School Improvement Plan for Student Achievement (SIPSA) - Numeracy
Pineland 2014-2015

In Halton, we recognize the importance of monitoring the “Right Work”. The School Effectiveness
Framework (p. 8) suggests ongoing monitoring methods such as:
  • discussing the School Improvement Plan at staff, division, department and/or Professional
  • Learning Community meetings,
  • planning professional learning based on the specific actions/strategies in the
  • School Improvement Plan,
  • assessing progress according to established checkpoints and timelines,
  • collaborative analysis of a wide range of student data, and
  • reflecting on targets and the results of instruction to determine the next steps.
Schools that align the professional learning plan and resources to address student learning need (SIPSA) and implement the professional learning plan with fidelity - deeply, consistently and over time - should expect to influence student learning. We are not losing sight of student learning; simply stepping back in the transfer process to ensure that the professional learning is taking root. Only when this occurs, can we be sure that there will be an impact on student learning.
source: Heather Gataveckas, Coordinator of Research

The SIPSA Process

Who was involved?
Margaret Nimigan (Principal), Jan Farquhar (Vice Principal), Tim Francis (teacher and math coach), David Moskal (classroom teacher), Kenda Capaldi (classroom teacher), and Wendy Wright-Pettersen (IPL)
How were urgent student learning needs identified?
Examination of student work by grade teams, EQAO data, current teacher observations (students seem to have a good sense of computational skills, but they are having a difficult time making this connections and applying their understanding in unfamiliar situations and communicating the process of their problem solving). EQAO item analysis indicates that MC questions (56 % below level 3) and OR (100% concern). No strand is a clear struggle, however, measurement did prove to be some concern with regards to results. When looking at the achievement chart categories, Thinking is the weakest of all categories with the Application of concepts; we also noticed the dip in cohort data for Math from grade 3 - 6 results. ~

Goal Identified in 2014-2015 SIPSA
If we create a culture of risk taking, collaborative problem solving and a growth mindset in Math class, by using more open ended questions, focussing more on process, including deconstructing mistakes to uncover student ~thinking and misconceptions, and offer students multiple opportunities to share their thinking (e.g., Number Talks), then we will see improved student achievement in Numeracy. Our focus will be with the Junior team in particular.
Indicator(s) from the SEF related to this goal
  • Indicator 2.4 - Conditions (e.g. time to meet and talk, common planning time) that promote collaborative learning cultures are established; Evidence of student learning (e.g., writing samples, mathematical representations of thinking, running records, class profiles) is shared as a catalyst for professional dialogue.
  • Indicator 4.1 - A culture of high expectations supports the belief that all students can learn, progress and achieve.
  • Indicator 4.2 - ~A clear emphasis on high levels of achievement in ~numeracy is evident throughout the school.
  • What student work/evidence will help us monitor our progress?
  • Exit passes which indicate that students reflect on and learn from their own and others strategies and “mistakes”
  • Student work which includes the process of solving open-ended questions (e.g., Context for Learning RED kit: Landscapes for learning, congress)
  • Persevere to solve mathematical tasks and demonstrate mathematical thinking in different ways (e.g., student participation, sample students monitored over the year in Number Talks-video)
  • data gathered from Dreambox
  • In what ways will our professional learning help us reach our goal?
  • Professional learning will include:
  • Integrating number talks, math talks (content based) and collaborative student centered learning into daily math instruction
  • Creating and using rich, open cross-strand questions
  • Learning to use questioning to develop student thinking and understanding of math concepts (Talk moves)
  • Regular Lunch and Learns that focus on best practice
  • Context for learning kits
  • Implementation of Collaborative Inquiry
  • Co-Teaching/ Co-Planning
  • Where are we at this point?
  • Tendency to use text as curriculum documents
  • Teacher led discussions and strategy development
  • Still on a learning continuum with regards to High Yield strategies in Math
  • What are our next steps?
  • Rich multi-strand, often open-ended, questions and problem solving
  • Student led discussions and sharing of problem solving strategies/understanding
  • Math coach to help lead some professional development in school
  • Who has a role to play (e.g., school staff, students, parents, resource staff, community partners)?
  • Tim Francis (math coach)
  • Baninder Panchi, Dave Moskal, Kenda Capaldi (Context for Learning: Junior focus)
  • Sue Smith and Melissa Vize (Documentation of number talks)
  • Jan Farquhar (Principal Learning Team)
  • Wendy Wright-Pettersen (IPL)
  • Donna Thompson (supporting Gr.7 students with Dreambox)
  • School Council (aligning funds with Dreambox and ipads)
  • In what ways will we continue to monitor our progress?
Who will monitor and when?
What will we monitor?
  • Updates and information sharing at staff meetings
  • At staff meetings teacher share samples of student work and artifacts that meet the goals outlined above
  • The culture of learning and collaborative inquiry is built into staff meetings.