At the Fall SIM 2014, Superintendents, Principals, VicePrincipals 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, K12.
By 2015, 100% of K8 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 inservice on an Algoma District School Board smartcard outlining effective instruction in mathematics K12.
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:
Math 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 lifelong 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 researchbased 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 problemsolving and math communication through enriching and challenging classroom activities and through wellcrafted 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 (threepart 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, selfdirected Catholic learners who demonstrate increased efficacy, goalsetting 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 mindset in teachers and learners (for example, through collaborative inquiries, coteaching, colearning, coplanning, 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
 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.
 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 cocreated 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 multistep 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 openended 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:
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 underperforming, 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:
Math Goal:
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.
Math 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:
· singlestep, singlestrand 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).
Math Goal:
On the 201617 Junior EQAO Assessments, students within LKDSB will increase their achievement by a minimum of 1 level from their achievement on the 201314 Primary Assessment.
Math 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 highyield 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, comoderated student learning tasks, report card data and EQAO data.
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:
 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 colearner 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:
If all educators have problem solving and communication embedded in daily Mathematics, then student engagement, thinking, and application will improve.
Math Goal:
Math Goal:
If we support primary/junior teachers in the implementation of higher order thinking tasks through problemsolving , 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.
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.
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.
Our SMART GOALS:
 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 (K8) 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 
Board 
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)
Goal: 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 colearners 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. Goal 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 nonthreatening learning environment that promotes risktaking in math for our entire school community. 
Math Goal:
 Use of learning goals, success criteria coconstructed with students and descriptive feedback to improve learning and design next step for instruction Inquirybased (problemsolving) approach to lesson design

(K12) and providing experiences in the problemsolving/ 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#1Mary Jane McNamara If all teachers, administrators and support staff in WR#1 teach mathematics using a 3 part framework, focusing on cocreated 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 colearners, 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 multistepped questions incorporating highyield strategies with a focus on consolidation leading to direct instruction and differentiated instruction leading to success for all students.
ER#13 KerryLynn Stadnyk Implementation/Monitoring
September/October 2014
• Marker Students and Target 10
Monthly Checkin meetings with staff
Walkthroughs with checklists:
Focus – intentional strategies; growth mindset language used
October/November 2014
• Small Group Instruction
Continue with walkthroughs:
Focus – intentionality; focused instruction
Monthly sharing at staff and division meetings
November/December 2014
• Inquirybased Learning
Continue with walkthroughs:
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 201415 to create a baseline for subsequent years.
2. The 20142015 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 20142015 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 schoolspecific targets each year. The 20142015 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 201415.
Math Goal:
Goal

Action

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 201415 EQAO Data and compare this data to the 20132014 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:
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:
Math Goal: