Appendix D
OFIP SCHOOL ACTION PLAN 2014-2015
Please note: If SIPSA includes these components, it may be used and submitted as the OFIP Action Plan. Please include an addendum with any additional information that is not included on the SIPSA.
SCHOOL BOARD
SCHOOL NAME
MIDENT NUMBER
PRINCIPAL
CONTACT #
U.G.D.S.B.
Palmerston P.S.
432458
Wilma Shannon
519-343-3520
SO CHAMPION Brent McDonald
SAO REGIONAL TEAM LEAD: Richard Franz
SCHOOL SUPPORT SAO: Jacquie Travers-Thomas
Student Learning Needs
to be Addressed
Professional Learning
Needs to be
Addressed Related to
Student Learning
Needs
OFIP Theme: Studying
student experience and
building a growth
mindset.
Since the quality of the
task predicts the quality
of the performance in
problem solving,
teachers will practice
using learning
expectations and
clustering specific
expectations as they
work collaboratively to
write rich, thick problems.
MOE Goal: Achieving
Excellence:
Our students are weak in
their procedural fluency
and conceptual
understanding of
Mathematics.
OFIP Theme:
Fostering reflective
practice and a
collaborative learning
stance.
ClassroomTeachers:
Helen B., Sarah H.,
Jennifer S., Julie B.,
Jenifer L., Sarah S.,
Jamie C., Tressa W.,
Becky L., Jane L., Justin
N., Marian S., Evan W.,
Kristen E.
Spec. Ed./SERT: Todd,
Kelly
Students need to be
taught thinking strategies
about how to choose a
strategy, solve, and
answer multiple choice
What are we learning about learning?
Action and Responsibilities Intended Outcomes
Resources
(School, Board, Ministry SAO
Participation)
How will we know learning
has happened throughout
your journey?
(including
Funding)
Time
Lines
SAO Jacquie Travers-Thomas
and Curriculum Leader Patricia
Josephson planned P.D. with
all P.P.S. staff and Norwell’s
grade 9 Math teachers to
review the Ontario Math
Curriculum.
Improved knowledge of
the 2005 Math
curriculum, including the
front pages, problemsolving, Math processes,
assessment and
evaluation in
Mathematics, overall
and specific learning
expectations, and write
rich problems in grade
teams.
Release time
for staff
through
Program
Department’s
Capacity
Building code
Oct. 14,
2014
3 days for
moderated
marking
16 x $250 =
$4000.00 x 3
days =
$12,000.00
May,
2015
January,
2015
How Will We
Document,
Analyze Evidence
of Student and
Educator Learning
and Monitor our
Progress?
Change in Student Learning;
Change in Instructional Practice
Teachers will use the
rich task and
collaboratively mark
it to create a
diagnostic baseline
for their individual
students, to assess
strengths, weaknesses
and next steps to
guide instruction. The
process will be
repeated in January
(mid-year check-in)
and May (end-ofyear).
ONAP
We predict that the problem solving
tasks will engage our students and the
diagnostic assessment will guide
teachers’ classroom instruction and
target students’ individual learning
needs. We predict that the diagnostic
assessment will inform the creation of
fluid ability groups for guided Math
instruction.
We expect that more students will like
doing Math and feel they are good at
doingMath and their achievement in
Math on the EQAO assessments will
improve.
EQAO
Teachers develop 5 x 2 MC
questions for grades 2-8
derived from EQAO questions
that link to each grades’
curriculum expectations.
Teachers will be able to
identify where errors in
thinking, procedure and
conceptual
understanding are
Gr. 7/8
teachers
(Jamie, Sarah,
Tressa)
released ½
Nov. 7
Teachers will
collaboratively mark
diagnostic
assessments in grade
teams. We will use
We predict that students` ability to
read, understand and answer MC
questions thoughtfully and accurately
will improve. Teachers will use this data
to guide their small group instruction in
MOE Goal: Achieving
Excellence:
Our students need more
preparation and practice
to answer multiple choice
questions accurately and
efficiently.
questions. Classroom
teachers need to identify
problem-solving graphic
organizers and formats
to prepare students for
MC questions and build
both teachers’ and
students’ sense of selfefficacy in answering
MC questions
independently.
Students will independently
complete this diagnostic
assessment in each classroom.
Teachers, with admin. support,
will collaboratively mark the
assessment and analyze errors
for gaps in knowledge,
understanding, application and
communication.
occurring in order to
pinpoint instruction.
Students will benefit
from precise instruction
and improve their
ability to answer MC
questions accurately,
confidently and
independently.
day to plan
five sets of two
MC questions
derived from
gr. 9 Math
EQAO for the
diagnostic
assessment
3 x $125.00 =
$375)
Assess:
Nov. 26 ,
Jan. 22,
Feb. 20,
March 26,
Apr. 23
Error
Each division
Analysis:
will be
Dec. 1
released for ½ (release
a day to
time)
collaboratively Staff
mark, do an
Meeting
error analysis
Time used:
and identify
Jan. 26,
next steps
Feb. 23,
March 30,
(14 teachers x Apr. 27
$125.00 =
$1750.00)
graphic organizers to
analyze errors and
gaps in
understanding,
knowledge,
application and
communication skills
and procedural
fluency.
Data-driven
conversations (DDC)
facilitated by
administration and
curriculum leader will
be held in divisional
meetings to share
insights and results
about student
learning as
evidenced by the
diagnostic
assessment.
Mathematics. We predict that teachers
will be better prepared to backfill
gaps in students’ conceptual
understanding and procedural fluency
in Mathematics. Teachers will improve
their abilities to meet the learning
needs of at-risk students and to
differentiate instruction.
We predict that honouring our data
and being transparent and accountable
to each other in sharing our data will
improve our school’s ability to
differentiate instruction in Math and to
meet individual learning needs of our
students. This should lead directly to
improved student achievement.
We predict our EQAO scores will
improve as a result of this intervention.
EQAO
OFIP Theme: Fostering
reflective practice and a
collaborative learning
stance.
MOE Goal: Achieving
Excellence:
Our students need practice
in reading, comprehending
and formulating answers to
multi-level open response
questions.
Students need to be
taught thinking strategies
about how to choose
efficient strategies,
solve and answer open
response and open
routed questions
effectively and
independently.
Share organizational
frameworks and acronyms for
student responses to OR
questions (e.g., APE, RISE, 4square problem solver)
Alignment and
consistency will be
evident in divisions as
students show and
explain their thinking
and solve problems/
answer OR questions in
monthly diagnostic
assessments.
Admin Release
= $325.00)
Release time
for teachers to
create /share
graphic
organizers and
diagnostic, rich
problemsolving tasks
and to do
moderated
marking and
error analysis.
Collaboratively mark
diagnostic
assessments in grade
teams. Use error
analysis organizer to
identify gaps in
understanding,
knowledge,
application and
communication skills
and procedural
fluency.
Data driven
conversations (DDC)
facilitated by
administration and
We predict that students` ability to
read, understand and answer OR
questions thoughtfully and accurately
will improve. Teachers will improve
their abilities to consistently and
accurately assess their students’
learning on rich performance tasks
according to the overall and specific
expectations in the Ontario Math
curriculum.
We predict our EQAO scores will
improve as a result of this intervention.
(14 teachers x
$125.00 =
$1750.00)
curriculum leader will
be held in divisional
meetings to share
insights and results
about student
learning as
evidenced by the
diagnostic
assessment.
Admin Release
= $325.00)
OFIP Theme: Developing
a responsive pedagogy in
relation to student needs.
MOE Goal: Achieving
Excellence:
Many of our students need
more direct instruction
through guided reading
and independent practice
to become fluent readers
who comprehend the text
at grade level.
OFIP Theme: Developing
a responsive pedagogy in
relation to student needs.
MOE Goal: Ensuring
equity.:
Since there is a wide
variation in each classroom
in students’ individual
Since guided reading in
small groups is the most
effective instructional
strategy to improve
students’ vocabulary,
reading fluency and
comprehension, our
students need this direct
instruction in fluid small
groups.
Teachers use assessment
as, of and for learning to
identify what students
know, what they can do,
and what they
understand, in order to
differentiate their
instruction. Teachers and
administrators will focus
on the data to reflect
Curriculum Leader Carrie
Nethery will train teachers on
how to use the Leveled
Literacy Intervention program
for at-risk students and for
classroom instruction on Oct.
21 P.A. Day (No release time
required).
Teachers will use appropriate
tools to assess students`
reading fluency and
comprehension levels. They will
use this information to create
fluid groups for guided
reading instruction and to
identify at-risk students who
require intensive, daily
intervention.
Classroom teachers will
complete a class profile of
their students and share this
with administration after every
formal reporting period in
order to monitor student
learning and achievement.
Admin will facilitate data
driven conversations (DDC)
about students’ specific needs.
Guided reading will be
embedded in teachers’
daily instructional
practice.
Regular Fountas and
Pinnell assessments are
integrated into the kit
and this will ensure that
students are being
taught at the proper
instructional level and
are appropriately
challenged and not
frustrated.
Teachers, support staff
and admin. will
collaboratively identify
students that need
additional support or
challenges to improve
their learning and
achievement. Teaching
practices will be
considered critically.
Leveled
Literacy
Intervention Kit
(Gr. 5 Purple
System)$5600.00
Daily
DRA and GB Plus
(French Immersion)
5 Sets of
Prompting
Guides 1 & 2A Tool for
Literacy and
For Comp. (5 x
$64.80 =
$324.00)
OCA (Ontario
Comprehension
Assessment)
Kits for grades
7 & 8 (2 x
$327.50 =
$635.00
OT for 4 days
for DDC x
$250.00 =
$1000.00
Admin
EQAO
PM Bench
marks/Alpha Jeune
(gr. 1-3)
OCA (gr. 7 & 8)
EQAO
Sept. 30.
Nov. 18,
Feb. 13,
May 22
Data driven
conversations (DDC)
will be held at every
formal report of
students’ progress
(Nov. 18, Feb. 12,
May 22) to share
insights and results
about student
learning and class
We predict that more students will be
able to read, comprehend and write at
grade level, as evidenced by our
regular assessment tools and EQAO
results.
We predict that attitudinal surveys will
show that more students like to read
and feel they are good readers.
We predict that tiered support and
precise teaching practices will improve
both teachers’ and students’ sense of
self-efficacy and lead teachers to
critically reflect on current teaching
practices. We predict students’ ability
to persevere and complete challenging
tasks independently will be improved.
learning needs, stamina
and grit, students need to
be supported through
tiered levels of support
and individualized
instruction and assessment.
critically on current
classroom practice and
to adopt more effective
classroom practices.
OFIP Theme: Evolving
responsive school and
system structures to
achieve learning for all.
Our students tend to not
Administrators and staff will
like Math in Primary
hold a Family Math night for
grades and to not talk
parents and students.
about Math with their
parents, as evidenced by
EQAO attitudinal data.
MOE Goal: Enhancing
Public Confidence
Promoting Well-Being:
Students need to connect
Mathematics in the school
to their home environment
and to real-life.
SWST teacher Andrea Higgins
will work with gr. 3 teachers
(gr. 3 FI, Gr. 1/2 FI and Gr.
2/3 Eng.) as they establish a
balanced Math program in
their classrooms.
Our students’ parents
need to develop an
understanding of the
value of math
manipulatives and
collaborative problem
solving.
Coverage for
4 days: $325
x4=
$1300.00
Math Congress: Students
in classrooms will
present their problem
solving and show the
strategies and
manipulatives they used
to find a solution to the
Math challenge.
Families will play Math
games together that
are related to Math
curriculum (specific
strands, grades and
learning expectations).
Family Math
Games
(purchased by
PIC and signed
out from the
Terry James
Centre)
profiles
Winter,
2015
Feedback from
students and parents
at the end of the
evening
EQAO attitudinal
data (Spring 2015)
We predict that students’ and parents’
attitudes about Math will improve and
students will talk more with parents
about the Math they are working on at
school. We predict the home/school
connection will be strengthened.
Math Games
from Jesters
with curriculum
connections
and grade
levels for
parents to view
and win in a
draw: $500.00
**This is a living document to be revisited throughout your learning journey.
FALL
SPRING
TOTAL COST
TENTATIVE TIMEFRAME FOR CHECK-IN MEETING DATES
School Level: DDCs on Sept. 30, Nov. 18, Feb. 13, May 22
Diagnostic: Nov. 26, Mid- Year Check-In: Jan. 22, End-of-Year Check-In: Apr. 23
System Level: Oct. 31, Nov. 12, Nov. 25
School Level: May 22
Release Time- $10,000.00 (Additional release time from District Support Team funding of $8000.00)
Resources$5000.00 (Additional resources of $2059.00 purchased from school’s instructional budget)
Total$15,000.00