The School Improvement Planning Guide

GECDSB School Improvement Plan for Student Achievement K to 12 – SMART GOAL Summary t Student Achievement n Needs e Assessment Over the past three years (2014-2016), our Gr. 9 Applied Mathematics students m s and Analysis scored between 61% and 70% (Level 3 and 4) on the Gr. 9 EQAO Mathematics s Assessment. In 2015-2016, our Applied Students scored 70%. e of Evidence s s A

Over the past three years (2014 – 2016), our Gr. 9 Academic Mathematics students s scored between 80% and 86% (Level 3 and 4) on the Gr. 9 EQAO Mathematics d e Assessment. In 2015-2016, our Academic students scored 84%. e N

e Perceptual v i In contrast to previous years, student perception of their mathematical abilities is s n very similar in Applied and Academic students. On the Gr. 9 EQAO Mathematics e

h Assessment, 77% of our Applied students agreed that they understood most of the e

r mathematics that was being taught, 16% were undecided, and 4% disagreed. At the p Academic level, 80% of our students agreed that they understood most of the m

o mathematics that was being taught, 13% were undecided, and 6% disagreed. C Also of interest, 74% of our Applied students agreed that they tried to do their best in mathematics class, 14% were undecided, and 12% disagreed. At the Academic level, 74% of students agreed that they tried to do their best in mathematics class, while 13% were undecided and 12% disagreed. This shows a consistent level of effort across streams.

Board Improvement Plan Increase the percentage of students, enrolled in Grade 9 Applied/Academic Math courses, who achieved Level 3 or 4 on the EQAO Grade 9 Assessment of Mathematics by 5% for the 2015-2016 school year.

SEF SEF Gap Analysis Indicators In 2016, the mathematics results for the applied cohort students were as follows: and  25% of the students met the provincial standard in Grade 6 and Grade 9 Evidence  47% of the students did not meet the standard in Grade 6 but met it in Grade 9  4% of the students met the standard in Grade 6 but did not meet it in Grade 9  24% of the students did not meet the standard in Grade 6 and did not in Grade 9

In 2016, the mathematics results for the academic cohort students were as follows:  69% of the students met the provincial standard in Grade 6 and Grade 9  14% of the students did not meet the standard in Grade 6 but met it in Grade 9  8% of the students met the standard in Grade 6 but did not meet it in Grade 9  8% of the students did not meet the standard in Grade 6 and did not in Grade 9

SEF K to 12 Indicator 4.2 A clear emphasis on high levels of achievement in literacy and numeracy is evident throughout the School.

At the School  Data are analyzed to identify strengths and gaps in literacy and numeracy achievement and to determine ambitious goals for school-wide improvement.  A comprehensive literacy and numeracy focus supports student achievement through use of the current Ontario and associated resource documents.  Cross-curricular planning and programming enables students to practice and apply literacy and numeracy knowledge and skills in meaningful ways. 

In the Classroom  Mathematics lessons and assessments are designed for students to: solve problems, communicate their thinking in different ways, make sense of and question others’ mathematical approaches and ideas, develop collective knowledge in relation to the lesson’s learning goal, and both practice and reflect on their new learning;  Instruction and inquiry engage students in developing deep conceptual understanding, procedural fluency, adaptive reasoning, and strategic competence through tasks that require the use of the mathematical process (TIPS 4RM);  Mathematics learning goals, success criteria and learning materials are visible and accessible, creating a responsive learning environment and productive dispositions.

Students  Persevere to solve mathematical problems and demonstrate mathematical thinking in different ways;  Make connections across other mathematics strands and subject areas;  Participate actively with other students and the teacher to improve reflective practice.

GECDSB School Improvement Plan for Student Achievement K to 12 – SMART GOAL Summary

SMART Goal #1: By June 2017, a 2% increase in Grade 9 EQAO Applied Mathematics Assessment from 70% to 72% (Level 3 and 4).

By June 2017, a 2% increase in Grade 9 EQAO Academic Mathematics Assessment from 84% to 86% (Level 3 and 4). l

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s Math teachers will monitor the progress of their class throughout the year. Students

e Progress i

g Monitoring will be encouraged to provide regular feedback on their understanding of e

t mathematical concepts during instruction and on class assignments and activities. a

r Teacher will also provide frequent, meaningful feedback to students. t S

g School Administration will monitor the use of math manipulatives, high-yield n

i instructional strategies, and technology through informal classroom visits and r

o formal visits such as the Teacher Appraisal Process. t i n

o Responsibili Math teachers will incorporate the use of manipulatives, hands-on activities, graphic M ty organizers, non-fiction writing, open response questions and technology as appropriate.

Teachers will continue to refine reflective practices discussed during the “Middle Years Collaborative Inquiry” (2011-2014) and staff Professional Development sessions.

Teachers will continue to transition to Assessment, Evaluation, and Reporting by Learning Goals to enhance student understanding of what they need to know, and to assist teachers in providing feedback about what students know and can do.

The Learning Support Teacher will assist the classroom teachers to ensure that students receive the appropriate accommodations as per their Individualized Education Plan.

School Administration will work through the Math Department Head to provide assistance, resources, and support to teachers.

School Administration will work with our Board’s Program Department to establish Assessment, Evaluation and Reporting PD sessions.

Evaluation School Administration, along with the Math Department Head and teachers, will Cycle review student progress and achievement throughout the year (math credit accumulation, Gr. 9 EQAO Math Assessment Results). Data will be gathered, analyzed, and the Improvement Plan will be updated accordingly. n

o Targeted, Action Step #2 i t

a Evidence- t n Based To encourage students to improve their mathematical literacy and self – reflection e m Strategies skills, all Grade 9 mathematics teachers will include three part open response e l questions (multiple choice with full solution and explanation of their thinking) on p

m most summative assessments. Teachers will also model reflective practice in the I

d classroom and encourage students to do the same by asking them to complete both n

a daily and post – assessment reflection tasks. n g i s e Resources: Grade 9 mathematics teachers will work together to develop multi-step multiple- D

, choice problems that can be used to model appropriate assessment responses. g n i n

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