Page 1 of 5 Action Plan for Learning School Name: Eagle Mountain Middle School Context Link: School Goal: Numeracy School Year: 2017-2018 Goal / Inquiry Student learning How can we better prepare students to understand the mathematical information presented to them about the world and use that information to further drive their thinking? Rationale 1-3 reasons for choosing goal Over the past two years in opening our new middle school, Eagle Mountain teachers have worked collaboratively to develop and enhance all students’ learning through inquiry based learning skills and strategies. Our school’s journey towards integrating and innovating has helped us to continue to refine our collective vision of “learners at the centre” and prepare our learners for the 21st Century. This past year our goal was to help establish and develop a Growth Mindset in our learners and build that common language for learning across the curriculum. Coupled with this focus has been the embracing of the competencies of the revised curriculum within the BCED Plan. Teachers have observed and noted over the course of the past two years how students have become more resilient in their thinking, how they enjoy taking on challenges, and problem solve to find ways around obstacles in their learning. “I can do this!” has been a motto running throughout our student community, and “We can do this together!” has been an echo from our teachers about this collaborative learning process. Inquiry continues to be cornerstones to our school-wide vision. As we move forward, keeping all these aspects of our story intact, we want to further integrate and build capacity for increased mathematical conceptual thinking. They are two important aspects of this: first to look at how math can be connected to and integrated within other parts of the curriculum, and second to continue to develop a Growth Mindset perspective within math for our learners. In her (2016) book “Mathematical Mindsets” Jo Boaler describes what this can look like, “Successful math users search for patterns and relationships and think about connections. They approach math with a mathematical mindset, knowing that math is a subject of growth and their role is to learn and think about new ideas” (p. 34). So as we continue to prepare our learners to build strategies and skills for the 21 st century, we know that developing a mathematical mindset will be critically important for their success. References and sources to support actions Curriculum Resources: Fair Shares, Teaching Division in grade 4-7 by Carole Fullerton; Cuisenaire Rods Rock by Carole Fullerton; Multiplicative Thinking by Carole Fullerton Critical Friend and Support: Peter Liljedahl, SFU Book resource – “Mathematical Mindsets: unleashing students’ potential through creative math, inspiring messages and innovative teaching” by Jo Boaler (2016). A copy of this resource will be given
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ActionPlanforLearning
SchoolName:EagleMountainMiddle
SchoolContextLink:
SchoolGoal:Numeracy
SchoolYear:2017-2018
Goal/InquiryStudentlearning
Howcanwebetterpreparestudentstounderstandthemathematicalinformationpresentedtothemabouttheworldandusethatinformationtofurtherdrivetheirthinking?
Rationale1-3reasonsforchoosinggoal
Overthepasttwoyearsinopeningournewmiddleschool,EagleMountainteachershaveworkedcollaborativelytodevelopandenhanceallstudents’learningthroughinquirybasedlearningskillsandstrategies.Ourschool’sjourneytowardsintegratingandinnovatinghashelpedustocontinuetorefineourcollectivevisionof“learnersatthecentre”andprepareourlearnersforthe21stCentury.ThispastyearourgoalwastohelpestablishanddevelopaGrowthMindsetinourlearnersandbuildthatcommonlanguageforlearningacrossthecurriculum.CoupledwiththisfocushasbeentheembracingofthecompetenciesoftherevisedcurriculumwithintheBCEDPlan.Teachershaveobservedandnotedoverthecourseofthepasttwoyearshowstudentshavebecomemoreresilientintheirthinking,howtheyenjoytakingonchallenges,andproblemsolvetofindwaysaroundobstaclesintheirlearning.“Icandothis!”hasbeenamottorunningthroughoutourstudentcommunity,and“Wecandothistogether!”hasbeenanechofromourteachersaboutthiscollaborativelearningprocess.Inquirycontinuestobecornerstonestoourschool-widevision.Aswemoveforward,keepingalltheseaspectsofourstoryintact,wewanttofurtherintegrateandbuildcapacityforincreasedmathematicalconceptualthinking.Theyaretwoimportantaspectsofthis:firsttolookathowmathcanbeconnectedtoandintegratedwithinotherpartsofthecurriculum,andsecondtocontinuetodevelopaGrowthMindsetperspectivewithinmathforourlearners.Inher(2016)book“MathematicalMindsets”JoBoalerdescribeswhatthiscanlooklike,“Successfulmathuserssearchforpatternsandrelationshipsandthinkaboutconnections.Theyapproachmathwithamathematicalmindset,knowingthatmathisasubjectofgrowthandtheirroleistolearnandthinkaboutnewideas”(p.34).Soaswecontinuetoprepareourlearnerstobuildstrategiesandskillsforthe21stcentury,weknowthatdevelopingamathematicalmindsetwillbecriticallyimportantfortheirsuccess.
Referencesandsourcestosupportactions
CurriculumResources:FairShares,TeachingDivisioningrade4-7byCaroleFullerton;CuisenaireRodsRockbyCaroleFullerton;MultiplicativeThinkingbyCaroleFullertonCriticalFriendandSupport:PeterLiljedahl,SFUBookresource–“MathematicalMindsets:unleashingstudents’potentialthroughcreativemath,inspiringmessagesandinnovativeteaching”byJoBoaler(2016).Acopyofthisresourcewillbegiven
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toallcoreclassroomteachersandlearningservicesteachers.BCEDPlan2015–bcs_education_plan_2015.pdfMinistryofEducationMathK-9newcurriculumdocuments-m_learning_standards.pdfBUILDINGSTUDENTSUCCESS:BC’snewcurriculumdocuments-https://curriculum.gov.bc.ca/curriculum/mathematics/6https://curriculum.gov.bc.ca/curriculum/mathematics/7https://curriculum.gov.bc.ca/curriculum/mathematics/8Otherwebsites–https://www.youcubed.org/http://nrich.maths.org/frontpage
BackupDocumentation
PlannedActionsContinuingpracticesworkingwell(1-3)• Whatwillwedodifferently?(1-3)
• Howwillweprovideforstaffdevelopmentandcollaboration?
• Howwillweinvolveparents?
• Howwillweinvolvestudents?
• Howwillwemonitorprogressandadjustactions?
Planforbestpractices:EagleMountainstaffiscommittedtocontinuingtheirworktodevelop21stCenturycompetencies,knowledge,skillsandattitudesforallofourlearners.Thisissupportedthroughthefollowinginnovations:
• aninquirybasedlearningapproach• afocusoncorecompetenciesfromtheBCEDPlan• contemporaryteachingandlearningstrategiestosupportdeepthinking• personalizedlearningstrategies• flexiblelearningenvironments• acollaborativeapproachthroughteamswherelearnersaregroupedfor30monthsof
learningandconnectwithmultipleteachers• brainresearchfocusedonearlyadolescence• continuedfocusonstrengthsandtheuseofformativeassessmentpractices• digitalreportingtools(Freshgrade)andthree-wayface-to-faceconferencesthat
communicatestudentlearning• learningempoweredbytechnologythroughourBYODpolicy• developingaGrowthMindsetbyallowingourlearnerstomakemistakesandlearnfromthem
Plannedactionsinclude:
• Professionallearningforteachersaboutmathcurriculumplanning.PeterLiljedahlcommittingtotwohalfdaysandonefulldayPDandteamsupport.
• Implementationanduseofnewmanipulativespurchasedforeachteam.• MonthlyuseofCollaborationmorningonnumeracytopics.• Regularcommunicationwithparentsaboutchangestotherevisedmathcurriculumand
buildinguponbigideas(mathconcepts)viaPACmeetings,newsletters,reportconferencesaspartofourCSLplan
• Intentionalinstructionandtimeforstudentstofurtherbuildanddevelopmathconceptualthinking,andlinkmathtoreallifeexamples
Monitoringprogress:
• WewillcreateandcollectqualitativedatainNov.andFeb.tomonitorourprogress.• Wewillintentionallyexamineourworkthroughouttheyearatstaffmeetingsandteam
leadermeetings,school-basedprofessionaldays,andthroughtheuseofcollaborativeFriday
EagleMountain
BUILDING THINKING CLASSROOMS
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timeswhichareembeddedintoourweeklyschedule.Ideasfortheimplementationofmathbigideas,specificmathconceptinstructionandstrategies,andtypesofassessmentswillbediscussedanddisseminatedateachteamlevelandimplementedaccordinglywithineachclassroom.Feedbackfromclassroomteachersandstudentswillcomebackthroughthesechannelsforcontinualreflectionandrevisionasitrelatestoournumeracygoal.
BackupDocumentation
DocumentationoflearningKeyevidenceofchange• Howdidyouractionsmakeadifference?
• Choose1-3piecesofevidencetodemonstratetheimpactyouractionshavehadonstudentlearningtomeetyourgoal.
• Documentationcouldincludevideo,surveyresults,performancestandarddata,anecdotalevidence,worksamples,etc.
Asthiswasthefirstyearofournewgoal,keyevidenceofchangecanbestbeseeninteacherattitudeandengagementtowardsteachingmathinadifferentway.InthefirsttermteamsworkedagainwithLeytonSchnellertaroundplanning,newcurriculum,assessmentandevaluation.Duringhisfirstvisit,twoofourteamsfocusedtheirplanningonnumeracy/math.Hisframeworkforthinkinghelpedusstarttoimplementnewwaystouseinquiryandconstructiviststrategiesintoourmathinstructionacrossallgrades.Inthesecondterm,wewerefortunatetohaveLeytonSchnellertreturn.Duringhissecondvisitheco-taught/co-plannedwithanEagleMountainteacheramathlesson.Wewereabletoincludestaffmembersfromeachteamtoobservethelesson,askquestionsanddebrief.Thedemonstrationlessonandfollowupdiscussionhelpedmoveourpracticefromtheoreticaltomorepractical.Duringthethirdterm,8membersofstaffparticipatedinaprofessionaldevelopmentserieswithCaroleFullertonandhostedbyLearningServices.Theserieswaspracticalandthoughtprovoking.Manyoftheresourceswewillbeusingnextyearcomefromthisseries(seebelow).Duringourlastprofessionaldevelopmentdayoftheyear(inMay)wehadthepleasureofworkingwithSFUprofessorPeterLiljedahl.Peterwasabletoworkwiththeentirestaffonquestioningandengagingstudentsinmathematicalthinking.Hispresentationisincludedinourreferencessection.
BackupDocumentation SchoolCommunityEngagementProcess• Howdidyouengageparents,teachers,students&supportstaffindevelopingyourAPL?
• HowdidyoushareyourAPLgoalswithparents,teachers,students&supportstaff?
ThedevelopmentofourAPLinvolvedmultipleopportunitiesforconsultationwithstudents,teachersandparents.Ourschoolopeninggoalin2014-2015focusedonSEL,whichwasrevisedinthefollowingyear2015-2016todevelopaGrowthMindsetinourlearners.Studentsgaveusfeedbackintheirendoftermreflectionsandsetgoalsforthemselvesthroughoutthisyear:
• Studentsreflectedabouthowtheyconnect,wonderandshareabouttheirlearninginTerm2.
• Studentssharedabouttheirpersonalgrowthandgaveexampleswithrespecttothecompetenciesofcommunication,thinking,andpersonalandsocialdevelopmentinTerm3.
SCHOOL DISTRICT 43 COQUITLAM
MDIGRADE 7
SCHOOL DISTRICT & COMMUNITY REPORT
2016/2017 GRADE 7 RESULTS
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Ourteamleadermeetings,staffmeetingsandprofessionaldevelopmentsessionshaveallbeenutilizedinallowingforconversationswithteachersrelatedtoourschoolgoal:
• AtourMay2017staffmeetingandPro-Dsessions,teachershadtheopportunitytogiveinputtowardscontinuingourgoal,andcontinuingonthenumeracypathwasencouraged.Thecontinuationwithagoalaboutfosteringincreasingmathematicalthinkingisimportantaswefeelwehavejuststarted!
Wehaveincludedourparentcommunitywithupdatestoourschoolvisionandgoalthroughthefollowing:
• Monthlyschoolnewsletters• OurnewstudentandparentorientationnightinApril2017• OurJune2017PACMeeting
BackupDocumentation ReflectionHighlights• Wherearewenow?• Whataresomepatternsemerging?
• Whatsurprisedyou?• Whatconclusions/inferencesmightyoudraw?
• Howdoesthisinformpotentialnextsteps?
Althoughwehavebeenayearintheprocess,itstillfeelslikewearejustbeginningonourjourney.TheworkwithincredibleeducatorslikeLeytonSchnellert,CaroleFullertonandPeterLiljedahlhavenotonlyinspiredus,butithaspreparedustomakereal,meaningfulgrowthinourapproachtomathematicalinstruction.Newresourceshavebeenpurchased(textsandmanipulatives)andaschoolwideprofessionalgrowthplanhasbeenorganized.Useofourcollaborationtime,professionaldevelopmentdaysandcriticalfriend(PeterLiljedahl)willhelpusputintopracticenewapproachesandtechniques.Oneaspectwewillbefocusingonearlyinthenewschoolyeariscreatinganassessmenttooltoassessourpracticesandtheimpacttheyhaveonstudentsconceptualunderstandingandattitudetowardsmath.
BackupDocumentation (DeletethissectionifLiteracyisyourmaingoal)LiteracyDataAttachthefollowing:• ClassroomAssessment• SchoolAssessment• FSAresults
Classroom Assessments Based on Teacher Judgment (BC Performance Standards)
Report for: Eagle Mountain School Grade 6 Reading 2016/2017 - Participation rate: 90%
# at each level Not Yet Meeting
Meets (Minimal Level)
Fully Meeting Exceeding
All Students 10 31 86 28
Female 2 13 47 22
Male 8 21 39 3
Aboriginal MSK MSK MSK MSK
ESL 5 3 5 -
n=155; Aboriginal n=1; ESL n=13 Note: All Students includes ESL and Aboriginal students
Grade 6 Reading 2015/2016 - Participation rate:
98% # at each level Not Yet Meeting
Meets (Minimal Level)
Fully Meeting Exceeding
All Students 2 45 98 48
Female 1 17 51 29
Male 1 28 47 19
Aboriginal MSK MSK MSK MSK
ESL - 6 9 -
n=196; Aboriginal n=3; ESL n=15 Note: All Students includes ESL and Aboriginal students
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SignaturesSchoolName:EagleMountainMiddle SchoolGoal:Numeracy SchoolYear:2017-2018
Title Name Signature
Principal DarrenMacmillan D. Macmillan
AssistantSuperintendent
Printthispage,haveitsignedbyPrincipal&AssistantSuperintendent,scanitandattachithere
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