Annual Education Results Report & Three-Year Education Plan

In January/February each year, Alberta Education surveys students, parents and teachers in grades 4, 7 and 10 to determine their satisfaction in seven different areas:

• Safe and Caring
• Program of Studies
• Education Quality
• Work Preparation
• Citizenship
• Parental Involvement
• School Improvement

Survey results are included as measures in the division's Accountability Pillar, which is included in our Annual Education Results Report (AERR). The Accountability Pillar also includes data on drop out rates, high school completion rates, Provincial Achievement Test and Provincial Diploma Exam results, Rutherford Scholarship eligibility, and post-secondary transition rates. 

For 2019-2020 data for some measures was not available due to the cancellation of Provincial Achievement Tests and Provincial Diploma Exams.

Over the last five years (2014-2015 to 2019-2020), Northern Lights Public Schools has improved in 10 of the 12 measures that were updated in this year's accountability pillar.

Here are some of this year's highlights:

• High Achievement in Education Quality -  88.6% of parents, students and teachers are satisfied with the overall quality of basic education and quality of teaching at their school.
  
  
• High Achievement in Parent Involvement - 82% of parents and teachers are satisfied with parental involvement in decisions about their child's education. 
  
  
• High Achievement in Work Preparation - 81.4% of parents and teachers agree that student are taught attitudes and behaviours that will make them successful at work when they finish school. 
  

You can learn more about how Alberta Education collects the data for the Accountability Pillar and what it is used for on the Alberta Education website.

Unfortunately, Provincial Achievement Tests and Provincial Diploma Examination results are not available due to the cancellation of these assessments. Nonetheless, student success remained a focus in 2019-2020.

Prior to the cancellations of classes key system strategies were in various stages of implementation. These strategies included literacy, numeracy, technology, classroom management and early learning coaching series delivered by Learning Consultants, utilizing the Collaborative Response Model, continuing with the Generative Dialogue process that facilitates structured improvement related conversations between the Central Office Leadership Team (COLT) and school administrators, and utilizing commonly developed curricular assessments in core courses with students in grades 7 to 9. These and other key strategies are increasing the opportunities for every student to be successful.

Other results related to Outcome One are also available. The High School Completion Rate, the Drop Out Rate and the Percentage of Students Eligible for the Rutherford Scholarship all exceeded the targets set for 2020. Students in Northern Lights Public Schools continue to experience success in their educational journey.

The Accountability Pillar measures have seen increases in the past several years. In 2020 the results were mixed, with an increase in some areas, and decrease in others. These results do not include the Provincial Achievement Test or Diploma Exam results as they were not administered due to the pandemic.

More specifically, First Nations, and Inuit students continue to have results better than the provincial average in the areas of High School Completion and the High School to Post-Secondary Transition Rate. Many of the key strategies identified in Goal One also impacted results in this area.

Additional strategies include ensuring that all FNMI students have access to equal services as part of the Inclusive Education model, extending Regional Collaborative Service Delivery to students attending FNMI schools, using the Innovation in First Nations Education Grant to ensure improved success of our First Nations students, providing resources such as Literacy Seed Kits to all schools to enhance the connections between resources and FNMI students, and continuing to develop key community partnerships, Education Service Agreements (ESA’s) with First Nations, and positive relationships with Métis Settlements. High schools are actively providing support for FNMI students related to High School Completion.

While some of the key strategies were interrupted due to the pandemic, ensuring success for First Nation, Métis and Inuit student in Northern Lights Public Schools remain a priority.

The Accountability Pillar indicates that the Division maintained in this area. 79.0% of respondents were satisfied with the Program of Studies, which is consistent with the previous Three-Year Average.

Prior to the pandemic key strategies continued to be the use of a Mobile Trades Lab, accessing industry and agency partnerships to pursue programming such as the Youth Achievement Program (YAP), and the facilitation of division-wide collaboration for Career and Technology Studies (CTS) teachers.

Other factors included the Central Office Leadership Team (COLT) practice of scheduling time in schools to use a Generative Dialogue process to discuss teaching, learning, and improved achievement for students. A few other key strategies, such as the Division STEAM Challenge, were not implemented due to the pandemic.

Parents, students and staff indicated on the Accountability Pillar a slight improvement with the measures of Overall Education Quality and Parental Involvement, and a minimal decrease on the School Improvement in Northern Lights Public Schools. All three measures are indicated as high in the achievement category of the Accountability Pillar.

The factors leading to this improvement continue to be many and diverse, but certainly the impact of the centralized inclusive education model cannot be overlooked. Diverse learners have benefitted from improved support. Improved communication, engagement and partnerships, and a focus on creating a welcoming environment for all learners are also accomplishments that have benefitted students.

Additionally, an increased focus on the Board approved priorities of Numeracy and Mental Health & Wellness is likely contributing to the high achievement on these three measures.

Prior to the cancellation of classes, Northern Light Public Schools witnessed a strong start to implementing key strategies to improve the Numeracy Skills and the Mental Health & Wellness of students. It started with collectively defining Mental Health & Wellness as a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can learn/work productively and fruitfully, and is able to make a contribution to his or her school/community (based on the definition from The World Health Organization).

Planned key strategies were categorized into Universal, Targeted and Individualized. Some of these actions included schools enhancing the welcoming practices for all students, developing a menu of supports to build staff capacity, the Wonder Project, creating training session for staff titled Heads Up 101, hosting a Poverty Simulation event for staff, enhancing the use of Student Advocacy Counsellors (SAC’s), and further utilizing the Community Helpers Program.

Schools aligned their plans with this priority, and looked at implementing not only these actions but also additional actions based on specific school needs. The various strategies and actions were in different stages of implementation when classes were cancelled in March.

At that time not only did staff quickly and effectively change their instructional practices to facilitate remote learning opportunities for students, they also adapted, modified, and added to the strategies to support the Mental Health & Wellness of students. This included actions such as:

• The grant-funded Successful Families Successful Kids (SFSK) team implemented a virtual Menu of Supports for students, families and staff.
  
  
• Communications supported the creation of a web page devoted to Mental Health and Wellness. As well, messages called Wellness Wednesdays were sent out on a weekly basis to connect with and support families. This required collaboration among a variety of partners and staff. The website and weekly messages focused on supports needed due to COVID related needs.
  
  
• Student Advocacy Counsellors utilized a virtual platform to facilitate digital counselling opportunities.
  
  
• The Community Helpers Program continued to assist students as they supported each other.
  
  
• Schools continued with the implementation of some of the strategies as outlined on their school plans.
  
  
• Division and School staff deliberately focused on the Connection component of Mental Health and Wellness.
  
  
• A strategic year long schedule was developed with a theme per month for the division that facilitates focused activities by counsellors, partners, schools and communications. For example, September of 2020 is kindness month.
  
  
• The need for mental health and wellness staff such as the SFSK team and the manager of SAC’s and Community Supports became much more evident during this challenging time.
  
  
• Support documents were inserted into the Food For Thought hampers delivered to students/families in need on a weekly basis.

And finally, a key measure to determine progress toward the goal was a Student Wellness Survey. Due to students not being at school it was not possible to administer the survey in a reliable, valid manner. Barring further complications due to the pandemic, plans are in place to administer the survey for baseline purposes in May of 2021.

In much the same way as the first priority, actions were undertaken to implement the various strategies prior to the cancellation of classes. Numeracy was collectively defined as the ability, confidence and willingness to engage with quantitative and spatial information to make informed decisions in all aspects of daily living (Alberta Education).

Strategies were organized into categories of universal (whole school strategies), targeted (classroom math instruction and practice) and individualized (specialized supports and interventions). Some of these strategies included building a culture of numeracy in schools, supporting numeracy across the content areas, building capacity in school principals as supervisors and leaders in numeracy, utilizing Learning Consultants to support teachers through Numeracy Series and Tools for Teachers Series, and supporting the analysis of student assessment/learning.

Following the cancellation of classes in March, the following actions were implemented or continued:

• Administration Numeracy cohort continued, building capacity and establishing a framework to further share their learning with admin council.
  
  
• Schools continued the implementation of some of the strategies outlined on their school plans.
  
  
• The selection of a norm-referenced assessment and utilization was planned for the spring of 2020. This was put on hold as we were not able to function out the training for staff, and required students to be in attendance in order to complete the assessments. This will be utilized for the first time in the spring of 2021.
  
  
• Continued the ongoing discussions with the University of Alberta to design and build a Numeracy Academy for our teaching staff.

And finally, the plan to develop and administer an annual numeracy benchmark assessment was interrupted due to the pandemic. Additionally, plans to utilize Provincial Achievement Tests and Diploma Examinations were not possible due to the cancellation of these provincial assessments.

• Students achieve student learning outcomes
• Students demonstrate a high level of high school completion and post-secondary transition rates
• Students model active citizenship and lifelong learning, and exhibit attitudes and behaviours that make them successful after they finish school

Key System Strategies

• Literacy, numeracy, technology, classroom management and early learning coaching series are being enhanced and utilized to provide a focus to the instructional coaching process.
• Through the use of selected coaching series and/or responsive coaching, Learning Consultants work with individual teachers or groups of teachers to improve and enhance the quality of literacy and numeracy instruction, and to enhance the utilization of digital learning tools and skills to improve learning opportunities for students.
• The division is utilizing the Collaborative Response Model, a school-wide structure that focuses on identifying and meeting individual needs of students.
• Because the division believes that strong literacy skills are foundational to learning in all subject areas, literacy programs and tools such as the Daily 5 and Fountas & Pinnell Benchmark assessments are supported and incorporated into professional development and collaborative opportunities for teachers.
• In order to ensure a solid foundation for learners, the division continues to offer full-time Kindergarten programming in all primary schools. Certificated teachers provide the required program of studies with support staff offering additional programming. A variety of tools and assessments such as the Early Years Evaluation (EYE) are employed to ensure quality and individualized programming.
• Through the use of a Generative Dialogue process, the Central Office Leadership Team (COLT) connects monthly with school administration to dialogue on planning, pedagogy and assessments in a focused and intentional manner. In the same way, collaborative time is embedded at the school level for discussion on topics related to student learning and achievement. This process increases focus on instructional leadership for administrators and teaching and learning for teachers.
• Digital assistive technologies are increasingly utilized to support struggling learners.
• Student Support Team (SST) leaders facilitate collaborative meetings focused on student well-being and learning. Team members include personnel such as administrators, teachers, occupational therapists, speech language pathologists and other outside agencies as required.
• The division is in the fourth year of a vigorous Beginning Teacher Induction program for all teachers new to the division and is increasingly providing support to new educational assistants.
• Cohorts of subject-alike teachers have developed common curricular assessments for core courses in grades 7, 8 and 9. These common curricular assessments are being used to ensure reliable summative processes and to increase focus on curricular outcomes and expectations. 
• Knowledge & Employability programming is provided for high school students where appropriate.
• Dual credit programming is continually developed and encouraged for students – providing advanced standing with post-secondary institutions or industry standard certification.
• Enhanced non-traditional programming options are utilized and improved for high school students. Examples of these are the Hockey Skills program and programming offered in part by post-secondary partners.
• The Student Voice and Leadership program will be enhanced. This includes student voice to the school, student voice to the board and student voice to the province.
• Character education/moral education programs are utilized at school sites to ensure appropriate supports and educational opportunities are in place for students.
• Academic and career counselling programs are integral to ensuring that students are well positioned for either continuing formal education programs (post-secondary) or entering the workforce.
• Student Advocacy Counsellors (SAC) are employed at all schools to provide supports for students. Through grant funding, a manger of SAC's and Community Supports is being hired to provide direction and guidance to these counsellors.
• Lunch/snack/breakfast programs are commonplace in many schools. Further, Northern Lights Public Schools is supporting nutrition programs funded by Alberta Education to ensure students are prepared to learn at school. 
• The Division offers robust ‘beyond the classroom’ learning opportunities for students to teach them attitudes and behaviours that lead to future success in the workforce. These include work experience, Registered Apprenticeship Program (RAP), culinary opportunities, Mobile Mechanics, Mobile Trades Lab, Hockey Skills, etc.
• Through grant funding, Success/Wellness Coaches have been hired to fulfill the Mental Health Capacity Building initiative of providing addiction and mental health promotion and prevention to student and families.

• FNMI students achieve student learning outcomes
• FNMI students demonstrate a high level of high school completion and post-secondary transition rates

Key System Strategies

• Continue to develop key community partnerships and develop Education Service Agreements (ESA’s) with First Nations and partnerships with Métis Settlements. 
• Continue to offer industry exposure opportunities for FNMI students.
• As part of the Inclusive Education Model, all students, including FNMI students, have equitable access to services.
• The Innovation in First Nations Education Grant is collectively utilized to ensure improved success of our First Nations students.
• Full-time programming for Kindergarten is provided to all students, including FNMI students, to enhance early learning opportunities.
• Learning Consultants are engaged to work with individual teachers or groups of teachers to improve and enhance the quality of literacy and numeracy instruction.
• The Division endorses and provides school-level supports for the Collaborative Response Model, a school-wide structure that focuses on inclusion and ensures a collaborative response to identify and meet the individual needs of FNMI students.
• Because the Division believes that strong literacy skills are foundational to learning in all subject areas, literacy programs and tools such as the Daily 5 and Fountas & Pinnell Benchmark assessments are supported and incorporated into professional development and collaborative opportunities for teacher.
• Resources such as Literacy Seed Kits are provided for all schools to increase the visibility of FNMI culture to students.
• Academic counsellors have been placed in all high schools and will be working on a model to support FNMI students from grades 9 to 12.
• Through the use of a Generative Dialogue process, the Central Office Leadership Team (COLT) participates in monthly school visits with school administration to dialogue on planning, pedagogy and assessments. In the same way, collaborative time is embedded at the school level for discussion on topics related to student learning and achievement. This process includes an increased focus on teaching and learning. These conversations include FNMI-related topics.
• Student Support Team (SST) includes educators as learning coaches to assist staff in implementing a variety of strategies to ensure success for all students, including FNMI students.
• Support the development and implementation of transition programs to assist FNMI students as they transition from school to school.
• Continue industry exposure opportunities for FNMI students.
• Promote the development of educational experiences for students to learn about FNMI culture and heritage.
• Inspire and provide opportunities for educators to become familiar with FNMI history and culture.
• Schools utilize career counsellors and liaison workers to provide guidance and support for FNMI students as they seek to complete their high school program.

• Students receive a broad program of studies
• Effective learning and teaching is achieved through collaborative leadership

Key System Strategies

• NLPS is partnering with Jigsaw Learning to provide an online Educational Assistant course, allowing participants to further their knowledge of supporting inclusive practices.
• A Mobile Trades Lab is shared with different schools to provide additional learning opportunities.
• The Trades Exposure Centre, which provides service rig training and scaffolding training, offers authentic and industry-standard programming.
• Music programming is emphasized in the Division.
• Industry and agency partnerships are pursued in order to provide additional programming for students. Examples are the FNMI Trades Carnival, Youth Achievement Program, and the STEAM Challenge.
• The Division has made provisions for administrators and teachers to pursue their Masters in Education degrees through a cohort model.
• Provisions are created to facilitate division-wide and cross-divisional collaboration for Career and Technology (CTS) teachers. Participation with post-secondary institutions is utilized in efforts to increase the skill sets of CTS teachers to enhance and broaden programming opportunities for students.
• A French Immersion Program is supported and promoted in one of our communities.

• Schools in the division are improving and students have access to quality instruction
• The education system demonstrates collaboration and engagement
• Students and communities have access to safe and healthy learning environments

Key System Strategies

• School Councils are actively utilized in all schools.
• The Division undertook an extensive community engagement and strategic planning exercise to develop improvement priorities for the Division to pursue for a three-year period.
• The template for school-based education plans was revamped to better correspond with new division priorities. This includes more specificity around goals and an increased expectation to gather evidence that indicates success of the plans.
• An opportunity was organized for school principals to meet and explain their school plans with each other and members of the Board of Trustees in large group settings.
• Using a modelled Generative Dialogue process supported by external consultants, the Central Office Leadership Team (COLT) participates in monthly school visits with school administration to dialogue on planning, pedagogy and assessments. In the same way, collaborative time is embedded at the school level for discussion on topics related to student learning and achievement.

Our Priority

Northern Lights Public Schools is committed to creating an environment of knowledgeable and supported staff members as they strive to improve the mental health and wellness of students. This priority was established by the board after extensive consultation with students, parents and staff.

Our Definition

Mental Health is a state of well-being in which every individual realizes their own potential, can cope with the normal stresses of life, can learn/work productively and fruitfully, and is able to make a contribution to their school/community. - Based on the definition from the World Health Organization

Our Evidence of Improvement

Northern Lights students will complete a yearly survey that seeks to understand the mental health and wellness of students in relation to our definition. The survey will be administered in the Spring of each year. Baseline data will be established in 2021, and results will be reviewed by schools each year. Additionally, student responses to the Accountability Pillar questions related to Sade and Caring schools measure will be used to measure growth over time.

Our Actions

Our School Plans

As part of their improvement plans, each school in Northern Lights is implementing universal, targeted and individualized strategies to enhance support for students. These strategies align with division actions and are designed to meet the unique demographics and needs of each school.

Our Resources

Successful Families, Successful Kids Mental Health Capacity Building project team, Mental Health Consultant, Student Advocacy Counsellors, Director of Inclusive Education and Community Supports, Learning Consultants, School Staff, and Community Agencies

Our Results

NLPS Student Mental Health and Wellness Survey

Safe and Caring Schools Accountability Pillar - Student Responses

Examples of School-Based Actions

Universal

• increase/enhance utilization of Student Advocacy Counsellors
• intentionally develop opportunities for adults and students to develop positive relationships
• ensure that all students are greeted at the door of each classroom each morning
• hire an Elder in Residence to interact with students through intentional invitations, open invitations, cultural activities and game/event interaction
• schedule targeted and consistent mindfulness practices
• support school clubs and events that bring adults and students together
• partner with seniors in the community to form a club to build positive relationships
• reduce staff stress by focusing on activities/strategies during staff meetings and appreciating staff in public and private ways
• develop common understanding/language related to mental health and wellness with students, staff and parents
• train all staff in Go-To-Educator
• develop/evaluate consistent discipline procedures and expectations - define conflict versus bullying and teach skills to deal with both - implement school-wide Positive Behaviour Support (PBS) - utilize Zones of Regulation
• schedule summative assessments to limit the number of tests per day or week
• continue to develop Collaborative Response Model teams to ensure all staff are responsible for all students - build capacity with students and staff
• provide training for staff including the Brain Architecture Game, Trauma Informed Practice, and Mental Health First Aid
• plan for health classes to be focused on mental health, coping strategies/resilience and emotional intelligence
• ensure that daily physical activity classes are purposeful and engaging for all students - increase movement breaks
• host a parent night with Dwayne Peace, a parent social media and wellness night, family games nights
• continue with the APPLE Schools program focused on strategies to reduce stress, including physical activity, nutritional eating, and mental wellness (positive self-talk, coping strategies, etc.)
• organize recess ambassadors/supervisors with specific inclusion/prosocial behaviour development goals
• provide hot lunches for all students via the Nutrition Program
• host moral intelligence/character education assemblies
• schedule all students to participate in the Headstrong Summit keynote address
• continue to use Day Zero once per semester to fully cover a mental health topic for the whole school
• use Successful Families, Successful Kids for universal supports - schedule nine classroom visits plus one PD Tuesday
• weave moral intelligence into the school day through daily announcements, assemblies and celebrations
• utilize and continue to build a continuum of supports for identify Tier 1, 2, 3 and 4 wellness supports for students socially and emotionally
• focus on a series of Executive Functioning (EF) skills
• provide teacher PD to develop knowledge and understanding of Indigenous holistic mental health
• schedule Student Voice meetings to seek student input and feedback

Targeted

• utilize a therapy/wellness dog to interact with students
• work with Big Brothers Big Sisters to support mentorship opportunities for students
• connect identified students with adults in the school to build relationships
• support groups such as Salvaging Sisterhood, Girls Talk, the Ophelia Project, Kids Are Worth It, Roots of Empathy and RAISE Boys
• support sessions by outside agencies such as Who Do You Tell, Health Relationships and Right Choices
• focus on a growth mindset through PD, book study, and/or online courses for staff, students and parents
• schedule Social Literacy 25 and 35 courses for high school students
• review and evaluate Pyramid of Interventions to ensure alignment with reality
• continue with Community BUDDY groups
• support a Wellness Room that provides an alternative space for all students and staff to sue for small group or whole class lessons
• implement the Build Our Kids Success program for students who require 15-20 minutes of gym exercise in the morning
• organize Peace Patrol in connection with Peace Officers to provide Grade 4 students the opportunity to be trained as helpers for outside recess
• provide an open and safe environment to talk about the state of mental health, sexual identity and anxiety
• support Military Family Resource Center (MFRC) programming that is run in conjunction with the Student Advocacy Counsellor
• create/maintain a sensory room
• increase teacher supervision during student and data identified hot spots
• build sense of belonging opportunities for at-risk youth
• schedule every new student for a Minute Meeting with the Student Advocacy Counsellor to collect data on how each student is doing

Individualized

• arrange staff training in Non-Violent Crisis Intervention
• create visual safety plans for identified students
• provide art therapy for students
• schedule Student Advocacy Counsellors to support individual students
• enhance relationships with external agencies by having staff members attend interagency meetings
• enhance Community Helpers program
• schedule seminars for students as well as two retreat afternoons where they will be taught emotional regulation and interpersonal skills
• improve referral process to outside agencies

Our Priority

Northern Lights Public Schools is committed to building a culture of numeracy, empowering learners, teachers and leaders to collectively shift their practice, giving meaning to mathematics as they improve numeracy skills and understanding of all students.  This priority was established by the board after extensive consultations with students, parents and staff.

Our Definition

Alberta Education defines numeracy as the ability, confidence and willingness to engage with quantitative and spatial information to make informed decisions in all aspects of daily living.

Our Evidence of Improvement

Northern Lights students will complete an annual numeracy benchmark assessment, in addition to the regular classroom assessments that occur. Results will be reviewed by schools each year. Additionally, Provincial Achievement Tests and Provincial Diploma Exams will be used to monitor student progress. 

Our Actions

Our School Plans

As part of their improvement plans, each school in Northern Lights is implementing universal, targeted and individualized strategies to enhance support for students. These strategies align with divisional actions and are designed to meet the unique demographics and needs of each school. 

Our Resources

Instructional Coaches, Student Support Team Leaders, Administrators, Teaching Staff, Educational Assistants, Director of Teaching and Learning

Our Results

Provincial Achievement Tests (Total Enrolled)

Provincial Diploma Exams

NLPS Math Assessment (Total Writing)

Examples of School-Based Actions

Universal (Whole School)

• work with the Learning Consultants to provide support and PD for all teachers - ensure elbow to elbow opportunities
• schedule one teacher meeting per month (PD Tuesday) to focus on numeracy across the curriculum - focus PLC groups on whole school numeracy
• use literacy that supports learning numeracy in classrooms
• develop common understanding/definition of numeracy - all staff across the curriculum areas participate
• organize parent numeracy night/family numeracy night or math carnival - increase communication about numeracy through the school website, Facebook, Twitter, and newsletters - share Alberta Math Curriculum resources with parents/guardians
• utilize the Accelerated Math Program
• ensure teachers are aware of the curriculum and specifically the scaffolding required for each level of outcomes to be obtained by the students - build understanding of the Front Matter of the math curriculum
• ensure all teachers speak positively about numeracy/math
• include daily focus on numeracy on classroom schedules
• create numeracy-focused makerspaces in the learning commons
• utilize collaboration days with other schools to collaborate on numeracy planning and instruction
• increase use of Messy Maths learning in each grade
• send home monthly math portfolios for student in all grades
• use generative dialogue to discuss with teachers about the instructional changes they have made in their classroom practice

Targeted (Classroom Math Instruction and Practice)

• utilize PLC's to unpack the Alberta math curriculum
• analyze PAT results - focus on how students responded on specific questions and how to improve
• organize and inventory math manipulatives, and enhance the use of manipulatives in math instruction
• use and analyze the results of Grade 7 and 8 math common assessments
• provide outcomes-based differentiated small group instruction
• schedule math enrichment options for students
• create more hands-on and real-life math connections
• review all math strands throughout the year - create class or group problem solving opportunities that incorporate all math curriculum strands
• use the Daily 3 math framework to teach math outcomes
• focus on math vocabulary and related word walls
• increase the amount of time spent on math instruction each week
• provide direct instruction in areas such as budgeting, financial management, measurement, conversion, interpreting visual data and hours of work and pay
• organize presenters to teach skills about numeracy, taxes, phone contracts, rent, credit cards, banks - bring in trades people and business people to stress the importance of numeracy understanding and skills
• track students as they complete math assessments
• use the CUBES strategy with word problems
• provide opportunity for math teachers to collaborate and plan together
• work with teachers to ensure that all are using the same terminology for math instruction
• have staff answer the question "In what specific areas do the students need more knowledge and skills? How do we know? How do we help them with this?"
• foster relationships at the teacher level with feeder schools in order to have specific discussions about math instruction and student progress
• review formative assessment practices in grades 9-12
• develop teacher driven processes for collecting, analyzing, and applying data from the classroom to drive instruction and assessment
• develop differentiation goals/focus with each staff member
• use Google Classroom to post math instruction videos or other supporting resources
• work collaboratively with staff to identify and use high yield instructional strategies at the universal and targeted level
• build a better understanding of mental math strategies and how and when to use them
• arrange for peer observations and coaching for staff so they can learn from and build off the strengths of others
• increase time allocated for guided practice of pen and paper calculations and develop strategies for estimation into curricular math courses

Individualized (Specialized Supports and Interventions)

• provide K&E programming for identified students
• build an understanding of the scope and sequence of math remediation plans
• organize a homework room staffed with different math teachers to supervise and assist students
• ensure teachers are aware of Maslow's hierarchy of needs and watch for students who need additional learning supports
• conduct CRM meetings to support math instruction
• arrange for lunchtime/ after school/ early morning tutorial opportunities
• offer one-to-one and small group burst lessons based on regular ongoing assessments