Numeracy Plan

Division Priority Two: NLPS Will Improve Numeracy in Students

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

With significant gaps caused by the COVID-19 pandemic, we consider any growth or academic improvement to be a positive step in the right direction and this is reflected in our goals set for the 2021-2022 school year.

Provincial Achievement Tests (Total Enrolled)

Provincial Diploma Exams

Students who complete a diploma exam course and have a school-awarded mark are eligible for an exemption from writing the Provincial Diploma Exam. Whether or not they are registered, if they choose not to write the diploma exam, they will be granted the exemption.

NLPS Math Assessment (Total Writing)

Examples of School-Based Actions

Universal (Whole School)

• Work with the Numeracy 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/math Olympics – increase communication about numeracy through the school website, Facebook, Twitter, and newsletters - share Alberta Math Curriculum parent resources with parents/guardians
• Use 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 maker-spaces in the learning commons
• Use 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 students 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)

• Use 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 questions “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