, take the time to recover and be kind and forgiving to yourself.  You aren’t doing yourself, your colleagues or your students any favours by dragging yourself into work when you are ill.

You are almost at the first major milestone in the year.  The mid-point in the year comes during the first two weeks of February.  You can do this!

 

Deb Weston Advocacy for public education, Anti-bullying, Diverse Learning Needs, Gender Equity, LGBTQ2S, Social Justice

Gender Rights = Human Rights

gender theory

Education is one of the foundations of Canadian society … and so are human rights.

In Ontario, education is a “publically funded education system to support and reflect the democratic values of fairness, equity, and respect for all” (Policy/Program Memorandum No. 119, Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, Ministry of Education, 2013).

The Ministry of Education recognizes that factors such as race, sexual orientation, physical or mental disability, gender, and class can create students’ barriers to learning. There is evidence that some groups of students continue to encounter discriminatory barriers to learning. Research shows that when students feel connected to teachers and other students, they do better academically (Goleman, 2006).

So what does this mean to teachers?

Through Policy/Program Memorandum No. 119, school boards must seek out barriers to learning for all students. Teachers therefore must also address barriers to learning due to factors such as race, sexual orientation, physical or mental disability, gender, and socioeconomic status.

Recently, the Ontario PC Party passed a resolution to debate recognition of gender identity which was proposed by Tanya Granic Allen of the Ontario PC party.  The resolution read as follows:

“Be it resolved that an Ontario PC Party recognizes ‘gender identity theory’ for what it is, namely, a highly controversial, unscientific ‘liberal ideology’, and, as such, that an Ontario PC Government will remove the teaching and promotion of ‘gender identity theory’ from Ontario schools and its curriculum.”

The debate of whether this “theory” is “unscientific or not”, is not meaningful to all the students in Ontario who differ in their gender identity. Students who differ in their gender identity exist in our schools and in our classrooms.

I will say this again, students who differ in gender identity are real and in Ontario classrooms. Students who differ in gender identity need to be supported through their human rights and freedoms and need to be protected against abuse and bullying.

By not discussing gender identity in classrooms presents the possibility of students who differ in gender identity not being accepted for who they are and how their difference is also real. Not discussing gender identity in classrooms puts these students at risk of abuse and bullying. Not discussing gender identity in classrooms means that teachers are being asked to pick and choose factors that can be barriers to student learning. Teachers must consider all aspects of the Ontario Human Rights code that include honouring students’ diversity in  race, sexual orientation, physical or mental disability, gender, and socioeconomic status.

In not discussing gender identity, schools who ignore barriers to student learning risk violating the Policy/Program Memorandum No. 119, Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools which advocates for “democratic values of fairness, equity, and respect for all” (Ministry of Education, 2013).

In promoting to “remove the teaching and promotion of ‘gender identity theory’ from Ontario schools and its curriculum” is not going to happen as this statement is against the Ontario Human Rights Code. The Ontario Human Rights Code supersedes any curriculum and therefore teachers can promote human rights within the Ontario Human Rights Code anytime in classrooms. Discussing gender and sexual orientation issues are part of the Ontario Human Rights Code.  

Be aware, that Tanya Granic Allen has a history of odious discrimination against gender and sexual orientation rights, as well as the rights of other religious groups. The Ontario Liberals released a 2014 Granic Allen video which “spewed hatred and homophobia”. The CBC News article (May 5, 2018) states that “Ontario PC Leader Doug Ford says former party leadership hopeful Tanya Granic Allen will no longer be a candidate for the party” and followed with “We are a party comprised of people with diverse views that if expressed responsibly we would respect”. Ford goes on to state that “However, the fact is her characterization of certain issues and people has been irresponsible” but then Ford continues with “She is a welcome addition to our strong and diverse PC team.”

Granic Allen was removed by Ford “as a candidate for the party in the spring election [2018] after controversial social media messages she posted were made public” (Jeffords, November 17, 2018). Granic Allen is not a Minister of Provincial Parliament of Ontario for Bruce-Grey-Owen Sound; Bill Walker, MPP holds that position. Granic Allen, in May 2018, wrote in the National Post that “The accusation by the Liberals and the press that I am somehow against the dignity and human rights of LGBT+ people is a lie” (Granic Allen, May 8, 2018).

Granic Allen also has made comments against, gay marriage and Muslin dress. CBC news cites Granic Allen tweets and blogs dating back to 2013 speaking out “against gay marriage and compares women wearing burkas to ‘ninjas’ and ‘bank robbers.’ (David Donnelly, CBC News, April 10, 2018).

Another article cites Granic Allen as a “kingmaker” for Ford. “Without Granic Allen in the race, Ford wouldn’t have had enough votes to eke out his narrow win over Christine Elliott, and he [Ford] may not have leaned as hard to the right to court social conservative members” (Fitzpatrick, March 14, 2018).

The bottom line is that it does not matter if people differ in their opinions about gay marriage or gender issues, or even Muslim dress; what does matter is that when opinions violate and impact people’s rights and freedoms according to Ontario Human Rights Code, these becomes legal issues.

Respect for all.

Collaboratively Yours,

Dr. Deb Weston, PhD

References

CBC News, (April 10, 2018), Tanya Granic Allen under fire for online comments against gay marriage, Muslim dress, CBC News. Downloaded from https://www.cbc.ca/news/canada/toronto/tanya-granic-allen-under-fire-for-online-comments-against-gay-marriage-muslim-dress-1.4613483

CBC News. (May 5, 2018) Tanya Granic Allen no longer an Ontario PC party candidate after ‘irresponsible’ comments, Doug Ford says, CBC News. Downloaded from https://www.cbc.ca/news/canada/toronto/tanya-granic-allen-no-longer-an-ontario-pc-party-candidate-after-irresponsible-comments-doug-ford-says-1.4650360

Fitzpatrick, M. (March 14, 2018). Who is Tanya Granic Allen, the kingmaker in the Ont. PC leadership race, and what’s next for her? CBC News, Downloaded from https://www.cbc.ca/news/canada/toronto/who-is-tanya-granic-allen-the-kingmaker-in-the-ont-pc-leadership-race-and-what-s-next-for-her-1.4574500

Goleman, D. (2006). Social Intelligence: The New Science of Human Relationships. New York, NY: Bantam Dell, A Division of Random House.

Granic Allen, T. (May 8, 2018). Tanya Granic Allen: I’ve been slandered. It’s time to set the facts straight, The National Post, Downloaded from https://nationalpost.com/opinion/tanya-granic-allen-ive-been-slandered-let-me-set-the-facts-straight

Jeffords, S. (November 17, 2018). Social conservatives say their voice is being ignored at Ontario Tory convention, The Canadian Press. Downloaded from https://www.thestar.com/news/queenspark/2018/11/17/social-conservatives-say-their-voice-is-being-ignored-at-ontario-tory-convention.html

Ontario Ministry of Education. (2013). Policy/Program Memorandum No. 119: Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, Government of Ontario. Toronto.

Ryan, R. (November 17, 2018). Ontario PC Party passes resolution to debate recognition of gender identity, Global News. Downloaded from https://globalnews.ca/news/4673240/ontario-pc-recognize-gender-identity/

Deb Weston Advocacy for change, Advocacy for public education, Diverse Learning Needs

6 Reasons to Say No to EQAO

testing_cartoon

Large scale assessments, like EQAO testing, were developed to support standards-based education reform on the premise of setting high standards and establishing measurable goals in order to improve learning outcomes in education.

This blog highlights how EQAO testing does not achieve its goals and, in fact, hinders learning outcomes, especially in marginalized student populations.

1. EQAO testing is unfair to students with special education or English language needs

In EQAO testing, all students are treated equally. This means that students with low intellectual levels or learning disabilities are made to write the test. Students who have low levels of English knowledge are made to take the test. There are some exemptions for students which are hard to obtain and when students are exempt, students’ tests scores of zero are counted in their school’s overall scores. These barriers to learning result in lowering school’s test scores.

Treating students all the same does not differentiate learning needs. Students who cannot read or write, due to an exceptional learning need are made to take the test. For example, I had one student, who was non-verbal, sit in front of a computer for three hours unable to complete any part of the grade 3 EQAO  test. I have also had students who just came to Canada from a non-English speaking country, sit in front of their EQAO test paper with a blank look. Schools with many special education classrooms or high levels of English language learners have lower school scores, as these students, due to their circumstance, cannot complete the EQAO tests.

The bottom line is that EQAO testing is unfair for many students.

2. EQAO testing is unfair to students with low socioeconomic factors

In EQAO results, there is a direct link between low test scores and low socioeconomic factors. Socioeconomic status impacts language development which results in decreases in vocabulary, phonemic awareness, and an overall ability to read and comprehend text (Perkins, Finegood, & Swain, 2013). In addition, “The family stress model connects poverty with parental emotional distress that affects parenting, whereas the parental investment model involves a focus on basic needs that affects children’s language (Perkins, Finegood, & Swain, 2013, p. 1). The result of this disadvantage of poverty is that schools in areas with low socioeconomic status tend to have low EQAO test scores (Langois, 2017). Schools in wealthier areas tend to have higher EQAO scores than schools in lower socioeconomic areas. 

This is why real estate agents use EQAO test scores to sell residential property – to assess the socioeconomic status of a neighbourhood.

The bottom line is that EQAO measures socioeconomic status. 

3. EQAO does not honour education policy

Through the Policy/Program Memorandum No. 119, Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, it is stated that there is a need for our “publically funded education system to support and reflect the democratic values of fairness, equity, and respect for all” (Ministry of Education, 2013).

The bottom line is that EQAO testing procedures do not “reflect the democratic values of fairness, equity, and respect for all.”

4. EQAO diverts schools’ resources and energy away from meeting students’ learning needs

EQAO testing focuses schools’ resources and energy on doing everything to increase test scores. In my years as a teacher, I find that EQAO takes over schools and students’ learning. Grade 3 and 6 teachers become obsessed with cramming curriculum into the year before the test. Some administrators direct teachers to only teach math and language, while students miss out on social studies and science. Redirecting learning turns teaching into test focused, score based tunnel vision.

This test focused, score based tunnel vision has other impacts on school practices. There is a great deal of documentation in the Ontario College of Teachers citing teachers and principals who have changed students EQAO test answers so their school will receive more favourable test score rankings.

Why do educators cheat? 

Cheating is a big problem in government testing. Teachers and principals alter students’ answers to get better results. Cheating happens internationally. Low test scores in the US have caused teachers and principals to get fired. High stakes testing puts great pressure on educators to produce good EQAO scores.

The bottom line is that EQAO highjacks teachers’ teaching and students’ learning.

5. EQAO is not a standardized, statistically measured test format

EQAO test results are very difficult to decipher and it is often unclear how the test scores really inform educators about student learning.  

Ontario’s Education Quality and Accountability Office, the source of the EQAO testing, does not cite any reliability or validity results that ensure the test questions are actually measuring the intended skills.  A test is valid if it measures what it is supposed to measure. The EQAO website does not cite checks of Test-Retest Reliability, Cronbach’s alpha for measuring of internal consistency, Convergent reliability, or Confirmatory Factor Analysis.

I wonder about the consistency or reliability of EQAO test marking. Reliability in testing means that two identical student answers would be marked the same or in other words, test marking would be consistent. I wonder if EQAO has sufficient test procedures, checks, and tests in place to ensure reliability.

Further, I wonder how much EQAO test scores are used to inform teacher practice. Some schools use the results by breaking down specific areas of need but this takes time meaning in order to do a proper job of this analysis, teachers would need to be released from their teacher duties to do this work. Further, it would be beneficial for teachers to have some knowledge of statistics in order to assess their school’s results.

Ontario students do participate in international testing PISA (Program for International Student Assessment), TIMSS (the Trends in International Mathematics and Science Study), and PIRLS (the Progress in International Reading Literacy Study) and Canada usually does well, ranking in the top 10. Note that some of the scores in the Asian countries do not reflect all students as poorer students or students with disabilities do not participate in this testing for many reasons. Canada still does well compared to those countries.

Finally, I also wonder why a statistically minded organization like EQAO uses the words “standardized” tests to describe their testing. To be standardized, these tests would have to be statistically normalized on a bell curve like CAT (Canadian Achievement Test) and CCAT (Canadian Cognitive Ability Test) tests.

The bottom line is that the EQAO test structure is not statistically reliable or valid.

6. EQAO testing costs offers questionable return on investment

In considering the above points, EQAO offers questionable return on the public’s investment. EQAO testing cost $30,000,000 in 2014. That’s a lot of money that the province could be using to fix schools.

My question: Do the EQAO test results merit $30 million dollars worth of data?

Overall, I do not see the value of EQAO testing. As a teacher, I have never used the scores – sometimes I never get to see the scores.

Let’s put our education dollars into areas where the funds can improve learning. The real estate agents will have to think of another way to sell residential listings.

Collaboratively Yours,

Deb Weston

References

Alphonso, A. (April 21, 2018). Government-commissioned report recommends Ontario should phase out Grade 3 EQAO test, Globe and Mail. Toronto. Downloaded from https://www.theglobeandmail.com/canada/article-government-commissioned-report-recommends-ontario-should-phase-out/

Hassan, F. (February 6th, 2014). It’s time to scrap province-wide testing, Toronto Sun. Downloaded from https://torontosun.com/2014/02/06/its-time-to-scrap-province-wide-testing/wcm/dc995597-1dd0-4fa4-8afb-801a797611d3

Langois, H. (2017). Behind the Snapshot: Teachers’ Experiences of Preparing Students in Lower Socioeconomic Status Schools for the Ontario Secondary School Literacy Test. University of Toronto, Ontario.

Ontario Education Quality and Accountability Office. (2013) Top Reasons Standardized Testing in Ontario and the United States Are Not Comparable, Education Quality and Accountability Office, Ontario. Downloaded from http://www.eqao.com/en/about_eqao/media_room/communication-docs/infographic-EQAO-US-Comparison-print-version.pdf

Ontario Ministry of Education. (April 22, 2013). Ministry of Education Policy/Program Memorandum No. 119: Developing and implementing equity and inclusive education policies in Ontario Schools, Ontario Ministry of Education. Downloaded from http://www.edu.gov.on.ca/extra/eng/ppm/119.pdf

Perkins, S. C., Finegood, E. D., & Swain, J. E. (2013). Poverty and language development: Roles of parenting and stress. Innovations in clinical neuroscience, 10(4), 10.

Wong, A. (2016). Why would a teacher cheat? The Atlantic.

 

Deb Weston Curriculum Planning, Differentiated Instruction, Diverse Learning Needs, Learning About Your Students, Social Justice

Barriers to Student Learning – An Overview

Priviledge

Education is one of the foundations of Canadian society. If you are wondering why your board is addressing issues of equity and inclusion recently, a policy/program memorandum has impacted the way Ontario public school boards are conducting their business of education.

Through the Policy/Program Memorandum No. 119, Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, it is stated that there is a need for our “publically funded education system to support and reflect the democratic values of fairness, equity, and respect for all” (Ministry of Education, 2013). The Government of Ontario has established three core priorities in education:

  • high levels of student achievement
  • reduced gaps in student achievement
  • increased public confidence in publically funded education (Ministry of Education, 2013)

In “providing a high-quality education for all is a key means of fostering … diversity is affirmed within a framework of common values that promote the well-being of all citizens” (Ministry of Education, 2013). The Ministry of Education recognizes factors such as race, sexual orientation, physical or mental disability, gender, and class can create barriers to learning. There is evident that some groups of students continue to encounter discriminatory barriers to learning. Research shows that when students feel connected to teachers and other students, they do better academically (Goleman, 2006).

Through Policy/Program Memorandum No. 119, all publically funded school boards are required to address equity and inclusive policies covering in three areas of focus including:

  • shared and committed leadership by the ministry, boards, and schools to eliminate discrimination through the identification and removal of biases and barriers
  • equity and inclusive education policies and practices to support positive learning environments that are respectful and welcoming to all
  • accountability and transparency with ongoing progress demonstrated and communicated to the ministry and the community (Ministry of Education, 2013)

The policy further goes on to state that “school board policies must be comprehensive and must cover the prohibited grounds of discrimination set out in the Ontario Human Rights Code. The code prohibits discrimination on any of the following grounds: race, colour, ancestry, place of origin, citizenship, ethnic origin, disability, creed (e.g., religion), sex, sexual orientation, gender identity, gender expression, age, family status, and marital status” and the intersectionality that may occur within this list (Ministry of Education, 2013).

So what does this mean to teachers?

School boards must seek out barriers to learning for all students. Teachers therefore must also address barriers to learning due to factors such as race, sexual orientation, physical or mental disability, gender, and socioeconomic status.

Through Policy/Program Memorandum No. 119, school boards, and teachers, must address barriers to learning that fall within prohibited grounds of discrimination set out in the Ontario Human Rights Code. This policy will impact all ways Ontario teachers conduct their business of education.

In the next few blogs, I will address some of the barriers to learning that students face based on their race, sexual orientation, disability, gender, and socioeconomic status.

If you would like me to address barriers to learning for a specific student group, please provide a suggestion below.

Collaboratively yours,

Deb Weston

References

Goleman, D. (2006). Social Intelligence: The New Science of Human Relationships.-New York, NY: Bantam Dell, A Division of Random House.

Ontario Ministry of Education. (2013). Policy/Program Memorandum No. 119: Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, Government of Ontario. Toronto. Downloaded from http://www.edu.gov.on.ca/extra/eng/ppm/119.pdf

Kim Cousin Assessment, Constant Learning, Curriculum Planning, Differentiated Instruction, Diverse Learning Needs, Flexible Classroom, Inquiry, Inspiring Students, Learning in a Real Life Context, Math, Planning, Professional Learning and Growth

Education Acronyms

PLC, IEP, TPA,…. Just a few acronyms in the world of Ontario education. I managed to complete the expectations of those three letter words, this month.

WOW! Some may say, “What are you talking about?”, others may say,” HOW?!”

As a person who is a futuristic thinker, I am continuously planning, creating lists and maximizing my energy.  I plan each weekend to complete a portion of the upcoming expectations for the month. This past month, I spent time creating unit plans to ensure a smooth sail through the four Junior and intermediate Math classes I teach.  While knowing that IEP’s (Individual Education Plans), are due in early October and help me understand my students. I reviewed and updated these a few at a time.

Yes of course this is my TPA (Teacher Performance Appraisal) year. Things have changed since I graduated from Teachers College.  I was just as nervous as my first evaluation.  This one was much different because I have learned many new teaching strategies, and ways to interact with all the people we come in contact within our profession.  I look at each year with a lens of the time. October, pumpkins are in season.  Pumpkins are a great way to create a hands on unit in Math for all grades. If you are still learning about making the many connections to the Big Ideas, there are many units on the web.  This is a perfect topic to bring excitement into the class, being aware of all the variables from cleanliness, to the use of sharp objects, and social skill development for group work.  This TPA in my umpteenth year of teaching was successful. After I reviewed my assessment, I realized some things still need work.  I need to clearly connect to daily learning goals to guide the directions of my students and their exploration. I also want to find a way to create easily displayed information charts/word walls that can travel from class to class? Keeping abreast of recent research and data helps.  A specific focus is important  so ideas don’t become lost in the many theories of our closely connected world (www).

This year I’ve noticed my board is using Monthly meetings and PD (Professional Development) days to facilitate PLC’s (Professional Learning Communities).  To my advantage, our focus is on math.  The discussion and connections for all help create a purposeful direction in our teaching and learning.  The superintendents and lead teachers carefully create PD to learn from and directly effect board and school goals. As a team, we have each other to support our teaching and direction.  If communication is continuously supported in meetings, this assists in sharing and supporting each other and the growth of our students and programs. Some of my observations from these meetings are: Don’t get rid of the old…some strategies are still good. Things are changing quickly. It’s admirable to see colleagues rise to new and connected positions while keeping valuable connections.

At the beginning of the month, I was apprehensive about completing these monthly tasks.  Tah Dah…another successful month as an educator.

Links:

Learning for All: http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf

Planning for Learning: 

http://www.etfo.ca/SupportingMembers/Resources/ForTeachersDocuments/Planning%20for%20Student%20Learning.pdf

TPA: http://www.edu.gov.on.ca/eng/teacher/pdfs/TPA_Manual_English_september2010l.pdffbclid=IwAR3rtRjDQ50iFr81Lb45e9SXuzhXJebIzEdjFhzqIFTNqtvnw_IMaGV-V3kspecific links

http://www.etfo.ca/SupportingMembers/Professionals/Pages/ALP.aspx

Pumpkin Unit Ideas:

Ultimate Collection of Pumpkin Math Ideas for K-12

Kim Cousin Assessment, Building Inclusion, Classroom Management, Communication Tools, Communication with Parents and Guardians, Curriculum Planning, Diverse Learning Needs, Inspiring Students, Learning About Your Students, Making a Difference Through Education, Mental Health, Special Education

Building a Community

School begins by building the student community. We invite guardians into the space and include them in building the environment.  Often this is done with a newsletter or email introducing the subjects and the adults whom have contact with each child.  Any special events or classroom supplies are mentioned to assist students with a successful transition into the new year. September is a great time to host a, “Meet the Teacher” event. This is a time when family are invited into the school.  They are able to see where their child is spending 1500 minutes a week. They are able to see what students are doing and where they do it.  Samples of the work students produce are displayed in and around the school. The learning environment set up and seating arrangements are unique to each area. Some educators will include special items to make the space inviting and safe.  These objects, such as specific lighting, and seating will be board approved to meet Health and Safety standards.

Getting to know the students begins the moment your class list is in your hands.  Every educator is responsible for reviewing and updating the IEP’s (Individual Education Plans) of their students.  This can provide valuable information about one’s learning.  A survey or the wonderful, “One Page Profile” is another way students can share more about themselves. This is complimented by a conversation with the individual.  Each board suggests specific assessment in each subject.  As an educator choose the assessment that will be most valuable to your curriculum direction and the individuals you are educating. Ensure it will provide information to direct your year plan and understand your learners.  Continuous contact with guardians is important to help develop the necessary inclusion of those in the student’s community. Some educators will call each home at the beginning of the year to introduce themselves. Some will send home a letter with information about themselves and the class.  Each day includes a variety of interactions.  If you begin slowly with non threatening activities that keep students within their comfort level, they will grow to be more receptive of inclusion and community building. The community circle for these students includes peers, educators, support staff, custodians, administrators, family members and many more. Community involvement helps grow the circle of support.

My year began in a similar way.  As I was gathering information and building the school community I reflected on many of the unique situations our students encounter.

One students’ parent has a brain tumour, another child’s father died in a motorbike accident yesterday. One individual got their first goal in hockey, and another preformed as a main character in the local theater group.  Everyone including your peers bring something different to their day.  It is important that what you see in that individual, may not be what is actually going on. Empathy, patience and a smile every morning can make wonders in a person’s life. The small steps of communication and goal setting will provide the school group with a strength based community who will support each other when they feel others care.

This is a valuable time to build the community in order to provide a safe supportive space for all. Congratulations on setting the stage and tone for the valuable learning that will happen this year.

 

https://www.friendshipcircle.org/blog/2012/11/20/10-items-every-special-educator-should-have-in-their-classroom/

http://www.sheffkids.co.uk/adultssite/pages/onepageprofiles-1.html

http://www.edu.gov.on.ca/eng/general/elemsec/speced/individu.html

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/group-work/group-work-classroom-types-small-groups

 

Will Gourley Constant Learning, Diverse Learning Needs, Gender stereotypes, General, LGBTQ2S, Making a Difference Through Education, Modern Learning

Departure

A friend shared their thoughts on why cars have huge windshields? To them, it was so drivers and passengers could get the widest/fullest view of what was to come on the road ahead.

They added that the rearview mirror was smaller because it was meant to serve only as a reminder of the road already traveled, and that our focus would be best fixed on the future rather than what has happened in the past.

As part of our role as lead learners in the classroom we are constantly asked to prepare for our students for the future. How well are educators preparing for the future when they are equipping themselves with prescribed resources that are older than their learners? At times it seems like the rearview mirror is blocking the entire windshield. For some, the road ahead is so cluttered by the past that it’s hard to see at all.

https://www.flickr.com/photos/ashleybuxo/15321215129/ CC by-SA 2.0
https://www.flickr.com/photos/ashleybuxo/15321215129/ CC by-SA 2.0

I wonder what it would be like to drive where the only view was like a peep hole on a door?

In itself, there is nothing wrong with using a tried and true resource in the classroom. We all have our favourites. My friend said that they use the windshield-rearview mirror analogy when they speak with people who are nervous about taking risks or are so stuck in the past that they are forgetting to live in the present or consider what’s coming.

What I am suggesting is that it should never come at the peril of losing sight of the future and our surroundings based solely on what has worked or been purchased in the past. Our schools are full of textbooks that are outdated the moment they are published. How are you keeping learning fresh and moving forward in your classroom when it comes to resources? I have cycled Language and Math resources this year. I try to give my students something fresh that has not been recycled from previous years’ plans. It took some time and searching, but the energy, encouragement, and engagement have been worth the effort.

As we wind down the instructional year, it might be a good idea to say goodbye to some old friends in order to welcome in some new ones. You might discover something new that has been waiting for you and if not a change is always as good as a rest. I get that change is difficult. I know that veering off of a familiar path can cause many to worry over the uncertainty. I promise that the destination will be worth the decision to make that departure. Make sure you have lots of windshield washer fluid to wash the bugs off on your journey. After all, you want to see the amazing destinations waiting on the road ahead. Bon voyage.

The post within a post

When I wrote this piece, I was intentional with my pronoun choices. In the opening paragraphs, they, them, and their were used instead of she, he, his, and her. I learned this from a wonderful PD session with a former student from the YRDSB who spoke on gender fluidity with our school staff. I mention this here to point out that the use of them, their, and they would serve us well in our writing to recognize that gender and identity are still often not being considered in all spaces, and that our ability to be inclusive and open can be challenged and stretched even further.

If you would like to see more about this please check out this amazing student voice talk by Noah Gibson shared at the YRDSB Quest for Well-being A Collective Responsibility.

Thank you for reading.