School board presents plan to address lacklustre EQAO performance

CONNOR LUCZKA, Local Journalism Initiative Reporter

The Avon Maitland District School Board (AMDSB)’s recently released EQAO results left something to be desired, however leadership says it has a plan to address the shortfall.

Each year, numerous standardized tests take place through the Education Quality and Accountability Office (EQAO) across Ontario in Grade 3, Grade 6 and Grade 9. They measure students’ reading, writing and mathematics levels.

The results for the 2023-2024 school year were released in October of last year, showing math scores in particular were trailing for AMDSB. Only 48 per cent of Grade 6 students in its schools met  or exceeded the provincial standard. That number dropped to only 43 per cent for Grade 9 students.

That rate is lower than the provincial average. In English-language schools in the province, 61 per cent of Grade 6 students and 50 per cent of Grade 9 students met the standard.

“I think it's important to recognize that EQAO, the testing that occurs over the course of the year, does not happen in isolation,” Graham Shantz, director of education with the board, said at the most recent Dec. 10 meeting where leadership presented its plan to address the low numbers. “These are standardized tests that happen across the entire province of Ontario but they are done at specific times, but they are really a reflection of the curriculum that is being taught on a daily basis in our classrooms.”

To specifically address the math shortfall, seven schools have been identified as priority schools in the Math Action Plan based on EQAO results over a three-year period: Central Huron Secondary School, Howick Central School, Hullett Central Public School, Mornington Central Public School, North Perth Westfield Elementary School, Romeo Public School and Stephen Central Public School.

All these schools are provided with more supports, such as a math coach in all schools and digital math tools to support learning in school and at home.

Additionally, a number of professional development days for educators will be focused on math and strategies for teachers with low-performing students are available.

Shantz explained to the board that the low rates did not occur in a vacuum.

“If you go back 10, 15 years ago, a much greater focus or a great portion of dollars to support was on the literacy components,” Shantz explained. “So, it has been more recent and, again, I'm talking in the last five years, that focus has increased more on mathematics. … We've been focusing longer on literacy, and I literally mean over a decade to 15 years, whereas mathematics has always been important, but the funds and the focused attention hasn’t been at the same level.”

Additionally, to address the whole EQAO results, six priorities are listed in the plan: equity and inclusion (having culturally relevant pedagogy to meet each student’s individual needs), mindsets for success (encourage a supportive mindset by fostering positivity), data analysis and professional learning (data-focused supports), practice (expose students to EQAO type questions throughout the year), intervention support (identify students at risk and develop plans accordingly), and family engagement (encourage families to understand the assessment).

Nearing the end of the presentation, trustee Bruce Whitaker asked when or how the board, the schools and parents will know if these strategies are working.

Superintendent Riley Culhane said results can already be seen.

“We have evidence that the work that we're doing is making a difference, and we can see in the results from our targeted schools,” Culhane said. “So, if we look at those seven targeted schools that have access to math coaches and additional release time and resources, we are seeing gains in all those schools.”

To see the region’s EQAO results as well as individual scores for each school, visit www.eqao.com/results/?orgType=B&mident=66010&yearnum=2024.