OCSB SAP & MAAP educator's guide

Taking action in mathematics with the

Math Achievement Action Plan (MAAP) to level up achievement outcomes (SAP)

Student Achievement Plan (SAP)

Student Achievement Plan Framework_Cadre du Plan pour la réussite des élèves.pdf

Math Achievement Action Plan (MAAP)

Appendix B - Taking Action in Mathemathics June 2023.pdf

So, we have a MAAP and a SAP?

Yes, the MAAP is a targeted plan that informs and aligns with the SAP, at the board and school levels, to improve achievement outcomes in mathematics.

The MAAP supports the SAP

Who needs to know about the MAAP?

"If we all don't know the plan, there is no plan!"

the board math team

math leads, coordinators and consultants of math, math learning partners

ALL school math teams (priority and non-priority schools)

Principals, Vice-Principals, Resource Teachers, Math Educators, ESL itinerants, Assistive Tech Mentors

Note: priority schools are selected by the Ontario Ministry of Education

What is the goal of the MAAP/SAP?

OCSB MAAP/SAP Goal for 2024-25 and beyond

for board, schools and math classrooms

How will we achieve this goal?

The following three priority actions and strategies have been provided by the Ministry (MAAP) to support the achievement of this 2024-25 OCSB MAAP/SAP goal at the board, school and classroom levels. Teachers will be involved in choosing MAAP strategies at the school (SAP team) and classroom levels.

PRIORITY ACTION 1:

Ensuring fidelity of curriculum implementation and use of instructional and assessment practices with a proven track record of enhancing student achievement

School level/SAP strategies:

SAP team chooses 1 or 2

● Directly connect long-range plans, course outlines, lesson plans, and reporting to current curriculum expectations (e.g., educators consult the Curriculum and Resources website regularly to ensure alignment)

● Engage in ongoing professional learning (e.g., in grade/division/ department meetings, learning teams, classroom visits) on the curriculum, including making connections across strands

● Make intentional staffing decisions to ensure teachers of key grades have deep understanding of the curriculum, including understanding instructional practices to effectively teach and assess curriculum concepts and skills

Classroom level strategies:

Classroom teacher chooses 1 or 2

● Draw explicit connections to and between mathematical processes and in lesson planning and use proven instructional and assessment practices (e.g., High-Impact Instructional Practices)

● Connect instruction and assessment to curriculum expectations and long-term essential mathematical understandings using developmental continuums

● Use a variety of assessment tools to inform next steps in curriculum implementation (e.g., teacher prompts on the Curriculum and Resources website, exit cards to inform lesson planning in response to student needs)

PRIORITY ACTION 2:

Engaging in ongoing learning to strengthen mathematics content knowledge for teaching

School Level/SAP Strategies:

SAP team chooses 1 or 2

● Collaborate with Board Math Lead to identify school/division/grade

mathematics content knowledge focus areas, including planning and

monitoring associated professional learning

● Engage in regular collaborative meetings (e.g., team teaching, collaborative analysis of student work, school and/or board networks, classroom visits) to deepen knowledge of mathematics, curriculum, instructional starting points, and interventions

● Engage families and communities to support different ways of

understanding and doing mathematics (e.g., OCSB Math At Home site, families and communities are asked to contribute to planning and execution of family math nights)

Classroom Level Strategies:

Classroom teachers choose 1 or 2

● Access resources (e.g., teacher supports on the Curriculum and Resources website), experts (e.g., curriculum consultant, math learning partner at priority schools), and professional learning to continuously develop content knowledge for teaching

● Model a positive and curious learning stance with mathematics to create an environment where students are excited to learn mathematics and develop

into confident math learners (e.g., regularly using “think-alouds”, making the problem-solving process explicit, integrating math talk prompts and conversations, co-solving mathematics puzzles/ problems with students)

PRIORITY ACTION 3:

Knowing the mathematics learner, and ensuring mathematical tasks, interventions and supports are relevant and responsive

School Level/SAP Strategies:

SAP team chooses 1 or 2

● Determine key content areas, informed by EQAO data, including Strands and Skills reports, to determine where students may be struggling most and if there are gaps between classroom and EQAO achievement

● Integrate common open and parallel learning tasks across grades/divisions that foster student ownership of mathematics, while ensuring all students have accessible entry points into learning

● Monitor and respond to students’ perception of and confidence in math (e.g., written surveys, student conferencing, family and community

engagements)

● Develop processes to identify and monitor achievement of students

achieving below Level 2 in mathematics and provide ongoing supports so that students can access grade-level curriculum

Classroom Level Strategies:

Classroom teachers choose 1 or 2

● Adapt lesson planning in response to data collected from multiple, frequent assessment opportunities (e.g., interviews, conversations, student agendas, exit tickets, portfolios, surveys)

● Understand and respond to student mathematics strengths, needs and

interests using a variety of sources, including the Curriculum and Resources website, Individual Education Plans (IEPs), and collaboration with special

education teachers and educational assistants

● Plan, teach, and assess learning in culturally responsive and relevant ways that motivate students to take ownership of their learning of, and progress in, mathematics

● Monitor and re-engage students at the earliest sign that attendance is

impacting learning (e.g., at 3 days and 6 days of absence) and implement board’s 10-day and prolonged absence strategy

What story does the data (observations and quantitative) tell us about the needs of our students?

Needs assessment data tells a story. Board level and school level math teams will choose strategies based on evidence from the following list that shows what needs to be priority to improve student achievement in math.

grades 3 and 6 EQAO data (achievement-strands and skills, attitude and demographic)
report card data
indicators report
engagement data
student work

I am new to teaching, what can I do to improve student achievement in my math classroom?

ensure fidelity of the curriculum, consult the curriculum and teacher supports when planning for instruction, assessment and evaluation (Grades K-6)
use and choose a variety of high impact instructional and assessment practices
engage in ongoing learning to strengthen math content knowledge for teaching
know my students: where they are at, where they need to go, and how they will get there successfully
respond to assessment data, let it inform instructional next steps
collaborate with other grade level math teachers (co-teach, co-assess, co-plan)
provide a moderate amount of purposeful digital math practice (Zorbit's, Magma Math)
prepare students for application and thinking questions (not just knowledge questions), teach through problem solving and about problem solving
ensure success and challenge for all by designing learning using low floor-high ceiling tasks; differentiating; responding to assessment data; making connections to lived experiences, social emotional learning and the mathematical processes
know your school's MAPP/SAP goal and strategies, choose a classroom strategy that aligns AND supports YOUR next steps
Math teachers can build curricular knowledge and skills in preparation for EQAO (see OCSB EQAO checklist, tools, guidelines and practice opportunities)

Who reports on the MAAP?

The MAAP is reported on 3 times each year by the MAAP Math Lead (S.O. Sean Kelly). Schools and teachers do not need to report, but observational and quantitative data will be collected for the board, school and classroom level reports.

There are priority school reports and non-priority school reports (all schools).

Am I at a priority school or a non-priority school?

Priority schools have been chosen by the Ontario Ministry of Education and have a Math Learning Partner assigned to the school to support school and classroom MAAP strategies implementation and monitoring.

If you are unsure, ask your Principal.

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