East St Margaret’s School CSI Goals 2014
Students will demonstrate improvement in the area of
reasoning and communication in Mathematics.
Goal 1:
Strategies:
1.
Teachers will provide increased opportunities for students to share their reasoning and
communication through writing (such as interactive writing, shared writing, anchor charts,
journals, etc.).
2.
All teachers will use formative assessments to provide descriptive feedback to students on a
regular basis.
3.
Through PLC’s teachers will examine formative assessment information and discuss next
steps of instruction.
Professional Learning to Support Goals and Strategies:
When will we learn
this?
How will we go about the
learning?
What will we learn?
Who will learn this?
1a) Teachers will
develop a shared
understanding of
effective
communication and
reasoning.
All Teachers
Ongoing
Beginning in
September 2014

Staff will co-construct the
criteria for effective
communication and
reasoning with support
from Central Office
Program Team.
1b) Teachers will
learn how to
incorporate a variety
of writing strategies
in Mathematics.
All Teachers
Ongoing
Beginning in late
Fall 2014





School based PD day
PLC Conversations
Staff Meetings
Professional Resources
Peer/Math Coaching
2a) Teachers will
learn a variety of
ways to provide
effective feedback to
students such as:
checklists, effective
questioning, rubrics,
conferencing, etc.
2b) Teachers will
learn a balanced
approach to
assessment
(conversations,
observations and
products).
All Teachers
Ongoing
Beginning in late
Fall 2014/Winter
2015



PLC Conversations
Professional Resources
Peer/Math Coaching
All teachers
Ongoing
Beginning in late
Fall 2014/Winter
2015





School based PD day
PLC Conversations
Staff Meetings
Professional Resources
Peer/Math Coaching
3a) Teachers will
learn how to identify
and implement
higher level
questions in
Mathematics to
promote reasoning
and communication.
All teachers
Ongoing
Beginning in late
Fall 2014/Winter
2015





School based PD day
PLC Conversations
Staff Meetings
Professional Resources
Peer/Math Coaching
Data Collection to Monitor Change and Inform Practice:
What will we
collect?
Provincial
assessment- M4, M6
Who will collect?


EECD
Administration
When will we do
this?
September/October
2014
How will we use it?


Classroom
Assessments
Classroom Teachers
Ongoing
Plus a year end
summary


Getting to Great
Survey



Teachers
Students
Parents
Fall 2014

PLC Notes


Teachers
Administration
Ongoing


Admin
Walkthroughs
Administration
Ongoing

Students Math
Journals
Classroom Teachers
Ongoing




Identify students who
have gaps in their
understanding and use
this information along
with classroom based
assessments to plan for
instruction.
Identify tends over time.
To provide next steps of
instruction and effective
feedback to students.
Monitor progress over
time
Data will tell us how we
are progressing towards
our goal.
Ongoing record of our
progress towards the goal
Help administration in
knowing how to support
teachers in implementing
the strategies
Help administration in
knowing how to support
teachers in implementing
the strategies by
providing feedback
To provide next steps of
instruction and effective
feedback to students.
Monitor progress over
time
Ongoing record of our
progress towards the goal
Goal 2: Students will demonstrate improvement in their
comprehension of text
Strategies:
1. Within the Reading Workshop structure, teachers will provide explicit instruction
and opportunities for sharing to strengthen students understanding of text.
2.
All teachers will regularly confer with students and provide descriptive feedback
to improve their comprehension of text.
3.
Classroom teachers will work collaboratively in their PLC’s to use classroom
assessment to identify student needs and next steps for instruction.
Professional Learning to Support Goals and Strategies:
What will we learn?
Who will learn this?
1a) Teachers will
learn ways to
strengthen their
whole group, small
group and individual
instruction.
Teachers
1b) Teachers will
learn ways to
strengthen the
sharing component
of Readers
Workshop.
Teachers
2) Teachers will
expand the
repertoire of
questions used to
prompt thinking and
provide effective
feedback.
When will we learn
this?
Beginning
November 2014 &
ongoing
How will we go
about the learning?



Beginning
November 2014 &
ongoing




All Teachers
Ongoing
Beginning in
September 2014



Peer/Literacy
Coaching
Ongoing PLC
conversations
School based PD
day
Peer/Literacy
Coaching
Ongoing PLC
conversations
School based PD
day
Professional
Resources (ie:
Choice Words &
Opening Minds
by Peter
Johnston)
PLC
Conversations
Professional
Resources such
as “Conferring
Keystone of
Reader’s
Workshop” by
Patrick Allan
Peer/Literacy
Coaching
3) Teachers will
learn how to analyze
comprehension
assessment
information.
All Teachers
Ongoing beginning
in October 2014



PLC
conversations
Staff Meetings
School based PD
day
Data Collection to Monitor Change and Inform Practice:
What will we
collect?
Grade 2 HRSB
Assessment
Who will collect?
Grade 2 teachers
When will we do
this?
October 2014
How will we use it?


Provincial
assessment- RW3,
RW6


EECD
Administration
September/October
2014


Classroom
Assessments
Teachers
Ongoing

Initial data end of
September 2014.
Final data June 2015

Getting to Great
Survey



Teachers
Students
Parents
Fall 2014

Analyze the
results to
identify next
steps for student
instruction.
Analyze school
results to
identify trends
over time and
inform Grades
P-2 instruction.
Identify students
who have gaps
in their
understanding
and use this
information
along with
classroom based
assessments to
plan for
instruction.
Identify trends
over time.
To provide next
steps of
instruction and
effective
feedback to
students.
Monitor
progress over
time
Data will tell us
how we are
progressing
towards our
goal.
PLC Notes


Teachers
Administration
Ongoing


Admin
Walkthroughs
Administration
Ongoing

Early Literacy
Support Data
ELS Teacher
Exit and year end
results


Goal 3:
Strategies:
1.
2.
3.
Ongoing record
of our progress
towards the goal
Help
administration
in knowing how
to support
teachers in
implementing
the strategies
Help
administration
in knowing how
to support
teachers in
implementing
the strategies by
providing
feedback
Monitor literacy
progress for atrisk students.
To support next
steps for
programming
and support for
students
Professional Learning to Support Goals and Strategies:
What will we learn?
Who will learn this?
When will we learn
this?
How will we go
about the learning?
Data Collection to Monitor Change and Inform Practice:
What will we
collect?
Who will collect?
When will we do
this?
How will we use it?
3. How will you involve the SAC, the parents, the students, and the wider community?