MATH GOALS 2014-2015

 Math Goals 2014-2015

At the Fall SIM 2014,  Superintendents, Principals, Vice-Principals and Board Support Staff worked together to develop a math goal.  Below are some samples of these goals. The goals can be found under each board’s logo.


Math Goal:    

Define effective instruction in mathematics, communicate it across the system, and begin implementation of effective instruction in mathematics, K-12. 

By 2015, 100% of K-8 teachers and 100% of secondary math teachers will be able to define/articulate effective instruction in mathematics. Teachers will have a common understanding through the development of an in-service on an Algoma District School Board smartcard outlining effective instruction in mathematics K-12.



Math Goal:  

All students will think multiplicatively.                                                                                     What learning tools and representations build understanding of multiplicative thinking?   What teacher moves will support students to move from additive thinking to multiplicative thinking? 


Math Goal:

Raise the knowledge of mathematical content and process of junior math teachers at 4 target schools, leading to increased teacher effectiveness.

bluewaterMath Goal:

If we create opportunities for students to develop deep conceptual understanding, procedural fluency and a positive growth mindset, then students will demonstrate achievement at or above the provincial level.


Math Goal:

All students are able to communicate their thinking creatively and confidently as mathematicians using the mathematical processes throughout the strands.



Math Goal:

What impact does implementing the Numeracy Action Plan have on building teacher and student efficacy in mathematics?


 Math Goal:

  • DSBN Student Overarching Math Goal: To develop life-long mathematicians who have the knowledge, thinking skills, confidence and perseverance to solve problems in their current and future lives.
  • DSBN Student Math Goal: To improve student achievement in mathematics for all students, with an intentional focus on Grades 4, 5, and 6, by nurturing mathematicians and developing mathematical knowledge.
  • DSBN Teacher Math Goal: To deepen their mathematics for teaching knowledge, deepen their understanding of the curriculum, increase their awareness and use of research-based resources, and plan and execute learning cycles more effectively.
  • DSBN Teacher Math Goal: To support teachers in planning and implementing an effective comprehensive mathematics program.
  • 100% of grade 4, 5, and 6, and grade 9 and 10 math teachers involved in math professional learning during the school year



Math Goal:

Students will make their thinking visible through reasoning and proving, and generalizing.



Math Goal:

To improve student engagement and achievement through the mathematical processes in the context of a balanced numeracy program.



Math Goal:

Incorporate problem-solving and math communication through enriching and challenging classroom activities and through well-crafted and effective questioning.



Math Goal:

Mississauga East Family of Schools:

Superintendent: Charles Blanchard

Our overall Family goal:

To support all learners in visioning forward to support and create effective leading, learning and inquiry conditions and to be part of supportive networked learning groups.

Numeracy Focus Principal Learning Group Goal:

Collaborative inquiry:

If we as administrators effectively implement early intervention strategies, then we will increase engagement, level of understanding and love of mathematics with parents, staff and students.

Mississauga South:

Superintendent: David Amaral

If we continue designing effective lessons, making use of collaborative work (three-part lesson, guided practice/ guided reading) in flexible groupings, then learners will effectively communicate their critical and creative thinking to develop and apply processes, skills and strategies across disciplines.

How will we know our impact?

Mississauga North:

Superintendent: Tilia Cruz

If educators implement mathematics diagnostic assessments to support more precise instruction, then our students and educators will become more confident, self-directed Catholic learners who demonstrate increased efficacy, goal-setting and, among students, achievement in mathematics.

Mississauga Brampton Central:

Superintendent: Lucy Papaloni

If we work collaboratively to increase effective mathematics’ instruction then all learners will improve communication and application of their thinking, leading to a growth mind set and student achievement.

 Brampton West:

Superintendent: Sue Steer

If we challenge ourselves and each other to develop and promote a growth mindset related to mathematics teaching and learning (this includes content knowledge and  Catholic conditions for learning) then our students will also develop a growth mindset  that support them in developing their conceptual understanding in mathematics.

If within our instruction of mathematics, we access conversations, observations and products that inform our understanding of learner need and use this information to develop our math program and if we challenge ourselves and support each other to promote a growth mindset, by developing Catholic conditions for learning, all learners will (increase efficacy and success in mathematics)

 Brampton North East:

Superintendent: Max Vecchiarino

By the end of year 3 of the CBLP, if we (BNE) focus on authentic and relevant assessment and instruction in mathematics, then student engagement and ownership for learning increase, as demonstrated through a variety of data sources.

Brampton East/ Caledon /  Dufferin:

Superintendent: Les Storey

BECDM Family Math goal: If we identify and develop a growth mind-set in teachers and learners (for example, through collaborative inquiries, co-teaching, co-learning, co-planning, 3 part Math lessons) then we will see an increase in student engagement which will result in improved Math achievement for all students.



Math Goal:

Sacred Heart of Jesus

  1. By September 2015,, there will be an increase from 65 % to 70 % in Grade 6 students achieving Level 3 or 4 in mathematics as measured by EQAO 2015.
  1. By September 2015, there will be an increase in Grade 6 student engagement in mathematics, as measured by the  EQAO 2015 attitudinal survey questions:
  • “I like mathematics” most of the time from 43 % to 50 %, and
  • “I am good at mathematics” most of the time from 72 % to 75 %.

Guardian Angels

By September 2015, we will work towards moving 25% of our Level 1 and 25% of our Level 2 Junior and Intermediate students to Level 3 in the area of Mathematics.

Holy Family

Goal 1- Learning goals and success criteria need to be clear and visible to all of the students in the Junior grades.  By doing this we want to measure how this impacts student’s achievement in mathematics. 

Goal 2 – Teachers will provide opportunities for students to analyze their errors made during assessments.  An Error Analysis Rubric in which the students will review their assessment piece to determine and reflect upon mistakes made during assessments (tests, quizzes). Teachers will conference with students and provide opportunities for students to revise and refine their work. 

Goal 3 – Teachers will provide meaningful, timely and relevant descriptive feedback based on the co-created success criterion that is ongoing

St. Paul

By the June 2015 EQAO assessment, there will be an increase:

a) From 60% to 70% of Grade 3 students indicating ‘most of the time’ in response to the question “I am good at math”.

b) From 50% to 60% of Grade 6 students indicating ‘most of the time’ in response to the question “I am good at math.

c) A reduction of the gender gap from 35% to 25% favouring boys in Grade 3 who indicate ‘I am good at math”

d) A reduction of the gender gap from 14% to 4% favouring girls in Grade 6 who indicate “I am good at math.”

 St .Mark

If students had more opportunities to explore rich tasks in collaborative groups in mathematics, will their motivation, achievement and metacognition improve?

What is the impact on teaching and learning if teachers moderate student work in mathematics throughout a learning cycle?

St. Francis

By June 2015, there will be an increase of 10% of primary, junior, and intermediate students who achieve the provincial standard in solving and justifying problems in Math, with an emphasis on 4 step problem solving, and applying understanding to multi-step multiple choice questions that focus on the Number Sense and Numeration and Patterning strands. This will be measured by teacher selected, teacher created assessment data in January and May.

St. Andrew

By focusing on an explicit exploration of the concept of Growth mindset, 60% (an increase of 3%) of Primary students will answer “most of the time”, and 49% (an increase of 7%) of Junior students will answer “sometimes”, when assessing their own ability to “answer difficult mathematics questions” as measured by EQAO 2015 student data.

Holy Trinity

By June 2015, there will be an increase in students achieving at or above provincial standards in the EQAO Math Assessment from 83% to 89% in Academic Math and from 46% to 57% in Applied Math through a focus on student justification of solutions to open-ended tasks, with precise supporting details, as well as a focus on ensuring that students demonstrate a Growth Mindset and a firm understanding of the link between effective Learning Skills and academic success.



Math Goal:

Inquiry Questions:
1. How can we support students’ knowledge of basic math facts and development of flexible thinking about number and operations?
2. How can we deepen students’ understanding of the mathematics in a problem solving lesson?
Theories of Action:
1. If we focus on anticipating and consolidating the mathematics in a math congress, then students’ understanding of the mathematics will improve.
2. If we work on studentsí mental math skills by using purposeful number talks in our classrooms every day, then students’ knowledge of basic math facts and flexible thinking about number and operations will improve.


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Math Goal:
The staff of the HWCDSB will improve students’ mathematical achievement and engagement by using research based instructional and assessment practices to enhance student learning and teacher capacity. 
The goal will focus on the following four areas:
1.       Assessment: with an emphasis on ‘for’ and ‘as’ learning
2.       Balanced Instructional Approaches
3.       Differentiation of Instruction
4.       Deepening Mathematical Knowledge for Teaching


Math Goal:

Using student work and marker students, educators will engage in collaborative inquiry cycles to improve their mathematical pedagogy leading to increased student achievement in mathematics.


Math Goal:

Our numerate learners will, in their everyday lives and across all subject areas, use the mathematical processes to: problem solve, communicate, and reflect on their thinking by making connections among concepts and strategies.



Math Goal:

To support students who are under-performing, especially those with a learning disability, with differentiated instruction and assessment through the use of technology.



Math Goal:

Within the existing CPLC structure (e.g., which focuses on learning goals, success criteria, and descriptive feedback), we seek to improve mindset and increase teachers’ mathematical content knowledge in one of four mathematical areas:

          Spatial Reasoning or
–         Algebraic Reasoning or
–         Proportional Reasoning or
–         Fractions 
The mathematical area chosen at each school will be based on the analysis of EQAO and Report Card data.
Teachers’ deeper content knowledge will increase teachers’ confidence and self-efficacy in mathematics, which will impact student achievement.  Our learning walks will be focused on the precision of tracking student achievement in selected big areas.  

20_kprdsb logo

Math Goal:

If teachers engage in professional learning focused on the content area of fractions and examination of student work then instruction and questioning will become more precise and student learning will improve.
If principals monitor the teaching and learning of mathematics through the use of effective classroom “look fors” and prompts then teacher capacity will be developed in the area of fractional knowledge and providing a responsive learning environment to student needs.

KPDSB Logo - Full Colour

Math Goal:

Using problem solving as the mainstay of the mathematical instruction, all students will demonstrate improvement in their mathematical thinking skills through the mathematical processes including reasoning and proving, connecting and reflecting across all strands and all grades.  Teachers will assess students’ thinking needs using “the system tool” to determine appropriate strategies and supports so that all students show growth from diagnostic to summative assessment.

kcdsbMath Goal:

Using the growth mindset, we will facilitate the success of every student and uphold the dignity of everyone as competent, capable and curious mathematicians.



Math Goal:

Through focused professional learning, we will build capacity of Kindergarten, grade 1, 5, 6 & 9 Applied teachers to collaboratively develop, administer and analyze student baseline assessments & plan instruction in response to the student needs identified in the baselines. 

Assessments will be based on expectations focused on developing:

·     single-step, single-strand problem solving (addition, subtraction, multiplication &                 division);

·     proportional reasoning (and precursor expectations in gr 1);

·     fractions, and;

·     linear relations (and precursor expectations in Number Sense & Patterning & Algebra         in grades 1, 5 & 6)

Assessments will analyze students’:

·     range of computational strategies;

·     procedural fluency; and,

·     range, appropriateness and accuracy of mathematical representations (graphic,                 numeric & algebraic).

lkdsbdownloadMath Goal:

On the 2016-17 Junior EQAO Assessments, students within LKDSB will increase their achievement by a minimum of 1 level from their achievement on the 2013-14 Primary Assessment.


bnr_lftMath Goal:

Using a balanced approach, student achievement will improve in mathematics through a sustained and deliberate focus on the development of deep conceptual understanding through high-yield mathematics instruction in responsive learning environments.



Math Goal:

Reduce achievement gaps through high expectations for all students; specifically, reduce the percentage of students below the provincial standard by 5% by focusing on creating a growth mindset and developing students’ ability to reason. 



Math Goal:

If we develop teacher content knowledge and pedagogy focused on instruction and assessment strategies in numeracy, then teachers will be more responsive and flexible to the learning needs of all students to improve achievement.



Math Goal:

If we implement assessment for and as learning practices to foster high quality math instruction then the teaching and student learning in mathematics will improve as evidence by teacher observations, student attitudinal data, co-moderated student learning tasks, report card data and EQAO data.

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Math Goal:

If we use assessment FOR (All About Numbers & Student Work) and AS (Learning Skills & Survey Info) learning to inform small group instruction (Precision Teaching in Mathematics Graphic) with an explicit focus on understanding big ideas (NSN through the strands, Math Continuum & use of Number Talks), communication skills (student articulation of strategy use) and/or the use of rich learning tasks and instructional questions (application) then NCDSB students will improve their ability to make their critical thinking visible and increase overall achievement (EQAO, Report Card Data and other Qualitative data).



Math Goal:

Educators will increase their content knowledge and instructional efficacy in proportional reasoning.  Students will develop and apply strategies to demonstrate their knowledge of proportional reasoning within all math strands and within authentic contexts.
Math Goal:
Each school will determine their mathematics inquiry focus.  All schools will share these factors in common
  • The importance of growth mindset
  • Educator fluency (i.e. confidence in content knowledge and pedagogy)
  • Revealing, capturing and representing thinking in both students and educators
  • Moving the learning forward (i.e. principal as co-learner leading the instructional program + harnessing the capacity build over the last six years through a whole school approach)
  • Closing identified gaps (i.e intentional monitoring and analysis of student work in order to achieve the precision and personalization needed to be responsive to each student)
Math Goal:
Jan Courtin’s Superintendency:                                                                                                                   IF we provide a safe environment for staff learning, and ongoing collaborative opportunities with a focus on responsive sharing of student work through a cross-curricular numeracy lens,  THEN educators and students will demonstrate a growth mindset, changing the way they think about, teach, learn and do mathematics.
Patrika Daw’s Superintendency:
If we support teachers to value and invest in rich numeracy tasks using clear success criteria for implementing a balanced mathematics program, then students will engage, persevere and demonstrate their thinking in different ways.
Joy Uniac’s Superintendency:
If we commit to foster a growth mindset within the context of the ‘three drivers” (PDSB Numeracy Strategy) THEN students will be capable math learners who: 
-confidently engage in math talk
-effectively reflect on their math progress
Math Goal:
If all educators foster a growth mindset in Math as they implement effective, evidence-based instructional and assessment strategies that include 3-part problem solving lessons that emphasize consolidation and the use of descriptive feedback, then all students will be able to demonstrate an increased ability to think critically and communicate their Math learning.


Math Goal:

If all educators have problem solving and communication embedded in daily Mathematics, then student engagement, thinking, and application will improve.



Math Goal:

In what ways is the daily implementation of mental math mini lessons building math fact fluency for students?
In what ways is the daily implementation of mental math mini lessons building math fact fluency for students?


Math Goal:

If we support primary/junior teachers in the implementation of  higher order thinking tasks through problem-solving , then we will see improvements in numeracy achievement in Grades 1 to 6 and 10% of students in Grade 6 rising to standard, as measured by internal assessments, and EQAO. 

Grade 9

If we support intermediate teachers through professional development and support in implementing effective instructional and assessment strategies in numeracy, then at least 50% of Grade 9 mathematics students will rise to standard (Level 3,4) on Grade 9 EQAO Mathematics assessments.



Math Goal:

How can we, in our thinking and planning, bring proportional reasoning to the surface?What impact will changing learning goals from action statements to ideas have on student understanding?                                                                                                                       What does effective consolidation look like?



Math Goal:

If we, as a community of learners, have daily opportunities to solve problems supported by technology enabled learning environments, essential practices, and learning skills, then we will demonstrate creativity, critical thinking, and conceptual understanding in learning and life.

SCDSB PRIORITIES – Reach Every Learner, Closing the Gap, and Assessment
SCDSB MATH ACTION PLAN –   Action 1:  Inspire positive math mindsets
                                                       Action 2:  Deepen our focus
                                                       Action 3:  Customized support for each student/school


Math Goal:

If we provide collaborative professional learning opportunities for administrators and teachers in math, then we will build a common understanding of effective mathematics instruction.

(Classroom) If we increase the number of student centered,  practical and relevant problem solving opportunities that students are exposed to then problem solving skills (including communication of thinking) may improve leading to an improvement in achievement
(School) If we build a common understanding of effective mathematics instruction, then we might  increase the number of student centered practical and relevant problem solving opportunities that students are exposed to
(Board) If we provide collaborative professional learning opportunities for administrators and teachers in math, then we will build a common understanding of effective mathematics instruction
We are focusing on:
Math Knowledge – proportional reasoning (mathematical big idea)
Instructional acts – consolidation of student learning (instruction)
Curriculum Focus – communication/representation (process expectations)
Achievement Focus – thinking skills (achievement chart)
This information is contained in our math plan and the strategies/professional learning sections of the BIPSA. All centrally offered PD will be based on thinking/application, communication/representation and proportional reasoning (cross-strand but perhaps a focus on measurement).

sudburyCapture Math Goal:

If educators provide opportunities for students to have daily mathematical thinking conversations then the student will be better able to demonstrate their ability to reason and communicate their ideas in problem solving as measured by a recording of a students’ explanations of or solutions to a problem.



Math Goal:

If we embed our conditions for learning through increasing our pedagogical content knowledge (knowing math for teaching) then our numeracy environments will be more learner centred.


  • By June 2015, ___% of primary students will demonstrate a shift towards multiplicative thinking (evident in their ability to unitize) through proportional reasoning problems as demonstrated by common tasks developed through inquiry groups (baseline, check in, final task).
  • By June 2015, ___% of junior students will demonstrate multiplicative thinking through proportional reasoning problems as demonstrated by common tasks developed through inquiry groups (baseline, check in, final task).
  • By June 2015, ___% of intermediate and senior students will demonstrate procedural fluency by developing their conceptual understanding, strategic reasoning, and problem solving as demonstrated through open response style questions.



Math Goal:

All students (K-8) will increase their mental math and computation strategies by participation in daily ten minute Number Talks.



Math Goal:

Michelle Deman’s Superintendency                                                                             Improving students understanding and flexibility with number.



Math Goal:

If teachers develop a deeper understanding of spatial reasoning and provide students with opportunities to engage in rich and complex tasks involving spatial reasoning, then students will be able to:

  • Articulate their thinking and learning using math language
  • Verbalize and verify their solutions to rich and complex tasks
  • Engage in accountable math talk
  • Understand multiple solutions
  • Recognize how to improve their work
  • Recognize the relevance of math to their lived world.                                                               


Math Goal:

Area Goal





Theory of action:


If we create a culture of high expectations that support the belief that all students can learn, progress and achieve, then we can reduce learning gaps in literacy and numeracy. (growth mindset)



All schools will demonstrate a clear emphasis on high levels of achievement within each classroom, particularly in literacy and numeracy.


Area 1&2



To develop a school culture of loving and learning mathematics.  To improve our understanding of mathematics and effective instructional practice in classrooms.



Area 1&2

Doug Yack and Adrian Della Mora

If we engage Principals as co-learners in developing growth mindsets and understanding mathematical concepts/instructional practices then there will be a positive impact on all students’ confidence and achievement as math learners.


Area 3&4



Theory of Action

IF we nurture a love of learning mathematics and intentionally teach students mental math strategies, THEN student achievement will improve in the areas of mathematical computations, reasoning and communication, as measured by level of implementation and student performance.


To improve student achievement in the area of mathematical computation, reasoning and communication using mental math.

To promote a culture of Loving the Math, Living the Math in every classroom.


Area 5



SIM Goal:  All schools will increase the number of students achieving level 3 and 4 in their ability to communicate their mathematical thinking as measured by open responses in EQAO (3, 6,9).

LSA Goal:  All principals will participate in shared knowledge building to reduce gaps in numeracy


Area 6



If we provide leadership to enhance our knowledge of math instruction, then we will increase student achievement in math.


Area 7&8



To create a non-threatening learning environment that promotes risk-taking in math for our entire school community.



Math Goal:

  • Use of learning goals, success criteria co-constructed with students and descriptive feedback to improve learning and design next step for instruction  Inquiry-based (problem-solving) approach to lesson design
  • (K-12) and providing experiences in the problem-solving/ inquiry process by solving many kinds of appropriate and complex problems
  • Use of resources such as manipulatives, technology, assistive technology, and appropriate modifications or accommodations by teachers and students at all levels
  • In Early Years Learning classrooms, explicit instruction in all strands of mathematics, embedded into learning centres and incorporating mathematical thinking into every day learning situations

WR#1-Mary Jane McNamara                                                                                                 If all teachers, administrators and support staff in WR#1 teach mathematics using a 3 part framework, focusing on co-created success criteria, learning goals and student voice then students will improve their mathematics process, content knowledge and skills.

WR#2- Linda Spence                                                                                                             Through an inquiry process to improve consolidation skills, we hope to improve conceptual understanding, and efficacy towards mathematics.

WR#3- Peter Chang                                                                                                             If we, as administrators, participate as co-learners, what impact will focusing on the consolidation section of the three part framework and using real life, relevant mathematics tasks have on student attitudes, mathematical communication and conceptual understanding.

WR#7- Curtis Ennis
If we provide opportunities for student voice and choice and accountable talk and also teach metacognitive skills, then students will be able to articulate what they have learned, how they have learned it, and what they need to learn next.

WR#8- Sandra Tondat                                                                                                             Learning Teams including administrators will conduct a pathway in mathematics using rich and multi-stepped questions incorporating high-yield strategies with a focus on consolidation leading to direct instruction and differentiated instruction leading to success for all students.

ER#13  Kerry-Lynn Stadnyk                                                                                                   Implementation/Monitoring
September/October 2014
•       Marker Students and Target 10
Monthly Check-in meetings with staff
Walk-throughs with checklists:
Focus – intentional strategies; growth mindset language used

October/November 2014
•       Small Group Instruction
Continue with walk-throughs:
Focus – intentionality; focused instruction
Monthly sharing at staff and division meetings

November/December 2014
•       Inquiry-based Learning
Continue with walk-throughs:
Focus – rich tasks; no worksheets (decrease/minimal usage)

 ER# 14 John Chasty                                                                                                            1. The 2014/15 ER 14 FIP Numeracy Goal will be to focus on providing professional learning in curriculum area “counting” to all Full Day Kindergarten Teachers and Early Childhood Educators by June 2015. Baseline data will be collected in 2014-15 to create a baseline for subsequent years.

2.  The 2014-2015 ER 14 FIP Mathematics common goal for grades 3 and 6 EQAO is to increase by 10% the number of students who achieve the provincial standards over three years, beginning in 2013/14.

3.The 2014-2015 ER 14 FIP Numeracy goal for Grade 7 and 8 students is to increase by 15% the number of students who achieve the provincial standard in the “Measurement” strand in Math on provincial report cards over three years beginning in 2012/2013.

4. All four ER 14 secondary schools are part of the Student Success School Support Initiative and set school-specific targets each year.  The 2014-2015 ER14 Numeracy Goal will be for a 5% increase in the pass rate when all the Grade 9 and 10 Mathematics SSSSI focus course data is averaged in June 2015.

5. The 2014/15 ER14 Numeracy Goal for secondary school Mathematics achievement is to increase the numbers of students who achieve the Applied Mathematics provincial standards by 15% and the Academic Mathematics provincial standard by 6% in 2014-15.


trilliumlakelandsCaptureMath Goal:

Greatest Area of Need in Primary and Junior Math is Number Sense
In math we are practicing:
Responsive math instruction in a balanced 3 part  lesson with a focus on consolidation based on the learning goal. 
small group explicit instruction based on student strengths and needs
Embedding Number Sense in all strands of mathematics
Greatest area of need in numeracy – proportional reasoning (including work with fractions, percents, decimals) and algebraic thinking
In mathematics we are practicing:
–  using school identified instructional foci to connect students directly to the intention of the lesson(s)
–  using Quality Task analysis to ensure high yield instructional strategies are being used in the classroom
  – using student work as the key decision maker for next steps
UGDSBMath Goal:
If we teach through problem solving with a focus on consolidation, independent practice and fluency of math facts, then we will see an improvement in students’ conceptual understanding and application of math processes and procedures.
School Math Action Plans
Each school within the UGDSB will create a Math Action Plan and submit it to their superintendent on October 31st, 2014.  The plan needs to include some of the strategies listed below.
Continue to focus on math and maintain high expectations that all students can achieve and do better.
  -Develop an understanding of the mathematics curriculum
 -Provide instructional supports to help teachers understand what good problem solving is and is not
Review Math Instruction
(minutes per day)
Ø  -Review time allotments (how many minutes of math instruction are students receiving daily) and when math is taught?
Ø  -Make strong recommendations to increase the amount of numeracy instruction per day and when it is taught
Build staff confidence around how to effectively use data to inform instruction.
Ø  -Analyse 2014-15 EQAO Data and compare this data to the 2013-2014 report card marks for same cohort students
Ø  -Look at trends (year over year areas of need)
Ø  -Use EQAO data to set targets and choose appropriate interventions
Provide a focus on math within the SIP.
Ø  -Outline your math plan consisting of two or three actions based on an analysis of their EQAO data
Ø  -Include a focus on moving level 2 students to level 3
Ø  -Determine interventions that will close the gap between high reading and writing scores and low math scores
Ø  -Repeat and review these interventions with administrators and teachers throughout the year.
Ongoing Assessment and Evaluation 
Who are these students and how do we support their learning?
Ø  -Require teaching staff to use regular diagnostics to inform instruction (Leaps & Bounds)
Ø  -Provide release time for data entry and examination
Ø  -Provide resources (Leaps & Bounds, EQAO – like questions) for schools to use throughout the year
Math Goal:











Math Goal:

Through a problem solving stance, educators and students will engage in meaningful learning through individual and collaborative experiences that promote their efficacy and ability to make sense of mathematical ideas and reason mathematically.


Math Goal:

Students’ attitudes towards mathematics will improve by highlighting student thinking in every lesson.


Math Goal:

IF WE use a collaborative inquiry process to deepen principals’ and teachers’ understanding of fractional thinking, mathematical problem solving, effective instructional and monitoring strategies,
AND PRINCIPALS actively create and support the conditions whereby teachers collaborate and are responsible for engaging students in their own learning,
AND TEACHERS use 21st century strategies and tools in a mathematics context (e.g., problem solving, 3-part lesson, math talk, open questions, visible math thinking, manipulatives, reflection, growth mindsets),
AND TEACHERS unpack the IEP for strategies and accommodations to respond to the diverse needs of students with learning disabilities,
THEN, STUDENTS will improve their ability to apply math thinking for problem solving with fractions.


Math Goal: