A Grade 6 EQAO learning session brought Durham Catholic educators together on November 9 to examine assessment evidence and ways to make literacy and mathematics instruction more accessible.
The Durham Catholic District School Board reported on the gathering on November 11. DCDSB Academic Services and Student Services facilitated the professional learning alongside Education Quality and Accountability Office outreach officer Diana Hong.
Connecting data with classroom support
Participants reviewed Grade 6 achievement and attitudinal data, connecting the findings with the board’s work to reduce achievement gaps for students with special education needs.
The session explored Universal Design for Learning and the responsive use of assessment information. The board described practical examples, discussion and resource carousels as ways for educators to consider how classroom practices can remove barriers and respond to different learning needs.
Literacy and mathematics strategies
Direct instruction, flexible small-group teaching and purposeful practice were particular areas of focus. Educators considered how these approaches could support literacy and mathematics learning throughout the school year.
According to the board, the work was intended to help students develop skills, confidence, independence and stamina. The announcement describes teacher learning and instructional approaches; it does not report new student test scores or claim that achievement gaps have already closed.
This Grade 6 EQAO learning event was a separate November gathering from the board’s October professional-development session for Grade 3 educators. It was also distinct from the family webinars offered to parents and guardians this month.
The official board report provides the account of the November 9 session. No new testing date, school-by-school result or change to provincial assessment requirements was announced.
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Featured image: original conceptual editorial illustration, not documentary photography.
