J.G. Workman - Toronto District School Board

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The Toronto District School Board (TDSB), in partnership with students, parents, teachers and all our communities, is committed to taking responsibility for continuous improvement of schools. This is achieved through: ♦ ♦ ♦ ♦ ♦ ♦ ♦ Languages - English, English as a Second Language, and French Mathematics, Science and Technology Arts - Music, Visual Arts, Drama and Dance Social Studies, Health and Physical Education; in Grades 7-8: History and Geography, Family Studies and Guidance A variety of special education programs and services are offered to meet the needs of all students, including students with exceptionalities, such as behavioural, communication, intellectual, physical and multiple learning disabilities. Students' exceptionalities are identified through a formal review process undertaken by an Identification, Placement and Review Committee (IPRC). ♦ ♦ ♦ ♦ Dance: Concert & Performances Dramatic Arts: Live Production/Play Music: Band, Choir, Music Concerts / Performances, Recorder Visiting Artists: Drama, Music, Prologue to the Performing Arts, Visual Arts ♦ ♦ ♦ ♦ ♦ Cross Country Running Flag Football Soccer Track and Field Volleyball ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ Basketball Cross Country Soccer Track and Field Volleyball Board Games Environmental Library Sound, Light and Stage Crew Student Newspaper Club/Yearbook Club ♦ ♦ ♦ Athletic Council P.A.L.S. Playground Activity Leaders in Schools Student Leadership: Grade Eight Leaders, PALS, Office Helpers ♦ Skills Canada ♦ ♦ ♦ Camps: Leadership, Outdoor Education Fundraisers: Jump Rope for Heart, Terry Fox Run Social Skills: Character Development Program, Second Step, Tribes ♦ ♦ Remedial Literacy Program Remedial Numeracy Programs ♦ ♦ Quest for Excellence (Q4E) Sector Council ♦ ♦ ME - Multiple Exceptionalities MID - Mild Intellectual Disability J.G. Workman Public School School Year: 2009-2010
Information about the success of our programs comes from a wide variety of student assessments. These assessments are based on clear expectations for all learners, consistent with those described in The Ontario Curriculum. The primary purpose of student assessment is to improve learning. Assessment has the greatest potential to improve learning when it is an integral part of classroom activities. Teachers assess student progress towards achieving the expectations on an ongoing basis by using strategies such as projects, class presentations, homework assignments, classroom observations, portfolios of student work, and tests. Schools use assessment information and information from other sources to make informed decisions for school improvement planning. Schools identify areas of strength as well as areas that require improvement. Input is obtained from a variety of sources such as student assessments, teacher feedback, parent feedback, and community surveys. In this way, schools monitor, celebrate and improve their efforts in providing a supportive and challenging learning environment for all their students. The staff in consultation with a number of different sources have developed the following Plans For Growth. We have included the results from the following sources: ♦ EQAO results ♦ D.R.A. results (SK -3) ♦ Casi results (4 - 8 ) ♦ Literacy and numeracy review ♦ In-school working committees ♦ TDSB staff development opportunities J.G. Workman is initiating and implementing focussed components in the following areas: Literacy and Numeracy The staff and students will continue to implement and assess quality curriculum. ♦ provide teacher training in; balanced reading program, Reading Recovery, Ontario curriculum, Developmental Reading Assessment strategies( D.R.A.) and Casi ♦ purchase and use new and relevant teaching materials ♦ identify at-risk students in Gr. 1 ♦ offer Methods and Resource Teacher( MART) and Home School programs that focus on language and Numeracy development in the Ministry strands ♦ implement a variety of assessment techniques ♦ use a Mathematics Room which will house new and existing resources to aid learning Information Technology ♦ ♦ ♦ ♦ practise responsible use of ICT systems, information and software use a range of ICT tools for research, inquiry, problem solvinf\g, decision making, creativity,communication and collaboration use ICT to communicate knowledge in a variety of forms and media, for different purposes and audiences use and transfer ICT knowledge to locate, retrive, organize, manipulate, analyze and evaluate information Design and Technology ♦ ♦ ♦ integrate problem solving, designing and building across the curriculum use a Science and Technology Room to house and facilitate use of new and existing resources provide In-service opportunities for staff on a regular basis Personal and Social Responsibility The staff, students and community will work together to develop positive self esteem and responsible citizenship in our students. ♦ participate in co-curricular activities ♦ provide student recognition opportunities ♦ foster student leadership (house league, playground, recess, Leadership Camp for Senior students ♦ promote staff committees ♦ implement Second Step (JK-Grade 8) ♦ implement Agenda/Homework Planners (Gr.2-8) The staff and students will continue to explore and use technology as a learning tool. ♦ use computer skills regularly in the lab and classooms (key boarding, word processing) J.G. Workman Public School School Year: 2009-2010
Page 1: 487 Birchmount Road Scarborough, M1

J.G. Workman - Toronto District School Board

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