DSBN Math Action Plan 2023/2024

DSBN has built a mathematics community of excellence over the past decade. Our strategic actions have grown in depth, while also narrowed in focus, as we’ve responded to the unique learning needs of students. Time tested, success driven, key strategic actions fall under five main categories:

  1. Focus Schools (including Math Priority Schools)
  2. Instructional Coaches
  3. Developing Resources and Corresponding PD that Support Effective Instruction (i.e., Destreaming supports, Math Scope & Sequence)
  4. Continuous Use of Data (i.e., Mid Year Assessment, Class Profiles)
  5. Investment in Educator Learning (i.e., Job Embedded PD, Math AQ)

These strategies, implemented thoughtfully and consistently over time, have had a positive impact on student achievement, as evidenced by consistent growth in classroom, school and EQAO assessment results.

We are grateful to have skilled educators at all levels of the school system whose daily work has established a culture of excellence in mathematics and set conditions for success. The DSBN 2023/2024 Math Action plan, framed below within the Ontario Ministry of Education priorities and strategies, is a continuation of this work. We are confident that plans in place for the coming school year will allow us to meet our goals, in alignment with the DSBN Strategic Plan.

DSBN Strategic Priority Learning and Growth: We value the uniqueness of each individual and believe everyone can excel and achieve excellence at the DSBN.

Strategic Action: Using innovative, engaging, and culturally responsive programming to support students now and as they transition to their future pathways.

The Priority Actions and Strategies outlined below are drawn from the Ontario Ministry of Education Math Action Planning template.

PRIORITY ACTION: Ensuring fidelity of curriculum implementation and use of instructional and assessment practices with a proven track record of enhancing student achievement PRIORITY ACTION: Engaging in ongoing learning to strengthen mathematics content knowledge for teaching PRIORITY ACTION: Knowing the mathematics learner, and ensuring mathematical tasks, interventions and supports are relevant and responsive 

DSBN will continue to:

  • Ensure educators throughout the system are focused on developing a comprehensive understanding and precise implementation of the mathematics curriculum
  • Ensure grade, course, and daily lesson plans reflect the current curriculum, including the mathematical processes and connections between curriculum strands

DSBN will continue to:

  • Provide systems, supports, and resources to support teachers and leaders and collaborate to determine a focus area for math content knowledge development
  • Engage all educators in ongoing learning that strengthens their own mathematics knowledge, skills, and attitudes about math teaching and learning

DSBN will continue to:

  • Use student assessment data and prior mathematics knowledge used to guide interventions and planning
  • Support educators as they learn about the mathematics strengths, needs and interests of all students to inform their instructional decisions
  • Support inclusion and engagement for all students, especially those with diverse learning needs

BOARD LEVEL STRATEGY
Continue to prioritize the understanding of the curriculum and the continuum of learning across grade.

SCHOOL LEVEL STRATEGY
Continue to make intentional staffing decisions to ensure teachers of key grades have deep understanding of the curriculum, including understanding instructional practices to effectively teach and assess curriculum concepts and skills.

CLASSROOM LEVEL STRATEGY
Continue to connect instruction and assessment to curriculum expectations and long term essential mathematical understandings using developmental continuums

BOARD LEVEL STRATEGY
Continue to utilize student achievement data and student work to establish focus areas for mathematics professional learning.

SCHOOL LEVEL STRATEGY
Continue to engage in regular collaborative meetings (e.g., team teaching, collaborative analysis of student work, school and/or board networks, classroom visits) to deepen knowledge of mathematics, curriculum, instructional starting points, and interventions.

CLASSROOM LEVEL STRATEGY
Continue to support staff as they access resources experts, and professional learning to continuously develop content knowledge for teaching

BOARD LEVEL STRATEGY
Align the Math Improvement Action Plan with board improvement planning, including using student assessment and demographic data to identify areas of focus

SCHOOL LEVEL STRATEGY
Continue use of processes to identify and monitor achievement of students achieving below Level 2 in mathematics and provide ongoing supports so that students can access grade-level curriculum

CLASSROOM LEVEL STRATEGY
Support work to adapt lesson planning in response to data collected from multiple, frequent assessment opportunities (e.g., interviews, conversations, student agendas, exit tickets, portfolios, surveys)

So, what does this look like in DSBN?

Below are the DSBN priority actions and strategies, framed within the Ontario Ministry of Education Math Action Planning template. 

CURRICULUM FIDELITY:

Ensuring fidelity of curriculum implementation through

  • Sharing centrally- produced resources such as the scope and sequence and destreaming resources.
  • Use of instructional and assessment practices such as the mid-year assessments.

Actions have resulted in a proven track record of enhancing student achievement.

ONGOING LEARNING AND MATH CONTENT KNOWLEDGE:

Engaging in ongoing learning to strengthen mathematics content knowledge for teaching through free Math AQ and job embedded PD with Instructional Coaches and Consultants.

KNOWING THE MATH LEARNER:

Knowing the mathematics learner, and ensuring mathematical tasks, interventions and supports are relevant and responsive through continuous use of data and focus school model.

MONITORING AND MEASURING

Progress toward goals will be monitored and measured using teacher feedback, instructional coach/consultant reports, and data available through online tools to indicate the frequency of tool/resource access

MONITORING AND MEASURING

Progress toward goals will be monitored and measured using data on frequency and focus of professional development, teacher feedback on professional learning, (e.g., workshops, AQ courses, job- embedded PD), and alignment to student data.

MONITORING AND MEASURING

Progress toward goals will be monitored and measured using student achievement data (e.g., diagnostic assessments, classroom data, report card data, mid-year assessment data, etc.), mid- year action plan driven by student need, and teacher feedback on support plans.