2016-17 School Improvement Plan for Student Achievement- Junior/Intermediate
Name of School : St. Mary’s, Goderich
SEF Indicators: Assessment for, as and of Learning- 1.4 During learning, timely, ongoing, descriptive feedback about student progress is provided, based on student
actions and co-constructed success criteria.
Curriculum, Teaching and Learning- 4.2 A clear emphasis on high levels of achievement in numeracy is evident throughout the school.
Student Voice 3.1 The teaching and learning environment is inclusive, promotes the intellectual engagement of all students and reflects individual student strengths,
needs, learning preferences and cultural perspectives.
SMART Goal/Inquiry Question: What is the effect of providing students with multiple opportunities, using “x” strategy, to demonstrate
their thinking in mathematics, using pictures, numbers and words.
Grade 6 EQAO in Math in 2015-16: 11% achieved @ provincial standard (2014-15 = 42% , 2013-14 = 23% )
Goal:
SEF Indicators related:
Strategies:
(What high yield strategies
address the smart goals? What are
the inquiry questions?)
Leading Indicators:
(What can teachers share:
-that shows these strategies are
working
-as data/ evidence for the inquiry?)
Monitoring:
(What will we see our students
doing differently in the classroom
as a result of our work/inquiry?)
-provide descriptive feedback
between and among students
and teachers that enables
students to adjust thinking and
responses
-bulletin board,
- math talk
- small group collaborative work
-work samples before/after
-oral prompts given(recordings)
-accountable talk and activities,
-peer assessment
-using feedback in their
thinking/responses (improve)
- utilize problem solving options
that are based on strategies (not
strands) and activities to meet
the individual needs of learners
-bulletin board, displays
-math response journals
-small groups
-weekly problem
-“problem solver”
-explicitly teaching strategy
- a need for/ organizing for small
group instruction to scaffold
student needs and assess for
learning
-bulletin board, displays
-math response journals
-small groups organized
-variety of problems used
-willingness to participate in
discussion
-student engagement and
excitement
-peer assessment
-level of
determination/perseverance
-following clear expectations
-willingness to participate in
discussion
-student engagement and
excitement
-peer assessment
-level of
determination/perseverance
Intervention and
Special Assistance:
(What will we do for
students that are not
progressing well?)
Professional Learning:
(What additional learning do we
require to effectively implement our
inquiry questions?)
-small group; support
and intervention group
-technology use
-manipulatives
-teach explicit use of
feedback
-use of checklists for
quick reference
-manipulatives
-supportive peers
-strategic grouping
-preferential seating
-sharing of good
problems
-TC as a resource
-Vandewalle textbook
-Interactive math journal
-small group support
and intervention group
-technology use
-manipulatives
-preferential seating
-multiplication
-number talk
-STEM with Art
-Bandshow
-SWS
-Bandshow
0
-using cooperative learning
strategies
-take student impact on
how to improve math
centres
2016-17 School Improvement Plan for Student Achievement- Primary
Name of School : St. Mary’s, Goderich
SEF Indicators: Assessment for, as and of Learning- 1.4 During learning, timely, ongoing, descriptive feedback about student progress is provided, based on student
actions and co-constructed success criteria.
Curriculum, Teaching and Learning- 4.2 A clear emphasis on high levels of achievement in numeracy is evident throughout the school.
Student Voice 3.1 The teaching and learning environment is inclusive, promotes the intellectual engagement of all students and reflects individual student strengths,
needs, learning preferences and cultural perspectives.
SMART Goal/Inquiry Question: What is the effect of providing students with multiple opportunities, using “x” strategy, to demonstrate
their thinking in mathematics, using pictures, numbers and words.
Gr.3 EQAO Math 2015-16: 50% achieved @ provincial standard (2014-15 = 40% ; 2013-14 = 71%
Primary Reading June 2016: @ benchmark SK= 79%; gr. 1= 55%; gr. 2= 76%; gr. 3= 93%
PRIME:;
Goal(s):
SEF Indicators related:
Strategies:
Leading Indicators:
(What high yield strategies address
the smart goals? What are the
inquiry questions?)
(What can teachers share:
-that shows these strategies are
working
-as data/ evidence for the inquiry?)
-small groups focus on problemsolving, showing thinking using
pictures, numbers, words on a
weekly or regular basis
-group problem-solving
opportunities
-student representations of
their thinking- pedagogical
documentation
-observations, conversations
-student interviews
-identifying barrier of language
and/or moving students forward
after sufficient time to consolidate
learning in a strand, skill, or
concept
-small group responses on
video, photos, documentation
-notes from conferencing
Monitoring:
(What will we see our students
doing differently in the classroom
as a result of our work/inquiry?)
-using manipulatives to assist
and think through stories they
create
-students using math vocab
-students working together
-solving complex tasks
-choosing the “right” tool ie.
Number line, blocks, etc.
-using language in discussion
to answer and support their
pictures and numbers
Intervention and
Special Assistance:
(What will we do for
students that are not
progressing well?)
-meet in a small group
with a more specific
skill focus
-strategic groupings
-modify tasks
-strategic groupings
-guided practice
-repetition
Professional Learning:
(What additional learning do we
require to effectively implement our
inquiry questions?)
- nothing additional, just continue
to refer to math resources
provided
-research problem-solving for
young learners
-observing in classrooms that
have effective group problemsolving techniques
-Number Sense Routines book
club
-playing with quantities
-apps (MR)
1
-provide more tactile, kinesthetic
and differentiated math/learning
experiences
-various ways that students
used to solve problem/find
answers
-see math problems in their
everyday as they continue to
“bump into math”
-more confidence/engagement
-summative tasks for small groups
-number routines
-real-life activities
-display chart, drawings, writing
-observation
-engagement
-self-confidence
-provide more
opportunities for
students to share, time
to reflect, provoke their
thinking
-conferencing
-small group
-Super Source workshop
-Number Talk Routines and
published resources, supported by
T.Cakebread’s involvement with
Student work Study
2