Loading...
HomeMy WebLinkAbout08 Report 13-140 District-wide Action Plan for Numeracy Report 13-134 2013-2014 Numeracy Action Plan (K-12) Page 1 COMMITTEE OF THE WHOLE (PUBLIC) 19 November 2013 Report No. 13-140 District-wide Action Plan for Numeracy (K-12) for 2013-2014 School Year Key Contact: Pino Buffone, Superintendent of Curriculum, 613-596-8211 ext.8573 Jill Bennett, Superintendent of Learning Support Services, 613-596-8211 ext.8254 PURPOSE: 1. The report presents the district’s action plan for numeracy (K-12) for the 2013- 2014 school year. The report is a follow-up to the numeracy action plan for 2012- 2013 shared with Board on 22 January 2013 and the Annual Student Achievement Report: 2012-2013 provided to Board on 15 October 2013. This report is presented for discussion purposes. CONTEXT: 2. As outlined in the Annual Student Achievement Report: 2012-2013, numeracy continues to be a priority area of focus, K-12. Progress in numeracy—as a district and a province—has not been as steady over the past five years as it has for literacy. As a result, the Board Improvement Plan for Student Achievement for 2013-2014 reflects a deeper, more precise focus on the teaching and learning of numeracy across the district. More specifically, moving forward, a framework for Balanced Mathematics Instruction (K-12) has been established to support effective instruction of mathematics in all classrooms. KEY CONSIDERATIONS: 3. Highlights for Numeracy from Annual Student Achievement Report: 2012-2013 a) Student Achievement Data As listed in Table 1, the results of the 2012-2013 provincial assessments have shown a decrease in primary mathematics and junior mathematics at both the district and provincial levels. In Grade 9 Applied and Grade 9 Academic mathematics, student achievement held steady for both the board and the province. Report 13-134 2013-2014 Numeracy Action Plan (K-12) Page 2 English language learners (ELLs) and students with special needs demonstrate lower performance on the provincial assessments as compared to all students. The gap in numeracy for ELLs as compared to all students increased 1-5 percentage points in two of four provincial assessments in mathematics. For students with special needs, the achievement gap reduced by 2 percentage points at the district level in three of four provincial assessments in mathematics. With respect to gender and achievement, there is gap of 1 to 6 percentage points at the district level favoring boys on three of the four provincial assessments in mathematics. Table 1: Student Achievement in Mathematics on Provincial Assessment Primary 2012-2013 Change from 2011-12 Change from 2008-09 Mathematics 65% (67%) -5 (-1) -4 (-3) Junior 2012-13 Change from 2011-12 Change from 2008-09 Mathematics 60% (57%) -1 (-1) -4 (-6) Grade 9 2011-12 Change from 2011-12 Change from 2008-09 Applied 42% (44%) 0 (0) +6 (+6) Academic 86% (84%) 0 (0) +5 (+7) Note: Provincial results are in brackets. b) Student Perceptual Data Attitudinal and behavioral data (perceptual data) is collected at the same time as the provincial assessments through student questionnaires. These questions provide a context to help understand student self-efficacy and beliefs, both of which can impact achievement and well-being. Just over 50% of students at the primary and junior levels reported that they like and think that they are good at mathematics, with boys responding more favorably. In response to the question, “I can answer difficult questions in math”, just under 50% of primary boys as compared to 30% of girls agreed with the statement, and this gap grew at the junior level. These perceptions increase for girls in grade 9 Applied math, with 0% agreeing with the statement “I like math” and only 15% of girls reporting that they are “good at mathematics” and can “answer difficult questions”. A higher proportion of English language learners “liked” mathematics as compared to other subgroups in three of the four mathematics assessments. The perceptions of students with special needs were lower than all subgroups for the elementary assessments; the difference between subgroups was less pronounced at the secondary level. In comparison, with respect to perceptual data for literacy, students’ attitudes towards reading (“I like reading”) and self-perceptions of ability (“I am good at reading”) are higher than for mathematics, particularly at the elementary level. Gender differences favoured girls for both reading and writing (“I like reading/ I am good at reading/ I like writing / I am good at writing”) as compared to favouring boys for mathematics. Report 13-134 2013-2014 Numeracy Action Plan (K-12) Page 3 c) International/National Context Results from international assessments demonstrate high levels of performance in mathematics and science for Canadian students in comparison to other jurisdictions; Ontario students are among the highest performers across all Canadian provinces. For example, on the 2009 Programme for International Student Assessment (PISA), the achievement for Ontario students in the area of mathematics was similar to that of students in British Columbia and Alberta; only Quebec performed statistically higher than Ontario. Three Canadian provinces (Alberta, Ontario, and Quebec) participated in the 2011 Trends in International mathematics and Science Study (TIMSS, 2011). In the area of mathematics, students from Quebec outperformed those from Ontario in both grade 4 and grade 8; grade 4 students from Ontario achieved higher results than those from Alberta, whereas results for Ontario and Alberta were similar for grade 8. 4. Provincial Perspective for Numeracy On 10 September 2013, the ‘Provincial Math Action Plan’ was provided by the Ministry of Education highlighting the following targeted areas:  greater precision of interventions for students below provincial standard;  development of formative assessments for teacher use in numeracy to target next steps for students’ learning;  development of teacher and administrator capacity in mathematics; and,  enhanced parental engagement through a series of supports including the provision of monthly content for school websites, newsletters and homework help. The provincial direction outlined above has assisted Curriculum Services and Learning Support Services in the development of the district’s action plan for numeracy, moving forward. 5. Components of the District-wide Action Plan for Numeracy The District-wide Action Plan for Numeracy focuses on a balanced mathematics approach, implemented in all mathematics classrooms across the district, emphasizing the importance of both operational skills and problem solving. a) Framework for Balanced Mathematics Instruction, K-12 A Framework for Balanced Mathematics Instruction, K-12 has been developed by Curriculum Services as a key support to enhance mathematics instruction and student achievement across the district (see Appendix A). The framework emphasizes the importance of both operational skills and problem solving, and includes a variety of instructional approaches in rich learning contexts. As was the case for Balanced Literacy, the framework will be utilized to build a common language for mathematics instruction, system-wide. Through the framework, educators will focus on the development of conceptual and procedural understanding, skill development and problem-solving. More specifically, a “week-at-a-glance” for mathematics instruction will be established during the course of the 2013-2014 school year, based upon the effective practices gleaned from internal and external experts in mathematics, and shared with all educators across the district for their use and refinement. Report 13-134 2013-2014 Numeracy Action Plan (K-12) Page 4 b) Strategies for Implementation The implementation of the framework will take place through professional learning networks for teachers and administrators, the enhancement of both student voice and parental engagement, as well as research-based initiatives. i) System-wide Networks for Teachers and Administrators As aligned to the Board Improvement Plan for Student Achievement’s focus on proportional reasoning (K-12), a series of system-wide networks are planned for teachers, including:  professional learning sessions for teachers of mathematics at the elementary level (grades 2-6) focusing on building teacher content knowledge, assessment and evaluation, and effective pedagogy;  cross-panel networks (grades 7-9) for intermediate and secondary teachers of mathematics with a particular focus on improving outcomes for students with special needs and improving achievement for girls; and,  numeracy networks for all ESL/ELD overlay staff at elementary and secondary, ISST and SST teachers, as well as LST/LRTs in order to target the gap for English language learners and students with special needs through differentiated instruction. As identified in districts that continue to show sustained improvement in mathematics, the active participation of the principal in professional learning related to mathematics is fundamental to improved student achievement. As such, a series of professional learning sessions are planned for administrators, including:  networks to build capacity as instructional leaders of mathematics, including both content knowledge, as well as the “look fors” with respect to effective instruction in mathematics based upon Balanced Mathematics Instruction, K- 12; and,  working sessions for administrators regarding the ongoing refinement of School Improvement Plans for Student Achievement (SIPSAs) where the SMART goals and instructional strategies are related to numeracy. To support schools with access to the tools and resources that will facilitate the teaching and learning of mathematics, a survey will be sent to all schools to address the following key areas of access: mathematics manipulatives, pedagogical guides for numeracy instruction and other key Ministry resources, and textbooks. This survey data from schools will be utilized to identify system needs in order to support student learning needs. ii) Student Voice Student questionnaires from the provincial assessments, as well as school climate surveys, such as the Tell Them From Me survey, provide an opportunity for the voice of students (including perceptions related to mathematics) to guide teachers and administrators in the creation of a rich, responsive learning environments for mathematics. These learning environments involve:  support for risk-taking in learning mathematics;  promotion of positive attitudes and beliefs about mathematics;  collaboration amongst students and staff in the construction of class norms; and, Report 13-134 2013-2014 Numeracy Action Plan (K-12) Page 5  co-construction of success criteria for authentic, engaging mathematical tasks that matter to students. iii) Parental Engagement As a follow-up to the 2011-2012 Action Plan for Numeracy, the district established a Numeracy Committee comprised of 16 educators and non- educators from all pathways (workplace, apprenticeship, college and university) to assist and advise staff with respect to numeracy initiatives across the district. Most recently, the committee has developed of a parent’s guide to numeracy (see Appendix B). The committee has also recommended guest speakers for the OCDSB Speakers’ Series. The focus of the Numeracy Committee for the 2013-2014 school year will be to expand the support to parents/guardians in helping to promote success for their child/children in mathematics. For example, there will be a continued focus on encouraging/supporting numeracy nights in schools across the district, and the development of a website in order to provide wider access to key resources for parents/guardians including ‘Parent Guides’ for numeracy provided by the Ministry of Education, as well as homework help websites for elementary and secondary students. iv) Research-based Initiatives A number of research-based initiatives led by the Ministry of Education are aligned to the priority focus on numeracy, including:  MISA PNC Math Inquiry – a three-year study involving school administrators from families of schools, focusing on an aspect of numeracy that has been identified as an area of need in the school improvement plan, with a focus on developing further capacity in using evidence to inform next steps to be taken in order to improve student outcomes in numeracy;  MISA PNC Teacher Collaborative Inquiry – an initiative focusing on proportional reasoning in grades 1-6 for teachers of primary and junior mathematics;  EOSDN Math Initiative – a regional initiative involving 220 teachers and administrators from 30 schools in the district and focusing on proportional reasoning, and targeting interventions for students achieving below provincial standard, K-12; and,  College Student Achievement Project (CSAP) – formerly the College Math Project (CMP) – an initiative led by Seneca College, involving Ontario’s Colleges of Applied Arts and Technology and district school boards for the purpose of investigating the mathematics and language achievement of first- year college students in Ontario, and to identify ways in which student success in college can be increased. (Note: Brief highlights from the final report from the CMP (2012) indicate that: (i) approximately two-thirds of students entering college from secondary school achieve good grades (i.e., A, B, or C) in their college math course; (ii) the largest proportion of students entering a college math program/course took MAP4C as their highest math course in high school, however, only 58% of them obtain good grades in college math; and, (iii) fewer than 10% of college students took MCT4C (the course specifically designed to prepare Report 13-134 2013-2014 Numeracy Action Plan (K-12) Page 6 students for college technology programs), however, achievement for this group of students in college mathematics is better, with 68% of this group of students achieving good grades. The full report can be found at http://collegemathproject.senecac.on.ca/cmp/en/.) c) Monitoring of Implementation The strategies for implementation delineated above will be supported and monitored through the professional learning networks offered system-wide, the ongoing work of Instructional Coaches and Learning Support Consultants in job- embedded professional learning on site, and the final reports provided through research studies conducted. A key element of the site-based support includes professional learning sessions with Dr. Marian Small (for nine schools across our district). Further, Superintendents of Instruction, Principals and Vice-Principals will continue to support the work of teachers in the classroom on an ongoing basis through SIPSA discussions on site, as well as regular walk-throughs of mathematics classrooms. FINANCIAL CONSIDERATIONS: 6. The costs associated with the system-wide networks and job-embedded professional learning opportunities for teachers and administrators is covered through funding provided by the Ministry of Education (OFIP, SIM, Capacity Building Grant-CILM, Building Cap Grant- Grades 7-10, Student Success), as well as the Learning Opportunities Grant (LOG), predominantly as funds for release time. 7. The research-based opportunities described for teachers and administrators are covered through research grants for each initiative as outlined. COMMUNICATION/CONSULTATION: 8. The continuation of the district’s action plan for numeracy is a reflection of senior staff’s commitment to improved student achievement in mathematics across the district. Members of staff from Curriculum Services, Learning Support Services, and Quality Assurance have collaborated on the development of the action plan for this school year, including the differentiation of support for all learners through system-wide networks and job-embedded professional learning. 9. Staff in Curriculum Services, Learning Support Services and Quality Assurance continue to access experts in the field of mathematics, including: Dr. Christine Surtaam, Director of Teacher Education and Mathematics Professor at the University of Ottawa, Dr. Marian Small, former Dean of Education at the University of New Brunswick; Mary-Lou Dunnigan, Student Achievement Officer with the Student Achievement Division of the Ministry of Education; and, Dr. Ruth Beatty, Mathematics Professor at Lakehead University. These individuals continue to share their knowledge, expertise and wisdom with respect to the teaching and learning of mathematics in the classroom. 10. Staff will also continue to consult with key stakeholders, including the Ottawa- Carleton Assembly of School Councils (OCASC), Parent Involvement Committee Report 13-134 2013-2014 Numeracy Action Plan (K-12) Page 7 (PIC) and Special Education Advisory Committee (SEAC), for example, in the evolution of the action plan as outlined. The feedback from key stakeholders will help refine the action plan over time. STRATEGIC LINKS: 11. The district’s action plan for numeracy focuses on improving student achievement in mathematics by supporting the enhancement of instructional practice and encouraging creative, innovative and critical thinking and problem solving skills (LN1). Elements contained within the action plan for numeracy, however, also impact on other key priority areas, including: the enhancement of parental engagement and outreach to all parents (EN1) through the parent’s guide for numeracy, encouraging parents/guardians to be involved in their child’s learning; and, the development of an organizational culture that is committed to lifelong learning (LN4) through the emphasis on mathematics as relevant, meaningful and fun, with a particular focus on improving student confidence in their ability to be mathematically literate. GUIDING QUESTIONS: 12. The following questions are provided to support the discussion of this item by the Committee:  How are the trends that emerge from the data reflected in the district’s action plan for numeracy?  Are there additional strategies to be considered in “closing the gaps” for identified sub-groups? SUBMITTED FOR INFORMATION Pino Buffone Superintendent of Curriculum (ext. 8573) Jennifer Adams Director of Education and Secretary of the Board Jill Bennett Superintendent of Learning Support Services (ext.8254)