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Renewed Mathematics Strategy - Achieving Excellence in Math

The Ministry's initiative focuses on enhancing student math achievements, educator expertise, and parental involvement. It emphasizes a whole-school approach, effective leadership, and evidence-based monitoring for continuous improvement.

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Renewed Mathematics Strategy - Achieving Excellence in Math

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  1. Renewed Mathematics Strategy MISA - November 6, 2017

  2. Year 2 of the Renewed Math Strategy Shared goals: • increased student achievement, well-being and engagement in mathematics; • increased educator math knowledge and pedagogical expertise; • increased leader use of knowledge of effective mathematics pedagogy to provide the necessary supports and conditions for school and system improvement; and • increased parent engagement in their children’s mathematics learning.

  3. Building on the Renewed Vision • Building on the renewed goals in Achieving Excellence, the Ministry is committed to helping students gain the mathematics knowledge and skills they will need for the future. • Increasing mathematics achievement will continue to be a key priority for the Ministry.

  4. Leveraging Shared Past of Success The Renewed Math Strategy is an Early Years to Grade 12 roadmap that leverages the collective knowledge and skills from our shared past of success to focus on improving student achievement.

  5. Renewed Math Strategy

  6. Achieving Excellence in Math: Next steps Intense Support Schools with greatest needs in math Increased Support Schools with greater needs in math Support All Schools

  7. Making Connections RMS AEAC PRISA SILC BIPSA SIPSA Making Connections... SIM & SEF

  8. Our understanding of the improvement process and supporting conditions Adopt a Whole-School Approach Promote Leadership for Learning Monitor for Evidence of Impact An effective model for improving student achievement requires: • Clear assessment of student learning strengths and areas for improvement, articulated in the School and Board Improvement Plans (SIPSA/BIPSA) • Whole-school approach (e.g., OFIP) • Small number of agreed upon goals • Effective instruction and assessment practices • Effective professional learning informed by student learning needs • Principal as an effective leader and co-creator of the conditions for learning • On-going, regular monitoring by teachers, schools and systems Focus on Student Learning and Well-Being Access Knowledgeable Expertise Focus on Curriculum, Pedagogy and Professional Practice

  9. An Example of Whole-School Improvement Process:Ontario Focused Intervention Partnership (OFIP) Criteria • OFIP designation is currently reserved for elementary schools where fewer than 50% of Grade 3 and Grade 6 students achieve the provincial standard in Reading, Writing and Mathematics on four of six assessments over two consecutive years. Key Elements • Whole-school approach to increasing professional capacity of educators to meet student learning needs through planning, implementing, monitoring and refining a school improvement plan. • Asset-based approach based on the assumption that each school’s own educators are the very force for change. • Key stages designed to scaffold improvement planning and implementation at the school level include action planning, a provincial or regional learning session, midyear conversations and summative conversations.

  10. Points of Alignment with Ministry Policy and Discussion Documents System Improvement Learning Cycle (SILC) • all the improving schools attribute their success to cycles of review and learning among staff • Using evidence of student learning, asking the right questions and follow-up with figuring out the solutions drove the cycles of review which included “coaching on practice” among staff, and from the secondary math consultant or coach.

  11. Table Discussion Question In what ways can (or does) the Renewed Math Strategy impact your work as a MISALead? What do I need to learn? What are my wonderings?

  12. KNOW YOUR WHY! Know your why. KNOW YOUR WHY

  13. WHAT IS YOUR WHY? Discuss this question with a partner and then with your table group.

  14. Vision for the Mathematics Learner

  15. “ Learn how to see. Realize that everything connects to everything else.” Leonardo da Vinci

  16. In Ontario, collaborative professionalism is defined as professionals – at all levels of the education system – working together, sharing knowledge, skills and experience to improve student achievement and well-being of both students and staff. Ministry of Education Program Policy Memorandum No. 159 The Vision for Collaborative Professionalism Shared Understanding and Commitments Roles and Responsibilities

  17. CULTIVATING COLLABORATIVE CULTURES In an excellent mathematics program, educators hold themselves and their colleagues accountable for the mathematical success of every student and for personal and collective professional growth toward effective teaching and learning of mathematics. Principles to Actions (2014): NCTM

  18. Change requires action. Action requires a plan. A plan requires a strategy. A strategy requires goals and enabling objectives. Goals and objectives require mission. A mission is defined by a vision. A vision is set by our values. Stavros, J. M., Cooperrider D. L., & Kelley, D. L. (2003). Strategic inquiry appreciative intent: Inspiration to SOAR. A new framework for strategic planning. AI Practitioner. November. 10-17.

  19. Three Prevalent Problems in Continuous Improvement Efforts Lack of clarity about intended goals/outcomes. Grabbing at strategies that never lead to that elusive student-learning goal. Failure to monitor implementation of both actions and results. Adapted from Love, N. (2009). Using Data to Improve Learning for All A Collaborative Inquiry Approach. California: Corwin Press

  20. Planning for Monitoring and Evaluation Strategies 5 Theory of Action Statement 4 Goal Setting for Student Learning 3 Identifying a Problem of Practice 2 Needs Assessment BIPSA/SIPSA 1 Creating Conditions for Success In Improvement Planning

  21. BIPSA /SIPSA CHECK-IN Do you have all the components? • A Goal? • A Theory of Action? • A Monitoring Plan?

  22. K-12 Improvement Planning Assessment Tool

  23. What are the key BIPSA and/or SIPSA goals for your system or school? How are these goals student focused, strategic and specific, measurable and monitorable, within reach, relevant, and time-bound?

  24. Being strategic with how and what is monitored also brings alignment/coherence with the types of conversations we have thus strengthening whole school awareness and provides a deep understanding of the core business of improving student achievement. Strategy in Action: How School Systems Can Support Powerful Learning and Teaching. Curtis and City, 2009

  25. Are we closing the gap between where we were and where we want to be? What’s changing in the instructional core? MONITORING What are we doing that’s having an impact? What are we learning about our underserved students?

  26. Monitoring Moments PLAN ASSESS REFLECT ACT Reflection-on-Learning Reflection-on-Action What did we say we’d do? What have we learned as a result? What did we do? What does this mean to next steps? How well did we do it? Who’s better off?

  27. What is your monitoring plan? Reflection-on-Action Reflection-on-Learning What did we say we’d do? What have we learned as a result? What did we do? What does this mean to next steps? How well did we do it? Who’s better off?

  28. PEDAGOGICAL SYSTEM Worthwhile Mathematics Tasks Non-Threatening Classroom Environment Classroom Discourse Tools and Representations Effective Pedagogy in Mathematics/Pangarau by Glenda Anthony & Margaret Walshaw, (2007).

  29. The Future of Ontario Education • Student achievement in mathematics improves • Students’ engagement and self-efficacy in mathematics increase • Fewer modifications for students with special education needs are made because effective accommodations are made for them • Educators apply their knowledge of whole-school improvement to mathematics learning, teaching and leading • A culture of high expectations is found in every classroom/school • Parents will be engaged to support their children’s mathematics learning

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