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Years of Action 2013-2017Toronto District School Board

Strategic Plan - An OverviewImproving Student Success in Mathematics:

K-12 Math Strategy

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.on.caStrategic Plan - An Overview Improving Student Success in Mathematics: K-12 Math Strategy1

Introduction - Director’s Letter

In many aspects of daily life, we use math. Whether it’s balancing a budget,following a recipe or buying a car, we rely on mathematical thinking every day.

From kindergarten to Grade 12, math education is cumulative. Each year,students build on what they learned in the previous year. It is critical thatstudents understand the fundamentals and master the basics in order toadvance with skill and confidence as they learn more challenging concepts along the way.

We are committed to supporting students as they develop valuable math knowledge and skills and want them to be active participants in their learning. While we have been making measured progress over the past five years, the Years of Action plan sets out ambitious goals for success. We are working toincrease provincial numeracy achievement results by 10% for Grades 3 and 6and by six per cent in Grade 9 academic math and 15% in Grade 9 applied math.

Using EQAO data, together with graduation rates, report card data and assessmentinformation, we are able to create targeted programs and initiatives to help all TDSB students succeed. Finding new and innovative ways to connect with students and make math learning active and relevant is key to every students’ success. It’s important to use a variety of resources and technologies thatengage students’ abilities, interests, and, most importantly, learning styles.

Math education happens inside and outside the classroom and we all play a role in supporting students in developing this valuable skill. This math strategy is our road map to get there.

Director of Education, Donna Quan

“Whether it’s

balancing a budget,following a recipe or buying a car, we rely

on mathematical thinking every day.

”


Mathematics

Mathematics reveals patterns, order and relationships which help us to understandthe world around us. It is an increasingly varied discipline that deals with number,spatial sense, data, measurement, and observations requiring inference, deduction,modelling and communication.

Mathematics is of great importance in our modern lives given its rapidlyexpanding use in day-to-day contexts, in the workplace and in diverse disciplines. Effective classrooms are places of inquiry where mathematics learning isencouraged, where teachers are inspiring, knowledgeable in mathematics for teaching and skilled in creating rich learning environments.

As part of the K-12 Math Strategy, we focus on four key principles:

- Using a balance of instructional methods, including play, exploration, investigation, direct instruction and practice giving students many opportunities to develop their thinking and master skills.

- Providing effective mathematics instruction in Early Years Learning classrooms, in all strands of mathematics, including explicit instruction, learning centres rich with math concepts and mathematical thinking incorporated into every day learning situations.

- Learning and teaching through inquiry and problem-solving to expose students to different approaches to learning mathematics and opportunities to apply knowledge and skills.

- Using manipulatives, assistive technology, and appropriate modifications and accommodations to support the learning of all students at all grade levels.

“To be successful in

math, I needa quiet place to

study with friends, and calculators also

rulers and protractors and pencils and

erasers, plus a water bottle.

”Grade 5 student.


Provincial Context

In the Ministry of Education’s 2013 document, Achieving Excellence: A Renewed Vision for Education in Ontario, student performance in math is a key focus. In it, it states:

“Foundational skills for academic achievement include reading, writing and mathematics. In order for students to achieve excellence in an area likemathematics, there must be a balance between understanding basic mathconcepts, practicing skills like multiplication tables, and developing the thinkingskills needed for advanced problem solving. These foundational skills remain a focus – and combined with creativity and critical thinking, innovative problem solving, effective communication and collaboration, they lead to excellence.”

A key goal of the report is to “increase student engagement in mathematics,science and technology by expanding opportunities for K-12 students to explorethe relevance of these areas to their future pathways.” And its commitment of continuing to measure progress towards “a 75% success rate on elementary EQAO assessments, with a particular focus on mathematics.”

The 2011 Ministry report Paying Attention to Mathematics Education, identified seven foundational principals for improvement in mathematics, noting that “although gains were being made in the province in many areas, the time had come to pay focused collective attention to mathematics teaching, leading and learning.” The report identifies the importance of teacher professional learning in mathematics in improving student achievement.

In January 2014, the Ministry of Education announced new measures to improvestudent success in mathematics by paying for current teachers to take advancedqualifications courses in math and ensuring teachers colleges spends more time on how to teach math.


The Toronto District School BoardContextMissionTo identify teaching and learning of mathematics and numeracy as a priority and to affirm the Board’s commitment to providing support so that all learners achieve at the highest academic levels.

Vision • Developinallstudents: o positive attitudes towards learning math o a willingness to persevere in understanding and problem-solving o an ability to communicate thinking and reasoning and to apply concepts, skills and strategies to different situations o flexible thinking, inquiry and enthusiasm

TDSB Commitments • Tocontinuetomeettheindividualneedsofallstudentsthrough differentiated and inclusive learning experiences. • Toengagestudentsinchallengingandrelevantprogramsthatdevelop both concepts and skills. • Toprovidebalancedprogramsthatsupportcriticalthinkingand problem solving. • Toprovideeducatorswithprofessionallearningopportunitiesthat engage them in inquiry and practice based on student needs. • Tosupportlearningenvironmentsthatfostercreativity,voice,innovation, collaboration and positive dispositions towards mathematics. • Tosupportassessmentandevaluationpracticesthatsupportstudent learning. • Tousetechnologiesasteachingandlearningtoolsthatimproveand deepen mathematical understanding. • Tocoordinateandstrengthenmathematicsleadership.


What the Research Tells Us

TDSB students continue to perform strongly in the Grade 9 mathematics test by the Education Quality and Assessment Office (EQAO) in 2014. Over the past five years (2009-10 to 2013-14), the percentage of Grade 9 students who performed at or above the provincial standard (Levels 3 and 4) increased 8% in applied mathematics and 1% in academic mathematics. For students in Grades 3 and 6, over the past five years (2009-10 to 2013-14), the percentage of Grade 3 students who performed at or above the provincial standard (Levels 3 and 4), remained the same in mathematics (71%). Measuring student achievement over a longer period of time provides a broaderunderstanding of trends and how programs and initiatives across the system are working to support students. It also provides important insight into where programs may need to be strengthened and/or resources directed.

There is an extensive body of research that supports a balanced approach to mathematics instruction. A balanced program provides includes and multiple opportunities for students to demonstrate their thinking and practice their skills. It includes direct instruction, skills development, memorization of facts, inquiry, problem solving, exploration, investigation and practice.

Research also shows that professional learning that allows educators to have theon-going opportunity to build their teaching skills collaboratively in classrooms where they can test and practice approaches and strategies and reflect with their colleagues, have the greatest impact on improving mathematics instructionand student achievement.

“To be successful in math, I need to do

my best when solving problems.

”Grade 11 student


K-12 Math Strategy

Improving student success in mathematics requires a multi-layered approach. This strategy builds on the work we have been doing by setting out a focused action plan and specific goals. The plan includes hiring math coaches, a plan for providing professional support to all staff teaching mathematics across the system, regularly monitoring and tracking student success and a cycle for creating and identifying supports for parents and students to access outside of the classroom.

Staff Support – Numeracy Coaches, Math/Numeracy Department In order to provide on-going, classroom-based support, 10 numeracy coaches who have a specialized focus on teaching math will work directly with teachers. They will co-teach with staff to incorporate effective math teaching practices and develop strategies to support all students. They also may work directly with students to help them become more confident and proficient in their math skills.

Each numeracy coach will support two Families of Schools. Working collabora-tively with the Math/Numeracy department, they will: - Provide intensive, classroom-based professional learning to K-8 teachers; - Provide leadership and support to facilitate changes in the learning and teaching of mathematics; and - Support the implementation of intervention strategies to help meet the needs of struggling students.

The Mathematics/Numeracy department also acts as a resource, offering expertise,suggestions and may come for in-person support.

The Coaches and Instructional Leaders meet monthly to discuss the teaching and learning needs of classroom teachers and their students. Study topics include learning goals, success criteria, descriptive feedback, assessment for/as learning, EQAO, problem solving, and STEM.

““To be successful

in math, I need a teacher who

would be able to teach me in many different ways and

simplify complicated questions.

”Grade 7 student


K-12 Math Strategy

Professional Learning and ResourcesProfessional learning for educators is central to the K-12 Mathematics Strategy. Ensuring that teachers have the right knowledge, tools, strategies and resourcesin place is critical to their ability to provide effective and engaging math instructionto students.

The development of professional learning teams is a key part of this strategy, where teachers can collaborate and learn best practices from experts andcolleagues. Schools are responsible for creating professional learning communitiesin mathematics. In elementary schools, every teacher will participate, while in secondary, mainly math teachers participate in the teams.

Through these teams, teachers: - Meet regularly to study the Ontario math curriculum and discuss how concepts and skills development in different stages. - Support each other in using a variety of instructional strategies to meet different student needs. - Learn together to implement a framework for learning math that balances inquiry, hands-on learning, practice and explicit instruction. - Co-teach to try out a variety of resources, tools, technologies and strategies. - Study the foundational principles of effective mathematics education and the school and classroom actions that will bring about student success.

Centrally, several professional learning opportunities are available for K-12, including: - EQAO data analysis and classroom practice - Focus on Grade 9 applied - Use of diagnostic assessment tools - Intervention strategies for struggling students - Math for young children

Resources have been developed to support the implementation of the Math Strategy. The K-12 Mathematics Strategy Support and Resource Companion is a reference tool for superintendents and principals. The Facilitation Guide forProfessional Learning in Mathematics K-12 and the Mathematics/Numeracy K-12Expected Practice documents are professional learning resources that provide examples and links to assist in implementing key actions at the school and classroom levels.

“To be successful in math, I need motivation and

extra help.

”Grade 10 student


K-12 Math Strategy

Monitoring and Tracking to Improve Learning for AllMonitoring and tracking is a critical component of the K-12 MathematicsStrategy. The expectation is that principals will report to their Family of Schools superintendent, at least three times a year, on how each action is being implementedand monitored at the school level. Focused conversations with superintendentswill examine evidence and the impact of professional learning on student learningand achievement.

Families of Schools and schools will identify key actions in the Board ImprovementPlan for Student Achievement for Numeracy/Mathematics, including: - Evidence of school-based methods for tracking and monitoring improvement in student learning - Evidence of change and/or improvements in instructional practice, beliefs and values of staff, students and parents - Focused conversations of the progress of students and the impact of strategies used Support for Students and Parents Outside the ClassroomMath is not only learned in the classroom. It is used, practiced, tested andexplored in the real world. Parents play an important role in student learning and when they know what is being taught and how their children are learning then they can engage in that dialogue and experience at home. The TDSB is committed to providing access to information and resources to support both parents and students, through the TDSB’s public website and Virtual Library.

Many of the resources are web-based and are all vetted and endorsed by the TDSB’s math department.

In addition, teachers are encouraged – and supported to – develop supportsfor students and parents to use outside of the classroom. This may includeextra-help sessions, homework clubs or home practice.

“I learn math best when the teacher

gives examples on the board since I’m a visual learner, it’s

easier for me.

”Grade 8 student


Resources

There are a number of ways parents and students can access resources outside of the classroom.

In addition to getting information and support directly from school staff, re-sources can be accesses through the TDSB public website and TDSB virtual library, including:

• MathGAINS • LNS:DoingMathematicsWithYourChild • HomeworkHelp • EQAOsamplequestionsgrades3and6 • CLIPS • eWorkshop • FinancialLiteracy • EQAOsamplequestionsGrade9 • ePractice

Improving Student Success in Mathematics:K-12 Math Strategy

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