WORKING COPY ONLY

TCDSB K to 12 Professional Learning Form 2016-2017

The draft notes from this form will need to be keyed into an online form by: 14 Oct 2016. The link will be sent to you in a subsequent correspondence.

NOTE: All sections except the urgent critical learning need should be completed in point form. Begin each point with a hyphen. Be concise.

SCHOOL - Prin - Sup / Blessed Pope Paul VI-L.Lio-J.Wujek
Based on analysis of the data, in collaboration with staff identify a critical learning need area or strategy that addresses the learning of your school community (i.e., numeracy, assessment, problem solving, inquiry learning, learning skills, etc.)

BACKGROUND – DATA ANALYSIS

Student Achievement Data (EQAO, CAT4, etc.) / Perceptual Data
(Survey data, School Climate, etc.) / Demographic Data
(N tiles, etc) / Program Data
(Empower, 5th Block, Taking Stock, SSI, etc.) / Other
(SSLN, EDI,etc.)
EQAO Gr.3’s (2014-2015) Overall average score in math of all strands
51% below L3
49% L3 and above
EQAO Gr.6’s (2014-2015)
Overall average score in math of all strands
66% below level 3
34% L3 and above
CAT/4 Results 2014-2015:
Gr.2’s: 13 students out of 31 scored below average (0-3) in computation & estimation.
Gr.5’s: 6 students out of 38 scored below average (0-3) in computation & estimation. / In EQAO
Gr.3:
54% students believe they are good at math
Gr. 6 :
47% like math / Special Needs Education students
30% in gr.3
39% in gr.6
EEL learners:
8% in gr.3
10% in gr.6 / 5th Block Gr.2 students significant improvement in decoding
Empower Decoding / 2014 SSLN-My Blue Print with Arch Bishop Romero
2014 EDI teacher online survey of students
URGENT CRITICAL LEARNING NEED
Explain in 140 characters or less … student learning problems to solve - Professional learning focus for this year. / -Implementing Multiple Choice in all subject areas
-Open Response & written explanation of thinking
-Understanding of mathematical terms and definitions
-Four Steps to Problem Solving
-Mental Math Skills
From the data, what learning conditions will support increased achievement? / -Increase target students in math in the area of in all strands.
-For Example as indicated in EQAO Average Gr.3’s (2014-2015) Multiple Choice and short answer Weaknesses:
-Time-L.1.9,
-Understanding equality between numbers-L 1.96
-Probability of outcomes-L 1.4
-Measurement of Standard Units-L 1.96
-Understanding the difference between Area & Perimeter-L 1.6
-Comparing 2 Dimensional Shapes L 1.24
-Counting & Understanding the Value of Money(up to $10.00) and Place Value L 1.84
-Adding and subtracting 3 digit numbers L 1.4
-Identifying Polygons L1.8
-Interpret data in a graph L1.6
For Example as indicated in EQAO Average Gr.6’s (2014-2015) Multiple Choice and short answer Weaknesses:
-Measurement and Conversions L1.92 (determining volume and surface area)
-Rotations/Transformations L 1.36
-Data L 1.52 (analyzing data and range)
-Theoretical Probability/determining outcomes L 1.84
-Stem & Leaf L 2.3
-Understanding the value, multiplying and dividing of decimals L 1.2
-Area of a polygon L1.9
-understanding Mean L 1.8

PROFESSIONAL LEARNING PLAN TO MEET URGENT CRITICAL NEED:

Collaborative Inquiry Question (What is the problem of practice?) / How do we leverage literacy scores and student achievement in math?
If… Then… Statement: / -If open responses include details in thinking and reasoning with words, numbers and pictures then students will achieve a level 3 or higher.
-If students are able to extrapolate important and relevant information in a multiple choice question, then they will make a better determination for the correct answer
Learning Goals (related to urgent critical learning need) / -For Primary students focus on “Application” and “Knowledge and Understanding” based responses
-For Junior / Intermediate students focus on “Application” and “Thinking” based responses
-Multiple Choice and Short Answers
- Students will explain their thinking using a step by step method (words and pictures) demonstrating understanding of the word problem
Marker students who will receive intervention (subgroups e.g., achieving at 2.5-2.9, Applied, gender, Grade(s), etc) / -Monitor students with L 2.7 to L 3.3
Actions/Interactions
(What will we do to meet our goals?) / -Monthly meetings to discuss diagnostic results of students to set goals/next steps based on trends.
-Venn Diagrams to track “Students To Watch”
-Code Days to provide teachers with release time to visit other schools who have implementing Jump Math
-Divisional Problem Solving math packages
Strategies to address the needs of students who have an IEP or are ELL / -Teacher Resource Binder with math multiple choice type questions for all grades
-Use Prodigy to enhance interest in math and diagnostic assessments of strands
-Use RAZ Kids for multiple choice questions
-Empower Decoding
-Empower Comprehension
-5th Block
-Small group instruction
-Use of Success Criteria
-Use of visuals, manipulatives
-Premier
-Google classroom
-Anchor Charts
-Descriptive Feedback
-Bansho
-learning goals and success criteria
-use of PRIME for diagnostic and next steps implementation
-Lexia
PD Required for Staff / -Math Coach Resource
-Open communication with our Math Department
-Jump Math Teacher Training
-Meetings with Area 5 & 6 schools who are implementing Jump Math
Staff meeting relating to understanding EQAO type questions (Knowledge of Understanding, Thinking, Application)
-During meetings address anchors in marking EQAO responses.
-Share evidence and problem solving strategies in teacher packages and in Public Share-Teachers.
-Primary & Junior Math Leads participating in Developmental Stages of understanding math (PRIME) and share with entire staff
Measures/Evidence of Success to be used / -Diagnostic Assessments (key assessments questions in Nelson and Jump)
-EQAO practice questions
-Prime (Number sense and Numeration)
-Running Records data to track level of comprehension
-EQAO exemplars to understand scoring and use scoring for short answers
Resources Required (human, material, #code days) / -TCDSB Math Coach
-Math in-services for PRIME
-EQAO Teacher Resource Binder and EQAO web site
-Jump Teacher Training with Frances Agro to supplement Nelson Program (Code days used)
-School purchased Jump Math Teacher Manuals, Smart Board Lessons and student workbooks
-TCDSB Math Portal with EQAO Released questions
-BPP VI Teacher Public Share

Questions to Consider:

1. Are we being collaborative in our decision making?

- Collaboration takes place at meetings.

-In-services with Frances Agro from Jump

-Daily conversations about what is working and what isn’t working.( informal conversations)

-Collaboration between teaching partners.

-Social Networking (Twitter)-sharing of ideas

-Pop up PDs (Creating Reflective Collaborators).

-Networking with Early Learning Educators across the boards.

-Collaborating with Parenting Learning Centre.

-Exchange of information with High schools.

-Transition plan for grade 8 students.

-Math Coaching

-Teacher resources binder

-Teacher Public Share- teachers sharing ideas with colleagues.

- Community collaboration between schools in the area about implementation of Jump Program.

2.Are we improving instructional leadership in our school?

` -Sharing ideas for improving student learning especially through divisional meetings.

-Sharing of ideas that work with students in our classroom.

-Modeling smart lessons with other teachers.

-Teachers attending in-services and sharing with colleagues.

-Visiting other classrooms within the school or at neighboring schools for more ideas.

-Co-operative learning between staff.

-ELP teachers presenting at TEAMS math conference.

-Jump Math training.

-Early learning teachers attending ministry pedagogical leadership K-3 concerning the implementation of new curriculum.

-ELP staff to facilitate teacher training in collaboration with Early Years Lead Teacher.

-Data analysis

-Facilitate Google classrooms within the school

3.How are all stakeholders involved in the Professional Learning Plan?

-Meetings, testing, SLIP, in-services, parent nights, conferencing, communication with parents, CSPC, interviews,

-Professional reading.

4.Does the plan build capacity amongst our staff related to student need?

-compile data indicates specific area of student’s strengths and needs

-suggest strategies to improve student learning and indicates methods used to measure student progress.

- Teachers have the opportunities to share resources and ideas.

  1. Are we using high yield instructional strategies? What does research say about this student learning problem?

-small group

-mini lesson

-Daily 3 in math- Do some math myself, write about the math, do math with someone

-authentic meaning learning experiences through inquiry

-providing space for problem solving

-timely descriptive feedback (John Hattie)

-noticing and naming the learning while they are engaged in it.(Ontario curriculum)

-graphic organizers

-goal setting

-positive growth mindset especially in math (Jo Boaler, Marianne Small)

  1. Have we increased the amount and quality of learning related to our student need?

-In progress, Jump Program

-PRIME resource

-Math Learning (cross curricular)

-Increased amount of time dedicated to math lesson

-Teachable moments

-Use of descriptive feedback to focus on specific needs and improve quality of learning.

-Revisit previous strands to keep practice going (keep the learning alive).