TCDSB K to 12 Professional Learning Form 2015-2016
SCHOOL
NAME
St. Kevin
Sup.
Area
☐1 ☐ 2 ☐3 x4 ☐5 ☐6 ☐7 ☐8
☐ Monsignor Fraser
Principal Name: Colleen Hayward
Based on analysis of the data, in collaboration with staff identify a critical need area or strategy that
addresses the learning of your school community (i.e., assessment, problem solving, inquiry learning,
learning skills, etc.)
BACKGROUND – DATA ANALYSIS
Student Achievement
Data (EQAO, CAT4,
etc.)
-Computation and
Estimation scores are
relatively weaker
than Mathematics
scores on CAT4 for
gr. 2 and gr. 5
-EQAO scores grade 3 numeracy
32% and Grade 6
numeracy 52% in
2013-2014
Perceptual Data
Demographic Data
Program Data
Other
(Survey data, School (N tiles, etc)
(Empower, 5th Block, (SSLN, SSI, EDI,etc.)
Climate, etc.)
Taking Stock, etc.)
- 66.7% of students - 25.5% of families - LI class has 7
-Intermediate
indicated that
speak a language
students
teachers worked
neither parent was
other than English at ME/DD class has 6
with the SSLN teams
born in Canada
home
students
last year
-50% of students
-Empower decoding -more than half of
agree or strongly
has 12 students
the respondents to
agree that no
- Empower
the BLIP/SEF survey
matter how hard
comprehension has 3 are at the early
they try some work
students
implementation/
is too difficult for
implementation
them
stage for 4.1 (a
EQAO Gr. 3 – 38%
culture of high
believe they are
expectations
good at
supports the belief
mathematics and
that all students can
27% believe they
learn, progress, and
are able to answer
achieve)
hard questions
From the data, what key factors Computation and Estimation scores are weaker than Mathematics scores on CAT4,
are identified for increasing
students scored lower than provincial average on EQAO assessment in area of
Student Achievement?
Mathematics in both gr. 3 and 6 in the 2013-2014 school year. Student confidence is
low in the area of mathematics.
URGENT
CRITICAL
NEED
Explain … what are the student learning problems we need to solve? Professional learning focus for this year.
Developing students’ mental math abilities to support computation, estimation,
and problem solving will help to increase confidence and achievement.
PROFESSIONAL LEARNING PLAN TO MEET URGENT CRITICAL NEED:
Collaborative Inquiry
Question (What is the
How do we help develop mental math strategies to support computation, estimation,
and problem solving?
problem of practice?)
If… Then…
Statement:
IF we develop students’ mental math strategies to support computation and
estimation THEN students will be able to communicate and apply their own mental
math strategies which will increase their confidence and achievement.
Learning Goals
(related to urgent
critical need)
Actions/Interactions
(What will we do to
meet our goals?)
To help students develop, communicate, and apply mental math strategies.
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PD Required for Staff
Measures/Evidence
of Success
Resources Required
(human, material,
code days)
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Teachers come to a common understanding of what mental math is
Teachers familiarize themselves with different mental math strategies
Teachers apply mental math strategies
Teachers collaborate with other teachers to identify different mental math
strategies
Teachers purposely select questions that elicit various solutions
Teachers give students opportunities to try different mental math strategies - to
calculate, estimate and visualize relationships (Grade 6)
Teachers identify and name the strategies used by students and help them
understand the link between good mental Math skills and awareness of the
reasonableness of their answers
Teachers expose students to other strategies, if students are limited to only one
strategy
Teachers challenge students to identify and name strategies
Share mental math strategies with parents through school newsletter
Study mental math strategies and come to a common understanding of mental
math
 Recognize and identify different mental math strategies
 Analyze how mental strategies evolve
 Time to explore mental math activities/lessons in JUMP Math
 Share and Analyze evidence that support learning goal and “if” “then” statement
 Reflect on learning goal and “if” “then” statement and show evidence of success
criteria
 Analysis of student work
 Pre and post assessments
 Students’ ability to communicate their understanding of mental math strategies
 Students’ ability to justify their thinking
A Guide to Effective Instruction in Mathematics – Ministry of Education
Mental Math articles – board website
Mental math lessons/activities in JUMP math
Working with Math Resource Teacher in conjunction with principal and staff to support
focus
Code Day 1: Understanding Mental Math, Mental Math Strategies, and JUMP math (am
– 6 primary/special education teachers and 1 ECE ; pm – 7 junior/intermediate and
special education teachers)
Code Day 2: Explore connection between Mental Math Strategies and Assessment, using
student work and EQAO
(am – 6 primary/special education teachers and 1 ECE ; pm – 7 junior/intermediate
and special education teachers)