| Ensuring fidelity of curriculum implementation and use of instructional assessment practices with a proven track record of enhancing student achievement |
Prioritize understanding of the curriculum, and the continuum of learning across grades
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Implementation:
- Board Math Lead, Numeracy Intervention Teachers and Numeracy Consultants attending Ministry of Education monthly Math Content Knowledge Learning Series for Grades 3, 6, and 9.
- Math Hub professional learning community for priority schools in November, February and April.
- Ongoing Numeracy Intervention Teacher support in priority schools. Numeracy Intervention Teachers allocated to schools starting in late September.
Intended Impact:
- Board Math Lead, Numeracy consultant and Numeracy Facilitator build content knowledge for teaching Mathematics and share with educators and administrators through Math Hubs, PA Days, Lunch and Learns and other professional development opportunities.
- Increased educator content knowledge for teaching Mathematics. Educators and administrators in priority schools to implement a variety of high-impact instructional strategies.
- Intervention teachers to collaborate with educators in priority classrooms to share best practices and resources. Intervention teachers to also support implementation of digital resources such as MathUP and Mathia.
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Align resources, including staffing, with mathematics priorities
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Implementation:
- Hiring the following positions:
- Board math lead (1.0 FTE)
- Math consultant (0.8 FTE)
- Intervention teachers (2.2 FTE)
- Numeracy support teacher for students with special education needs (1.0 FTE)
- Intervention teachers are connected to priority schools in targeted grade 3 and 6 classrooms to have immediate and lasting impact on student achievement. Numeracy Intervention.
- Teachers are allocated to priority schools on a bi-weekly basis to co-plan, co-teach and support student learning.
- Intervention teachers perform diagnostic assessments to identify areas of need and work directly with students to address learning gaps.
Intended Impact:
- Staffing is designed to create alignment and coherence in the development and implementation of the Mathematics Achievement Action Plan.
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Concrete learning tools are purchased and deployed to support student understanding of mathematical concepts
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Implementation:
- Purchase Mathia (Zorbits Math/Mathstoria) licenses for all targeted classrooms in priority schools for the 2023-24 school year.
Intended Impact:
- Targeted classrooms in priority schools are provided with a variety of curriculum-aligned resources to engage learners, both in the classroom and at home.
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Provide guidelines, resources and supports for mathematics curriculum-aligned, long-range, plans, unit, plans, and lesson plans
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Implementation:
- Scope & Sequence documents
- MathUP My Path
- Ministry planning templates
- Ministry of Education High Impact Instructional Practices resource shared with administrators at Director’s meeting and with educators on the Oct 6, 2023, Professional Development Day.
Intended Impact:
- Scope and sequence plans are available for all grades 1-9 and split grades to ensure full curriculum coverage and alignment within and between schools.
- MathUP Resource licenses purchased for all teachers, grades 3-9 to provide long-term planning tools, diagnostic assessments, lesson plans, rich tasks and formative assessments.
- Ministry long-range planning templates shared with educators to provide access to planning tools to educators to set up their mathematics programming.
- Educators conduct an audit of the instructional practices students are experiencing in their mathematics learning and work to provide a variety of learning experiences for students.
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Leverage digital math resources to support curriculum-linked practice at home
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Implementation:
- MathUP
- TVO Learn
- Math at Home
- DCDSB Math Twitter
- DCDSB Math Website
- Mathia Online Resource
Intended Impact:
- MathUP resource shared with educators on the October 6 PA Day, highlighting practice opportunities for students to build essential mathematics skills at home.
- Renewed focus on ensuring parents are aware of the free tutoring available to Ontario students in grades 4-12 through TVO Learn.
- Math at Home program provided to support student learning outside of the classroom.
- DCDSB Math X (Formerly Twitter) page leveraged to share resources for educators and families and problems of the week.
- Revision of the DCDSB Mathematics website with a focus on providing parents with information about the mathematics curriculum, tools and resources to support student learning at home, and access to the free TVO Learn online tutoring.
- Mathia licenses purchased for all students in targeted classrooms in all priority schools to provide students with access to curriculum-aligned practice and skill-building at home.
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| Engaging in ongoing learning to strengthen mathematics contact knowledge for teaching |
Utilize student achievement, data, and student work to establish focus areas for mathematics, professional learning
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Implementation:
- Analysis of historical student EQAO and Report Card achievement data.
- Complete diagnostic assessments with all grade 3 and 6 students in priority schools and in grade 9 classrooms to identify areas of need and marker students.
Intended Impact:
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Use of historical student achievement and attendance data to identify areas of focus for teacher content knowledge and student engagement initiatives.
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Numeracy Facilitators use diagnostic assessments in priority schools to identify student strengths and areas of concern. Transition Intervention Teachers perform diagnostic assessments in grade 8 and 9 classrooms to identify learning gaps in students during transitional years.
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Understand the importance of the relationship between mathematics content knowledge and effective, mathematics instruction, as it relates to student achievement
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Implementation:
- Summer Institute offered to educators in Aug 2023 to deepen content knowledge.
- Math Professional Development sessions with principals, educators, parents and other stakeholders.
- Mathematics presentations at Director’s Meetings with Principals and Vice Principals, Program Support Teacher meetings, Special Education Advisory Committee meeting, DCPIC meeting and various school-based family math nights.
Intended Impact:
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Prioritize mathematics contact knowledge for teaching in professional learning opportunities, and in allocation of resources, including staffing
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Implementation:
- Program Support Teacher numeracy training at monthly PST meetings around mathematics content knowledge, use of manipulatives, and mathematics instructional practices.
- New Teacher Induction Program - Math Training Sessions
- STEM Bins Allocated to schools to promote coding and hands-on learning.
- ECE Allocation of Botley Robots to promote Coding.
- Lunch & Learn sessions, fall and winter 2023-2024.
Intended Impact:
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Program Support Teachers receive regular mathematics professional development to support students with diverse learning needs.
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New teachers are supported in implementing high-impact instructional practices into their mathematics programming.
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Schools have resources to promote hands on learning in mathematics, science and coding.
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Early-years students have access to hands-on learning opportunities around coding.
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Educators have access to professional learning opportunities to build math content knowledge and instructional skills.
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| Knowing the mathematics learner, and ensuring mathematical tasks, interventions and supports, are relevant and responsive |
Align Math Improvement Action Plan with board improvement planning, including using student assessment and demographic data to identify areas of focus
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Implementation:
- Inspire 2026 district improvement plan
- Collection of historical and current student attitudinal data re mathematics
- EQAO data to identify gender gaps, supporting students with special needs
- CBM diagnostic data
Intended Impact:
- Inspire 2026 to provide system direction and alignment and coherence at the district, school and classroom level.
- EQAO Attitudinal data in all schools analyzed and used to set direction about improving students’ attitudes towards mathematics learning. Baseline attitudinal data to be collected from priority schools to set direction around interventions.
- EQAO achievement data to be disaggregated by gender and special education needs to identify areas of concern and set direction for future professional learning.
- CBM diagnostic tool available to all teachers and conducted in all priority classrooms by Numeracy Intervention Teacher. Assessment results used to inform instructional decisions at the classroom level.
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Build capacity in data analysis, resources to understand, mathematics achievement from a variety of sources, including alignment between EQAO, report cards, and locally-developed assessment tools/tasks
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Implementation:
- Collection of 2022-23 report card data from priority schools, grades 2 and 5 to provide baseline data around levels of achievement and to compare to 2023-24 grade 3 and 6 data.
- EQAO Webinars
Intended Impact:
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Report card data from grades 2 and 5 at priority schools to be analyzed and compared to results on corresponding grade 3 and 6 EQAO assessment data.
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Academic Services personnel attend EQAO webinars to build capacity around data analysis and using data to inform the instructional program.
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Provide a digital math tool to support student mathematics learning at home and/or at school, that can be used by teachers to understand current student learning levels and provide targeted supports for students
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Implementation:
- DCDSB Mathematics Website, updated September 2023
- TVO Mathify
- Math at Home (Shared with educators on Oct 6 PA Day)
- Community Math Nights
- Mathia licenses purchased in September, 2023
- MathUP licenses purchased in September 2023 for grades 3 through 9. Possible expansion to grades 1 and 2 in October, 2023.
Intended Impact:
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DCDSB Math website revised to reflect current information around mathematics education, best practices and how parents can support student understanding at home.
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TVO Mathify online tutoring highlighted on the DCDSB Math website and also on the DCDSB weekly newsletter. School principals share information with families via school communications.
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Math at Home program provided to support student learning outside of the classroom.
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Community Math Nights at elementary schools to engage parents and share resources with families.
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Mathia licenses purchased for all students in targeted classrooms in all priority schools to provide students with access to curriculum-aligned practice and skill-building at home.
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MathUP licenses purchased for all educators in grades 3-9.
- Improved educators awareness and understanding of the opportunities for students to build essential mathematics skills at home through Math at Home resource.
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Develop a systemwide attendance strategy for students with more than 10 days of absences as part of board’s existing prolonged absence strategy
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Implementation:
- Mental health and well-being supports through initiatives such as Mental Health literacy training for Mental Health Champions by school.
- Attendance Matters campaign – involvement of educators, administrators and parents/guardians/caregivers in improving student attendance.
- Identification of students who are low-attenders and provide support.
Intended Impact:
- Board-wide focus on well-being including social work intervention to support regular attendance and engagement.
- Attendance Matters campaign to improve student attendance rates.
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