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ActionPlanforLearning

SchoolName:EagleMountainMiddle

SchoolContextLink:

SchoolGoal:Numeracy

SchoolYear:2017-2018

Goal/InquiryStudentlearning

Howcanwebetterpreparestudentstounderstandthemathematicalinformationpresentedtothemabouttheworldandusethatinformationtofurtherdrivetheirthinking?

Rationale1-3reasonsforchoosinggoal

Overthepasttwoyearsinopeningournewmiddleschool,EagleMountainteachershaveworkedcollaborativelytodevelopandenhanceallstudents’learningthroughinquirybasedlearningskillsandstrategies.Ourschool’sjourneytowardsintegratingandinnovatinghashelpedustocontinuetorefineourcollectivevisionof“learnersatthecentre”andprepareourlearnersforthe21stCentury.ThispastyearourgoalwastohelpestablishanddevelopaGrowthMindsetinourlearnersandbuildthatcommonlanguageforlearningacrossthecurriculum.CoupledwiththisfocushasbeentheembracingofthecompetenciesoftherevisedcurriculumwithintheBCEDPlan.Teachershaveobservedandnotedoverthecourseofthepasttwoyearshowstudentshavebecomemoreresilientintheirthinking,howtheyenjoytakingonchallenges,andproblemsolvetofindwaysaroundobstaclesintheirlearning.“Icandothis!”hasbeenamottorunningthroughoutourstudentcommunity,and“Wecandothistogether!”hasbeenanechofromourteachersaboutthiscollaborativelearningprocess.Inquirycontinuestobecornerstonestoourschool-widevision.Aswemoveforward,keepingalltheseaspectsofourstoryintact,wewanttofurtherintegrateandbuildcapacityforincreasedmathematicalconceptualthinking.Theyaretwoimportantaspectsofthis:firsttolookathowmathcanbeconnectedtoandintegratedwithinotherpartsofthecurriculum,andsecondtocontinuetodevelopaGrowthMindsetperspectivewithinmathforourlearners.Inher(2016)book“MathematicalMindsets”JoBoalerdescribeswhatthiscanlooklike,“Successfulmathuserssearchforpatternsandrelationshipsandthinkaboutconnections.Theyapproachmathwithamathematicalmindset,knowingthatmathisasubjectofgrowthandtheirroleistolearnandthinkaboutnewideas”(p.34).Soaswecontinuetoprepareourlearnerstobuildstrategiesandskillsforthe21stcentury,weknowthatdevelopingamathematicalmindsetwillbecriticallyimportantfortheirsuccess.

Referencesandsourcestosupportactions

CurriculumResources:FairShares,TeachingDivisioningrade4-7byCaroleFullerton;CuisenaireRodsRockbyCaroleFullerton;MultiplicativeThinkingbyCaroleFullertonCriticalFriendandSupport:PeterLiljedahl,SFUBookresource–“MathematicalMindsets:unleashingstudents’potentialthroughcreativemath,inspiringmessagesandinnovativeteaching”byJoBoaler(2016).Acopyofthisresourcewillbegiven

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toallcoreclassroomteachersandlearningservicesteachers.BCEDPlan2015–bcs_education_plan_2015.pdfMinistryofEducationMathK-9newcurriculumdocuments-m_learning_standards.pdfBUILDINGSTUDENTSUCCESS:BC’snewcurriculumdocuments-https://curriculum.gov.bc.ca/curriculum/mathematics/6https://curriculum.gov.bc.ca/curriculum/mathematics/7https://curriculum.gov.bc.ca/curriculum/mathematics/8Otherwebsites–https://www.youcubed.org/http://nrich.maths.org/frontpage

BackupDocumentation

PlannedActionsContinuingpracticesworkingwell(1-3)• Whatwillwedodifferently?(1-3)

• Howwillweprovideforstaffdevelopmentandcollaboration?

• Howwillweinvolveparents?

• Howwillweinvolvestudents?

• Howwillwemonitorprogressandadjustactions?

Planforbestpractices:EagleMountainstaffiscommittedtocontinuingtheirworktodevelop21stCenturycompetencies,knowledge,skillsandattitudesforallofourlearners.Thisissupportedthroughthefollowinginnovations:

• aninquirybasedlearningapproach• afocusoncorecompetenciesfromtheBCEDPlan• contemporaryteachingandlearningstrategiestosupportdeepthinking• personalizedlearningstrategies• flexiblelearningenvironments• acollaborativeapproachthroughteamswherelearnersaregroupedfor30monthsof

learningandconnectwithmultipleteachers• brainresearchfocusedonearlyadolescence• continuedfocusonstrengthsandtheuseofformativeassessmentpractices• digitalreportingtools(Freshgrade)andthree-wayface-to-faceconferencesthat

communicatestudentlearning• learningempoweredbytechnologythroughourBYODpolicy• developingaGrowthMindsetbyallowingourlearnerstomakemistakesandlearnfromthem

Plannedactionsinclude:

• Professionallearningforteachersaboutmathcurriculumplanning.PeterLiljedahlcommittingtotwohalfdaysandonefulldayPDandteamsupport.

• Implementationanduseofnewmanipulativespurchasedforeachteam.• MonthlyuseofCollaborationmorningonnumeracytopics.• Regularcommunicationwithparentsaboutchangestotherevisedmathcurriculumand

buildinguponbigideas(mathconcepts)viaPACmeetings,newsletters,reportconferencesaspartofourCSLplan

• Intentionalinstructionandtimeforstudentstofurtherbuildanddevelopmathconceptualthinking,andlinkmathtoreallifeexamples

Monitoringprogress:

• WewillcreateandcollectqualitativedatainNov.andFeb.tomonitorourprogress.• Wewillintentionallyexamineourworkthroughouttheyearatstaffmeetingsandteam

leadermeetings,school-basedprofessionaldays,andthroughtheuseofcollaborativeFriday

EagleMountain

BUILDING THINKING CLASSROOMS

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timeswhichareembeddedintoourweeklyschedule.Ideasfortheimplementationofmathbigideas,specificmathconceptinstructionandstrategies,andtypesofassessmentswillbediscussedanddisseminatedateachteamlevelandimplementedaccordinglywithineachclassroom.Feedbackfromclassroomteachersandstudentswillcomebackthroughthesechannelsforcontinualreflectionandrevisionasitrelatestoournumeracygoal.

BackupDocumentation

DocumentationoflearningKeyevidenceofchange• Howdidyouractionsmakeadifference?

• Choose1-3piecesofevidencetodemonstratetheimpactyouractionshavehadonstudentlearningtomeetyourgoal.

• Documentationcouldincludevideo,surveyresults,performancestandarddata,anecdotalevidence,worksamples,etc.

Asthiswasthefirstyearofournewgoal,keyevidenceofchangecanbestbeseeninteacherattitudeandengagementtowardsteachingmathinadifferentway.InthefirsttermteamsworkedagainwithLeytonSchnellertaroundplanning,newcurriculum,assessmentandevaluation.Duringhisfirstvisit,twoofourteamsfocusedtheirplanningonnumeracy/math.Hisframeworkforthinkinghelpedusstarttoimplementnewwaystouseinquiryandconstructiviststrategiesintoourmathinstructionacrossallgrades.Inthesecondterm,wewerefortunatetohaveLeytonSchnellertreturn.Duringhissecondvisitheco-taught/co-plannedwithanEagleMountainteacheramathlesson.Wewereabletoincludestaffmembersfromeachteamtoobservethelesson,askquestionsanddebrief.Thedemonstrationlessonandfollowupdiscussionhelpedmoveourpracticefromtheoreticaltomorepractical.Duringthethirdterm,8membersofstaffparticipatedinaprofessionaldevelopmentserieswithCaroleFullertonandhostedbyLearningServices.Theserieswaspracticalandthoughtprovoking.Manyoftheresourceswewillbeusingnextyearcomefromthisseries(seebelow).Duringourlastprofessionaldevelopmentdayoftheyear(inMay)wehadthepleasureofworkingwithSFUprofessorPeterLiljedahl.Peterwasabletoworkwiththeentirestaffonquestioningandengagingstudentsinmathematicalthinking.Hispresentationisincludedinourreferencessection.

BackupDocumentation SchoolCommunityEngagementProcess• Howdidyouengageparents,teachers,students&supportstaffindevelopingyourAPL?

• HowdidyoushareyourAPLgoalswithparents,teachers,students&supportstaff?

ThedevelopmentofourAPLinvolvedmultipleopportunitiesforconsultationwithstudents,teachersandparents.Ourschoolopeninggoalin2014-2015focusedonSEL,whichwasrevisedinthefollowingyear2015-2016todevelopaGrowthMindsetinourlearners.Studentsgaveusfeedbackintheirendoftermreflectionsandsetgoalsforthemselvesthroughoutthisyear:

• Studentsreflectedabouthowtheyconnect,wonderandshareabouttheirlearninginTerm2.

• Studentssharedabouttheirpersonalgrowthandgaveexampleswithrespecttothecompetenciesofcommunication,thinking,andpersonalandsocialdevelopmentinTerm3.

SCHOOL DISTRICT 43 COQUITLAM

MDIGRADE 7

SCHOOL DISTRICT & COMMUNITY REPORT

2016/2017 GRADE 7 RESULTS

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Ourteamleadermeetings,staffmeetingsandprofessionaldevelopmentsessionshaveallbeenutilizedinallowingforconversationswithteachersrelatedtoourschoolgoal:

• AtourMay2017staffmeetingandPro-Dsessions,teachershadtheopportunitytogiveinputtowardscontinuingourgoal,andcontinuingonthenumeracypathwasencouraged.Thecontinuationwithagoalaboutfosteringincreasingmathematicalthinkingisimportantaswefeelwehavejuststarted!

Wehaveincludedourparentcommunitywithupdatestoourschoolvisionandgoalthroughthefollowing:

• Monthlyschoolnewsletters• OurnewstudentandparentorientationnightinApril2017• OurJune2017PACMeeting

BackupDocumentation ReflectionHighlights• Wherearewenow?• Whataresomepatternsemerging?

• Whatsurprisedyou?• Whatconclusions/inferencesmightyoudraw?

• Howdoesthisinformpotentialnextsteps?

Althoughwehavebeenayearintheprocess,itstillfeelslikewearejustbeginningonourjourney.TheworkwithincredibleeducatorslikeLeytonSchnellert,CaroleFullertonandPeterLiljedahlhavenotonlyinspiredus,butithaspreparedustomakereal,meaningfulgrowthinourapproachtomathematicalinstruction.Newresourceshavebeenpurchased(textsandmanipulatives)andaschoolwideprofessionalgrowthplanhasbeenorganized.Useofourcollaborationtime,professionaldevelopmentdaysandcriticalfriend(PeterLiljedahl)willhelpusputintopracticenewapproachesandtechniques.Oneaspectwewillbefocusingonearlyinthenewschoolyeariscreatinganassessmenttooltoassessourpracticesandtheimpacttheyhaveonstudentsconceptualunderstandingandattitudetowardsmath.

BackupDocumentation (DeletethissectionifLiteracyisyourmaingoal)LiteracyDataAttachthefollowing:• ClassroomAssessment• SchoolAssessment• FSAresults

Classroom Assessments Based on Teacher Judgment (BC Performance Standards)

Report for: Eagle Mountain School Grade 6 Reading 2016/2017 - Participation rate: 90%

# at each level Not Yet Meeting

Meets (Minimal Level)

Fully Meeting Exceeding

All Students 10 31 86 28

Female 2 13 47 22

Male 8 21 39 3

Aboriginal MSK MSK MSK MSK

ESL 5 3 5 -

n=155; Aboriginal n=1; ESL n=13 Note: All Students includes ESL and Aboriginal students

Grade 6 Reading 2015/2016 - Participation rate:

98% # at each level Not Yet Meeting

Meets (Minimal Level)

Fully Meeting Exceeding

All Students 2 45 98 48

Female 1 17 51 29

Male 1 28 47 19

Aboriginal MSK MSK MSK MSK

ESL - 6 9 -

n=196; Aboriginal n=3; ESL n=15 Note: All Students includes ESL and Aboriginal students

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SignaturesSchoolName:EagleMountainMiddle SchoolGoal:Numeracy SchoolYear:2017-2018

Title Name Signature

Principal DarrenMacmillan D. Macmillan

AssistantSuperintendent

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