Achievement and SIP

Measures of Student Achievement and Success

Student achievement is measured in many ways at Stonecrest Elementary School. Ongoing classroom assessment forms the foundation of our student evaluation policy. In addition to summative evaluation like tests, end of unit tasks and projects, evaluation for learning includes a variety of data. This data can take the form of classroom aptitude and interest tests, observations, student self-evaluation, teacher/student interviews, rating scales, checklists, inventories, questionnaires, participation charts, peer and group evaluations, and parental input during interview sessions and portfolios. Our teachers work collaboratively to ensure program implementation in all subject areas of the Ontario Curriculum. Exceptional students benefit from Individual Education Plans (IEPs) designed to meet their needs. Programs are differentiated in the classroom to ensure success. School–wide reading assessments are administered using PM Benchmarks for Primary English students, GB Plus for Primary Early French Immersion students and CASI for Junior and Intermediates. Junior and Intermediate Early French Immersion students are also assessed with Evaluation Rapide de Comprehension en Lecture. Our students also participate in provincial testing (EQAO) in grade 3 and grade 6. Students, according to their identified needs, are accommodated. The most current results are on following pages.

School Improvement Plans and Initiatives


The staff at all grade levels (Kindergarten to Grade 8) has collaborated to promote critical literacy across the curriculum through the development of common rubrics and teacher moderation (shared assessment). In critical literacy, students are encouraged to analyze the author’s intent, determine perspective and evaluate the effectiveness of a message. Staff are embedding strategies into their teaching that develop skills in questioning, evaluating and responding so that students can support their thinking after reading a text. Students are provided with opportunities to engage in accountable talk with each other about what they’re thinking and learning in order to develop higher order thinking.


EQAO and other assessment data are reviewed to determine specific areas of need in numeracy. Our current focus is to develop critical thinking skills in problem solving: e.g. choosing an appropriate strategy and applying numeracy skills to achieve a reasonable answer. Again, students are provided with opportunities to engage in accountable talk with each other about what they’re thinking and learning in order to develop higher order thinking. We continue to enhance current programs established across the grades through:

  • communicative skills: math journals, oral responses, modeling appropriate terminology, programs in the Computer Lab that reinforce Math concepts taught in the classroom.

  • numeracy skills: mental math, repetition, and through problem solving, math puzzles and use of manipulatives.

Character Education

We are a Community of Character at Stonecrest. Staff and students support the positive atmosphere at school, in class and on the playground through the reinforcement of universal values (respect, honesty, responsibility and fairness). We ensure mechanisms are in place for intervention, prevention, and support of students, staff and the school community. Staff discuss, facilitate and participate in positive behaviour, progressive discipline and bullying prevention initiatives. They collaborate with parents, the school resource officer, the school social worker and other resource personnel to discuss conflict resolution skills, problem solving and positive choices. Programs such as the Intermediate Orientation Week assist students and staff in developing a caring learning community and build skills that help to sustain it. We continue to ensure that character development is embedded in all that we do.


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