Junior Mathematics Intervention and our Web of Inquiry

1. Junior Mathematics Intervention and our Web of Inquiry

2. Who Are We? • Municipalities: Fort Erie, Grimsby, Lincoln & West Lincoln, Niagara Falls, Niagara-on-the-Lake, Pelham, Port Colborne, St. Catharines, Thorold, Wainfleet & Welland • Size of Region: 1,868 sq km • Regional population: 427,421

3. Who Are We? • 51 Elementary Schools • 8 Secondary Schools • Elementary Student Enrollment: 14,072 • Secondary Student Enrollment: 7,788

5. What does the data tell us? Grade 3 Grade 6 NCDSB Ontario

6. Problem of Practice We clearly need to: (1) Focus on assessment FOR learning strategies (2) Build teachers’ confidence in their content knowledge (3) Help to establish PCLCs within schools for co-planning / co-teaching

7. JMI The intention of the project is to implement and support successful intervention practices in order to close the gap in students' mathematics achievement in the junior division (grades 3-6).

8. 2011-2012 JMI (Year 1) • Number of Schools Involved:4 • Grades Involved: 3-6 • Research Question: • Will the intentional planning of three-part lessons, based on student learning needs, improve student achievement and exhibit a measureable difference in the learning gap?

9. JMI Project Example Schools: 4 Non-SIM schools Target Grades: 3-6

10. Teacher’s Inquiry Cycle

11. 2012-2013 JMI (Year 2) 2 Year Two Schools 3Year One Schools • Number of Schools Involved:4 • Grades Involved: 3-6 • Research Question: • Will the intentional planning of three-part lessons, based on student learning needs, improve student achievement and exhibit a measureable difference in the learning gap? *teacher-developed *digging deeper

12. JMI  Year 2 Schools: 4 Non-SIM schools Target Grades: 3-6 3 Year one schools 2 Year two schools

13. Student Achievement is a Shared Responsibility • Administers diagnostic • Teaches through problem solving • Provides small group support • Discovers students with gaps • Communicates with ERT and Interventionist • Provides support 1 day/week • Works individually or in small group • Based on teacher diagnosed need • Uses teacher suggested strategies and develops new ones • Records all intervention and achievement • Communicates with teachers about student needs • Creates timetable for interventionist • Ensures that communication of strategies and achievement is current Principal Engagement

14. Turn and Talk What is your board doing to close the gap in the junior grades?

15. Numeracy Nets Diagnostic

16. Numeracy Nets Diagnostic Analysis

17. Numeracy Nets Diagnostic Analysis

18. Intervention Coach Request

19. Year 1 Year 2 • Targeting specific gaps in number sense and numeration • Focused content PD for teachers, ERTs, interventionists • Creating a numerate picture of students

20. Turn and Talk What evidence do you use to help identify students that might benefit from intervention?

21. Intervention Coach Record (Session 1)

22. Intervention Coach Record (Session 6)

23. Year 1 Year 2 • Strengthening support network to include classroom teacher, ERT, interventionist • Specific content PD in number sense and numeration for teachers, ERTs and interventionists

24. Turn and Talk What do you do for the students who are in need of support to close the gap?

25. How has the inquiry affected student learning? Impact of JMI on Teacher Practice vs. Student Learning (According to Project Teachers)

26. Key Learning from JMI • Numeracy Nets are invaluable for uncovering the depth of students’ understandings / misconceptions. • Teachers were surprised by the realization that teaching from a resource textbook is not as effective or efficient as the teachers believed. • Teachers stated that the time they had allocated to co-plan with their teaching partners was invaluable. • Teachers described the moderation of student work as an inherent component of co-planning and implicitly communicated their assumption of a seamless connection between assessment and instruction. Tiffany Gallagher Ph.D., Brock University

27. What We’ve Noticed • The power of “co” • (co-teaching, co-planning, co-reflecting) • Need for student math talk through inquiry • Assessment FOR Learning drives instruction • (student interest, thinking, misconceptions …) • We need to listen more to STUDENT VOICE • We, as teachers, need to “know the math” • Value in developing number sense all year long

28. Turn and Talk How and what do you do to move your thinking forward from specific initiatives in your board?

29. Questions We Still Have • How do we create a consistent/sustained culture of Math Talk Learning Communities? • How do we incorporate STUDENT VOICE into our inquiry networks? • How do we apply our key learning into Grades 10, 11 and 12 mathematics classrooms?