Goal 1

To increase student achievement in reading comprehension

Strategies to achieve the goal:

¥     Teachers will use a balanced approach to literacy including differentiation as outlined in the ELA guide.

¥     Teachers will use a gradual release of responsibility approach when introducing new comprehension strategies.

¥     In PLCs teachers will read professional articles, discuss ideas on fluency and comprehension and implement ideas in classroom practice.

¥     Teachers will gain a shared understanding of curriculum expectations for reading comprehension from P-6 by doing curriculum mapping.

Professional Development

Staff will engage in the following learning activities

Staff will create curriculum mapping of comprehension across grade levels

Staff will use comprehension rubrics and share with students.

Staff will participate in reading and running record training.

Teachers will participate in individual or small group sessions with Literacy coach focussing on reading comprehension and differentiation.

Staff will learn the following from the professional learning activities (knowledge, skills, and professional practices)

Teacher will understand the progression of comprehension through the grade levels. ( outcomes and expectations)

Teachers will use this information to inform instruction and provide feedback to students..

Teachers will analyze and interpret this information to inform instruction.

Staff will build on their new knowledge through conversations and work collaboratively to implement this knowledge in their classrooms.

Data Sources:

What data will you collect?

Running Records/ oral reading records

(will include comprehension component)

Fluency Assessment- Grades 1-6

(See appendix 1)

HRSB and DOE assessments: Gr. 2 Lit. Assessment, Gr. 3 ELLA, Gr. 6 ELA, Gr. 4 CAT 4

When will you collect the data?

 Twice a year

(comprehension will be assessed as soon as the rubrics are completed)

Twice a year

Yearly

Who will be responsible for collecting data?

Classroom teachers will do 2 running records per year. The records and rubrics will be passed on to the “next” year’s teachers.

Classroom teachers

School board and provincial assessors

Goal 2

To improve student understanding of number operations

Strategies to achieve the goal:

1   Teachers will develop a progression map of curricular expectations for number operations from grades P-6 (Teachers  from P-3 will focus on addition and subtraction and grades 4-6 will focus on multiplication and division)

1   Teachers will develop a progression map of curricular expectations for mental calculation from grades P-6

1   Teachers will implement the three-part lesson model

1   Teachers will have math tools available for students to choose independently to support the explanation of their thinking

1   Teachers will create common assessments in PLC’s that will include multiple levels of questioning

Professional Development

Staff will engage in the following learning activities

Staff will learn the following from the professional learning activities (knowledge, skills, and professional practices)

Staff will explore the Department documents to elicit student expectations at each grade level (P-3 add/sub – 4-6 div/mult)

Staff will explore the Department documents to elicit student expectations at each grade level for mental calculation (basic facts, mental computation and computational estimation)

Teachers will explore the Van de Walle resources to expand their knowledge of the three-part lesson. Throughout the year, teachers will continue to use professional math resources to expand their understanding of the three-part model during PLC’s (i.e. “Children’s Mathematics: Cognitively Guided Instruction”)

Teachers will read relevant material and discuss effective ways of using math tools (i.e. chapter 1 of “Teaching Student Centered Mathematics” by Van de Walle)

The math coach will provide PD on levels of questioning in math

Teachers will create common assessments in PLC’s that will include multiple levels of questioning by using sources such as the curriculum document and “Good Questions for Math Teaching”

Using manipulative models (tools) to support learning of concepts.

Staff, in collaboration with the math coach,  will work on curricular mapping of number operations

Staff, in collaboration with the math coach,  will work on curricular mapping of mental calculation (basic facts, mental computation and computational estimation)

Staff in collaboration with the math coach  will learn how to effectively teach using the three-part lesson model and will meet to plan  and to reflect on student understanding of operation sense

Teachers will learn to use math tools in a way that supports student thinking

Teachers will develop a common understanding of the language used in different levels of questioning

Teachers will get a more in-depth appreciation of students’ understanding of operations.

Staff will create and learn the purpose and effective use of mental computation toolkits and will implement them in the classroom.

Data Sources:

What data will you collect?

-data from school wide assessment that will be developed in PLC’s

Interviews from the

Atlantic Canada Mathematics Assessment Resource Entry -3

HRSB Assessments: Grade 2 and Grade

DOE Assessments:

Grade 3 EMLA

Grade 2 EEMLA

When will you collect the data?

2 times per year (suggested fall and winter)

on-going

Once/year

Once/year

Who will be responsible for collecting data?

Classroom and resource teachers will be responsible for data collection.

Classroom teachers for which the document is applicable

HRSB

DOE

DOE