The following data sets allow us to disaggregate, triangulate, check for understanding, and assist in choosing instructional strategies to improve learning as a foundation and learning as a process. This data is updated and supports other sources of information needed to complete a picture of learning and wellness at WSS.
Large scale data tells us about the achievement of ALL students in our school including:
- The number of students receiving provincial scholarships increased significantly in 2016 and 2017.
- The number of students receiving ELL support continue to increase; numbers for 2017/18 are 26.
- Distribution of letter grades (C+ or better) for English courses is approximately 90%.
- Readiness Levels provided indicate an increase in the number of students meeting specific core learning targets. Of those that are not meeting core learning targets, several reasons have been identified including alternate programming options resulting in grade-level courses being delayed until the following year(s) and students receiving school leaving certificates. This is not illustrated in this evidence but is accounted for when triangulated with other data sources.
- Evidence suggests an upward trend in grade-wide transitioning at WSS.
- Student responses in both Grades 10 and 12 show a drop in response to the questions: “At school, do you have opportunities to work on things you are interested in…” and “As part of your coursework, are you encouraged to include learning activities that happen outside of your classroom.” (2016 Satisfaction Survey Data)
- Contribution and Collaboration are identified by students as being competencies that require further development. (2017 Our School Survey Data)
- Presentations of Learning continues to be identified as the most popular means for students to demonstrate their learning (2017 Our School Survey Data).
- WSS students with moderate to high levels of anxiety in Grades 8, 10, 11, and 12 are above Canadian norms and continue to rise. Grade 9 is at the Canadian norm of 17%, however, as a school, WSS has 24% of the students participating experiencing significant levels of anxiety. Positive teacher-student relationships are on par with Canadian norms with the exception of Grade 12. Some students are disengaging from school as a result of anxiety and depression (2017 Our School Survey Data).
- Evidence implies that students at WSS consider Presentations of Learning, Portfolios, and Video demonstrations effective means to demonstrate learning (2017 Our School Survey Data).
- 74% of students speak English at home; 2% speak French; 11% speak another language.
- Evidence suggests 67% of students surveyed feel they have high skills and are challenged in Language Arts, Math, and Science; however, 21% feel they are under-challenged given their skill sets. 9% feel they are challenged and underachieving.
Examples of Data Collected and Triangulated
English 10 Blended Marks
English 12 Blended Marks
Midterm Reporting November 2017
Provincial course comparisons between male and female percentages in the areas of Provincial Exams (Exam) and Blended Marks (Blended) of students receiving a C- or greater and a C+ or greater in English 10. Included are the number of Failures in each category.
English 10 Provincial Exam scores for males improved 41% (C+ or better) – 2016
English 10 failures were males only – 2016
Provincial course comparisons between male and female percentages in the areas of Provincial Exams (Exam) and Blended Marks (Blended) of students receiving a C- or greater and a C+ or greater in English 12. Included are the number of Failures in each category.
Eng. 12 male achievement on Provincial Exam scores declined 45%.
Cohort Data Ranging from Grades 6 – 8 Male and Female Achievement in English
Comparison Between 2016 (Grade 8) and 2017 (Grade 9) English Cohort
School-based Grade 9 Writes
Our Schools Engagement Survey Data
Social Emotional Outcomes
Examples of Triangulation