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.

Over the last five years (2013-2014 to 2018-2019), Northern Lights Public Schools has improved in all seven survey measures. In total, 10 of the 16 Accountability Pillar measures have improved and the remaining three have stayed relatively constant.

Here are some of this year's highlights:

• Improvement in High School Completion -  The number of students completing high school within three years of entering Grade 10 has increased by 8.4% over the last five years to 74.2%. 
  
  
• Very High Achievement in Safe and Caring - 88.3% of parents, students and teachers agree that students are safe at school, are learning the importance of caring for others, are learning respect for others, and are treated fairly.
  
  
• Very High Achievement in Citizenship - 81.2% of teachers, parents and students are satisfied that students model the characteristics of active citizenship.
  
• Very High Achievement in School Improvement - 81.4% of students, parents and teachers indicate that their school and schools in the jurisdiction have improved or stayed the same over the last three years.

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.

The 2018-2019 school year saw continued effort made toward ensuring our students are successful.

Evidence of success can be found in areas such as the High School Completion and Drop-Out Rate measures, both of which improved from the previous year and the previous three-year average. The Six-Year Transition Rate also improved from the previous year. The Provincial Diploma Exam participation rate dropped slightly from the previous year, but remains higher than the previous three-year average. The Citizenship measure also improved, and compares very well with the province.

These results are due, in part, to continuing with key system strategies:

• Learning Consultants provided a more focused coaching series to work with teachers to improve the quality of instruction. These series focused on literacy, numeracy, technology, classroom management, early learning, etc.
• Schools improved their understanding and utilization of the Collaborative Response Model to identify and meet the needs of individual students.
• Literacy programs and tools such as Daily 5 and Fountas & Pinnell benchmark assessments were supported and utilized.
• The Generative Dialogue process, which consists of the Central Office Leadership Team (COLT) participating in monthly school visits with school administration to dialogue on planning, pedagogy and assessments, increased in focus and intensity.

These and other key strategies are increasing the opportunities for every student to be successful.

Seven of the nine Accountability Pillar measures were higher than the previous three-year average. This follows a year where eight of the nine measures were higher than the previous year.

The student achievement results in the Provincial Achievement Test and Provincial Diploma Exam measures saw a decrease from the previous year, mirroring the results of the rest of the school division. 

Perhaps the most promising results are the FNMI High School Completion and Drop-Out Rate measures, which compare well or are better than the provincial average. 

Many of the key strategies identified in Outcome 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 Building Collaboration and Capacity in 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 Metis Settlements.

High schools are actively providing support for FNMI students related to High School Completion. Work is ongoing in this area, and much remains to be done. Practices and strategies are being increasingly engaged to build success.

The Accountability Pillar indicates that the Division improved in this area. 79.3% of survey respondents were satisfied with the Program of Studies, an increase from the previous year and the previous three-year average. 

Key strategies include:

• use of the Mobile Trades Lab,
• accessing industry and agency partnerships to pursue programming such as the Youth Achievement Program (YAP), and STEAM Challenge,
• division-wide collaboration for Career and Technology (CTS) teachers, ad
• 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.

Parents, students and staff indicated on the Accountability Pillar survey that they are satisfied with the Education Quality, Parental Involvement and School Improvement in Northern Lights Public Schools. The results improved from the previous year in two of the measures and remained the same in Parental Involvement. All three measures are indicated as high or very high on the achievement component of the 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 benefited from improved support. Improved communication, engagement and partnerships, and a focus on creating a welcoming environment for all learners are also accomplishments that have benefited students.

Compare to the previous three-year averages, students in grades 6 and 9 Math and Language Arts mostly maintained Provincial Achievement Test results. When considering both the acceptable and excellence categories on all Grade 6 and 9 Math and Language Arts tests, results were maintained seven times, improved once, and declined four times.

Provincial Diploma Exams saw more of an improvement when compared to the previous three-year averages. Results increased in English 30-2 acceptable standard, and in both acceptable and excellence standards in Math 30-1 and Math 30-2/ Results were maintained in the excellence standards for English 30-1 and English 30-2, and decreased in the English 30-1 acceptable standard. 

There were many factors that contributed to these literacy and numeracy results:

• Literacy and numeracy learning consultants provided targeted support to teachers to improve literacy and numeracy instruction;
• the Daily 5 structure was supported as a means of delivering literacy instruction, and the Daily 3 structure was supported to provide math instruction;
• the COLT process was used as a vehicle to focus dialogue between senior executive and administrators on building leadership capacity in instruction;
• full-time Kindergarten with enhanced literacy opportunities is offered in all primary schools.

While the results are encouraging when compared to the previous three-year average, it is evident that more work remains to be done.

The number of dual credit opportunities, the increased number of students completing training at the Trades Exposure Centre, and the extensive number of partnerships with industry and agencies depict continued improvement in this priority area.

Northern Lights Public Schools is committed to providing every opportunity for students to experience success, and increased partnerships and engagement with our communities is benefiting students. Communication remains critical to this priority, and the work done by the communications personnel and other division staff is leading to better communication with specific school communities and the broader community. The use of social media, websites, newsletters, and media communications is carefully planned to ensure effective, timely and appropriate communication, and to ensure that the stakeholders have opportunities to engage in school life and be better informed about the exciting opportunities for students.

88.3% of respondents (students, staff and parents) indicated satisfaction with the Safe and Caring School measure. This result is higher than the previous year and slightly higher than the previous three-year average. It also compares well with the provincial average.

In order to achieve the mission of Working Together to Help Every Student Learn and Excel, the health and wellness factor cannot be overlooked. Efforts to move forward in this area have been substantial to date. That being said, student surveys (Learning Bar / Tell Them From Me) are indicating that the mental health and wellness of students continues to be an issue for students in Northern Light Public Schools. For example, 31% of students in grades 4 to 6 indicated moderate or high anxiety, compared to the national norm of 22%. similarly, 32% of students in grades 7 to 12 indicated moderate or high anxiety, compared to the national norm of 26%. Subsequently, and following an analysis of additional related data and extensive stakeholder consultations, the Board has established as one of their improvement priorities the goal to improve the mental health and wellness of students. Actions to this end are outlined in the division's Three-Year Education Plan.

Examples of key strategies that have been implemented to foster improvement in health and wellness include:

• Character/Moral education programs,
• Student Advocacy Counsellors,
• nutrition/breakfast/snack programs,
• “beyond the classroom” learning opportunities such as the Registered Apprenticeship Programs (RAP) or the Trades Exposure Centre (service rig training),
• Apple Schools,
• Mental Health Grant funded programs,
• the use of the Positive Behaviour Support (PBS) framework, and
• the Staff Wellness Project.

• 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 increasingly 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. 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 third year of a vigorous Beginning Teacher Induction program for all teachers new to the division.
• Cohorts of subject-alike teachers have developed common curricular assessments for core courses at the grade 7 and 8 levels. These common curricular assessments are being utilized in all grade 7 and 8 classrooms to ensure reliable summative processes and to increase focus on curricular outcomes and expectations. Assessments are also being developed at the Grade 9 level.
• 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 provided at the Trades Exposure Centre. Additional potential opportunities for students are being pursued through programming offered, in part, by post-secondary partners.
• A robust Student Voice and Leadership program is offered to students, including student voice to t he school, student voice to the board and student voice to the province.
• Character education/moral education programs are increasingly utilized at school sites to ensure appropriate supports and educational opportunities are in place for students.
• A Positive Behaviour Support (PBS) professional development opportunity is being organized for staff to enhance school-wide student management strategies.
• 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. One of these programs consists of High School students assisting in the preparation of a lunch meal for elementary students.
• 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), Trades Exposure (service rig training), culinary opportunities, Mobile Mechanics, 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. Included in some of these agreements are provisions for resources such as liaison and outreach workers.
• Continue to offer industry exposure opportunities for FNMI students.
• As part of the Inclusive Education Model, all students, including FNMI students, have access to equal services.
• The Regional Collaborative Service Delivery includes students attending First Nations schools.
• The Building Collaboration and Capacity in Education Grant is collectively utilized to ensure improved success of our First Nations students.
• A full-time Kindergarten program 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.
• 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 Portage College and other agencies to provide an online Human Development course, with a component called Tools for Tomorrow, that will allow successful participants to apply for the Child Development Assistant Certificate from the Government of Alberta.
• 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.
• The Division is providing a New Administrator Support Program to develop leadership skills and capacity. 
• 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 the next three years.
• 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 2020, 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
• weaving 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