Junior Mathematics Intervention and our Web of Inquiry

Junior Mathematics Intervention and our Web of Inquiry

Junior Mathematics Intervention and our Web of Inquiry Who Are We? Municipalities: Fort Erie, Grimsby, Lincoln & West Lincoln, Niagara Falls, Niagaraon-the-Lake, Pelham, Port Colborne, St. Catharines, Thorold, Wainfleet & Welland Size of Region: 1,868 sq km Regional population: 427,421

Who Are We? 51 Elementary Schools 8 Secondary Schools Elementary Student Enrollment: 14,072 Secondary Student Enrollment: 7,788 What does the data tell us? Grade 3

Grade 6 NCDSB Ontario 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 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). 2011-2012 JMI (Year 1) Number of Schools Involved: 4 Grades Involved: 3-6 Research Question: Will the intentional planning of threepart lessons, based on student learning needs, improve student achievement and exhibit a measureable difference in the learning

gap? JMI Project Example Schools: 4 Non-SIM schools Analyze Student Work Target Grades: 3-6

Identify Student Misconceptio ns Co-plan / Co-teach Targeted Lesson Planning

Intervention Coaching Going Deepe r Teachers Inquiry Cycle Target Student Needs

Interventio n Coaching Coteaching Content Knowledg e Building Coplanning

2012-2013 JMI (Year 2) 2 Year Two Schools Number of Schools Involved: 4 3 Year One Schools Grades Involved: 3-6 Research Question: *teacherdeveloped *digging deeper

Will the intentional planning of threepart lessons, based on student learning needs, improve student achievement and exhibit a measureable difference in the learning gap? JMI Year 2 Schools: 4

3 Year one schools Non-SIM schools Analyze 2 Year two schools Student Work Target Grades: 3-6 Identify Student Misconceptio

ns Co-plan / Co-teach Targeted Lesson Planning Intervention Coaching

Going Deepe r Student Achievement is a Shared Responsibility

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 TEACHER Administers diagnostic

Teaches through problem solving Provides small group support Discovers students with gaps Communicates with ERT and Interventionist Student

MATH INTERVENTIONIST ERT Principal Engagement Communicates with teachers about student needs

Creates timetable for interventionist Ensures that communication of strategies and achievement is current Turn and Talk What is your board doing to close the gap in the junior

grades? Numeracy Nets Diagnostic Numeracy Nets Diagnostic Analysis Numeracy Nets Diagnostic Analysis Intervention Coach Request

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 Turn and Talk What evidence do

you use to help identify students that might benefit from intervention? Intervention Coach Record (Session 1) Intervention Coach Record (Session 6) 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 Turn and Talk What do you do for the students who

are in need of support to close the gap? How has the inquiry affected student learning? Impact of JMI on Teacher Practice vs. Student Learning (According to Project Teachers) 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 What Weve Noticed The power of co (co-teaching, co-planning, coreflecting)

Need for student math talk through inquiry Assessment FOR Learning drives instruction (student interest, thinking, misconceptions ) We need to listen more to STUDENT VOICE Turn and Talk How and what do

you do to move your thinking forward from specific initiatives in your board? 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? CIL-M EPCI DIFFERENTIATION OF: - Inquiry - Collaboration - Math Talk Learning

Communities - Assessment FOR Learning - Moderation of Student Work - Building Content-forTeaching Knowledge - Co-teaching / Co-planning Cross Panel JMI

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