Elementary Curriculum Services Action Plan 2018-2019
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Elementary Curriculum Services Action Plan 2018-2019
Elementary Curriculum Department Plans for 2018-2019 school year
Initiative Goal / Objective Action / Strategy Monitoring/Measurement Timeline Evaluation / Results
Math Focus ... by improving school- Schools will set rigourous goals for Short term outcomes: School SIPSAWs reflect Initial completion November
based improvement improvement in Grade 6 math, and rigorous mathematics goals that are specific and 2018; SIPSAW moderation
planning and will engage in school based measurable. Actions and professional learning in and feedback ongoing
implementation in monitoring of progress towards goals. SIPSAWs align with the achievement of goals.
mathematics SIPSAWS include how schools intend to monitor
progress.
Overall Goal: Increase
grade 6 Math Mid term outcomes: Schools engage in changes to
understanding (skills teacher practice in relation to SIPSAW focus.
and knowledge) to Schools monitor changes to teacher practice and
better prepare studens impact on student learning. (Captured by: SIPSAW
for subsequent related documentation and tools, superintendent
mathematics studies, visits, use of EQAO practice assessments).
and to improve future
career options. Long term outcomes: Increased student learning
and achievement (Captured by: monitoring tools as
outlined in the SIPSAW, including classroom
Overall Long Term assessments, school-created tools, and an increase
Outcomes: increase in in board EQAO scores from 37% to 47%); increased
student achievment in collective efficacy (Captured by: efficacy surveys in
mathematics as cornerstone schools).
measured by an Identify what the fundamentals are Scope and sequence document reflects focus on Cornerstone Schools ongoing
increase in board EQAO and where they lie in the Measurement strand. A common language for
scores from 37% to 47% Measurement strand across grades. students and educators is established.
Connect competencies to learning
through professional development. Use of Curriculum Documents, Guide to Effective
Instruction: Measurement, and where appropriate,
the Ministry of Education Measurement Content
Modules, during PLCs. Impact measured by student
achievement, mid year assessment, superintendent
visits.
.. by creating common Define a balanced math block of 100 Short term outcomes: Increase educator and leader November, 2018
understanding of effective minutes and establish key understanding of effective math programming and
mathematics instruction instructional strategies connected to board direction on components of math block.
measurement and the fundamentals (Captured by: feedback from professional learning
in math. and/or in response to messaging)
Mid term outcomes: Classroom practice shifts to
reflect defined criteria (Captured by: observations
from administrators, anecdotal records, etc. in
comparison to initial survey of teache current
practice).
1Elementary Curriculum Department Plans for 2018-2019 school year
Initiative Goal / Objective Action / Strategy Monitoring/Measurement Timeline Evaluation / Results
Engage schools in teaching-learning Short term outcomes: school teams will select a October-November 2018
cycle where teams determine areas of category of fundamental concepts and skills and a
need, implement specific practice to teaching practice to address need, and will engage
address that need, and then reflect on in cycle (Captured by: PA day Administrator survey;
the impact of practice/instruction on superintendent visits, Google Meet support sessions
student learning for select schools).
Long term outcomes: Refinement of teacher
practices leading student learning (Captured by:
end-of-cycle documentation & sharing of impact);
increased teacher efficacy (Captured by: YTD tool to
record increase of understanding of cause-and-
effect relationship between shifts in teaching
practice and shifts in learning).
... by strategic creatiing and Create a repositiory of curated Short term outcomes: teachers will made aware of, Creation of resource
curating of resources resources for teachers to use to and then access and use resource document document: Sept 2018
support the development of (Captured by: inclusion of document in PA Day
fundamental concepts and skills materials, google analytics, anecdotal evidence of Revising & improving content
use) and structure of resource
document: Ongoing
Create a mid-year EQAO-like practice EQAO practice assessment will be created and Tool creation & iniital
assessment to illustrate student implemented. implementation Jan/Feb,
growth in math strands with a focus 2019
on measurement, and including
observation of key student behaviours
such as perseverence, confidence,
focus, etc.
Investigate a scope and sequence Student achievement, superintendent visits Cornerstone Schools Nov.,
chart in Cornerstone Schools to 2018, all other schools may
support teaching of math strands with choose to participate on an
a focus on measurement over the optional basis.
course of the school year.
... by leveraging human Use of ILs in a focused manner to Principal participation in monitoring the work of Ongoing
resources support defined actions/strategies in school improvement, Superintendent visits
math including manipulative and
technology use in classrooms.
Early Years Connect how Kindergarten Develop a chart that outlines where Student achievement, superintendent visits, October, 2018
math aligns with the critical expectations lie in the common language for students and educators.
Fundaments in Math Kindergarten Document Evidence of student learning, evidence of educator
Document references to the content in planning and
assessment.
2Elementary Curriculum Department Plans for 2018-2019 school year
Initiative Goal / Objective Action / Strategy Monitoring/Measurement Timeline Evaluation / Results
Provide examples of how Capture examples of students Supported by IL's, Consultants, Admin and Subpage created with a
the Fundamentals in Math exploring Fundamental concepts and Superintendents through reflecting on how the deadline of Jan. 2019 Check
can be planned for with skills in various contexts. Build a instructional approach addresses the fundamental in with schools with Itinerant
intention in comprehensive subpage on ourdock. skill/concept and naming, with evidence, the impact Early Years Educators for
developmentally ca to outline what the skill or concept on student achievement as a result feedback on effectiveness
appropriate ways in the means, what it looks like with kids,
Early Years, including and ways we can teach it across K-3
explicit instruction and
playful exploration
Support the improvement Build understanding and capacity IL's, Consultants, Admin and Superintendents will Check in with focus schools -
of literacy outcomes by around phonological awareness as an support educators to be able to articulate which Nov. 2019
looking closely at how we important piece of literacy skills students have acquired and which skills are
know our learners through understanding for reading and writing still needed with percision, and make programming
the 9 areas of deep learning using the new TLDSB phonological decisions to reflect this
awareness inventory
The Arts Increase teacher knowledge Intentionally demonstrate the direct Educator use of Our Dock. Visible sharing of Ongoing with schools.
in ways arts and and other connections between the arts and educator learning at schools, Twitter & through November - math/art
subjects are interconnected other subjects to build knowledge & conversations. Feedback from PLCS and PD. workshop Lindsay.
through the curriculum, understanding.Uitilizing teachers with Increase collaborations with integrations. Increased Music/Math coding
with a focus on math. strong math content knowledgeto visible initiatives of classes and schools in relation to workshop in October.
develop explicitly linked math the arts. Increased content understanding and December - linking math
connections to share. Place examples confidence of educators & students in integrating mentor texts to the 5
of interwoven arts and math lessons subjects. fundamentals & to art
on OurDock. PLCs and PD integrating provocations, pairing with
the arts to support other subjects. examplary math teachers to
Continue to Intergrate arts learning develop direct Math/Music
through STEAM opportunities. collaborations to share.
Develop partnerships with ARTSECO February - Our dock
members to share and enhance math/arts lessons April -
math/arts resources. linking the arts to EQAO
prompts. May- TLLP looking
at arts/executive functioning
and direct correlations to
academic (math)
performance.
Co-planning with educators to utilize Educators and students using content specific Ongoing with schools.
Support educators in these processes in creating qualtity vocabulary in the arts. Quality of tasks February - Arts PD workhop
deepening their content tasks. Collaborative teaching and co- demonstrating students' creative process. afterschool March -
learning in the arts reflecting with educators. Providing Increased efficacy and confidence of educators in Drama/dance workshops for
connected to the Creative & PD for educators through PLCs, implementing their arts programs. Visable learning educators & students. May -
Critical Analysis Processes workshops, our Dock and Twitter sharing through Twitter, schools & initiatives. linking TLAC arts camp
in creating quality tasks Reflections & feedback forms from educators and learning to the classroom.
students. Increased active engagement of students. Board wide music festival -
April
3Elementary Curriculum Department Plans for 2018-2019 school year
Initiative Goal / Objective Action / Strategy Monitoring/Measurement Timeline Evaluation / Results
Introduce teachers to online tools: A 4 week initial pilot will take place with select Pilot begins November 1st
Flat and Soundtrap, where they can schools who will then continue to build capacity for 4 weeks with the
Connect teachers with on- bring music composition alive in there with other schools and teachers, followed by developers of soundtrap.
line tools that will help classrooms and develop knowledge of strategic updates throughout the year. Teachers will Monitoring of sharing will be
them to develop rhyhmic patterns and elements of be able to share their use of the program and infuse continuous throughout the
composition opportunities music. Pilot schools without an increased music into intermediate grades. Data will year.
and work with Creative instrumental program will be selected be taken to see if the program has spread to other
Process in music to pilot SoundTrap. areas of the school.
In correlation with the 1 Select 3 pilot schools (ASES, Central, Develop Instrument inventory feedback form to Board Refurbishment grant
million dollar MusicCanada Lady Mac) as recipients who will recieve data on what instruments our school and MusicCanada Grant both
instrument repair initiative, guide this project for other schools in has/uses board wide. come to fruition in
working with the province. Educate all music November. Inventory
instrumentalist teachers to teachers on inventory and repair and completed by April.
have their inventory raise awareness in the application and
overhauled/repaired/refurb grant available from MusicCanada for
ished 2018.
Literacy Improve Literacy outcomes Use TLDSB Reading Research for Class and School data to be used by classroom Identify Cornerstone schools
as reflected by school Decision Making tool to focus data educators to identify and close gaps, and and monitor checkpoints 3
Reading assessments collection and inform school decisions achievement compared to exit targets are times per year (Fall, Feb and
(Fountas and Pinnell monitored by Prinicpals and Superintendents. June)
Benchmark) and exit
targets.
Enusre system wide understanding of Prinicpal and Superintendent visits, common After school workshops
Fountas and Pinnell text gradients language for students and educators - Evidence of offered during Nov and Dec
(levels) and 12 Strategic Actions for student learning, evidence of educator references in both North & South
developing common language for to the content in planning and assessments locations. Learning also
both assessment and instruction offered several times
throughout the year
Ground work in Literacy Profile and in Use Google Analytics to analyze how TLDSB Collect data in Dec, March
content on Our Dock to support educators are using Our Dock and in feedback from and June
professional learning during PLCs PLCs
Knowing our learners through IL's, Consultants, Admin and Superintendents will After school workshops
ongoing formative assessment and support educators to be able to articulate which offered during Nov and Dec
selecting appropriate strategies from skills students have acquired and which skills are in both North & South
the Literacy Continuum to set precise still needed with percision, and make programming locations. Learning also
student learning goals. decisions to reflect this offered several times
throughout the year
Continue to support Use of materials in Literacy Profile Observations during classroom walk throughs by After school workshops
gradual release of and on Our Dock to support Principals and Superintendents and in conversations offered during Nov and Dec
responsibility in Literacy conversations and learning during PLCs with consultants and ILs in both North & South
instruction locations
4Elementary Curriculum Department Plans for 2018-2019 school year
Initiative Goal / Objective Action / Strategy Monitoring/Measurement Timeline Evaluation / Results
Support the improvement Build understanding and capacity IL's, Consultants, Admin and Superintendents will Feedback from educators
of Early Literacy outcomes around phonological awareness as an support educators to be able to articulate which with Google Form in Dec and
by looking closely at how important piece of literacy skills students have acquired and which skills are May
we know our learners understanding for reading and writing still needed with percision, and make programming
through the 9 areas of deep using the new TLDSB phonological decisions to reflect this
learning awareness inventory. Make content
accessible to educators by working in
partnership with the Speech and
Language Pathologists to add pieces
to Our Dock to support students with
instruction.
FSL Connect the Fundamentals Identify where the fundamentals are -School Observations/ Conversations Monitoring Ongoing
in Math to math teaching in the grades 1-3 curriculum through through conversation with Admin, teachers and
and learning in grades 1-3. PD. students.
Provide a Math Grade 1 kit Explore how to use this teaching tool Provide ongoing support through PLC's/ classroom Google form to be reviewed
(Mathology) as a Pilot to in the classroom to increase student visits/google meets in January and June to track
increase student acheivement while using higher impact of learning.
achievement in math expectations with our students
(Grade 2 kit Feb 2019,
Grade 3 kit Fall 2020)
Implement a tiered and Explore the Access to Success tiered - Qualitative data from PD (October 2018) Google form to be reviewed
responsive approach to approach to being responsive to - Monthly Google meets with each school team in January and June to track
Second Language Second Language learners in all - Google Form to track: impact of learning.
acquisition and all learning subject areas. Where do you feel your learning is at prior and post
in a Second Language ‘Class Act’
environment. “What are your students able to do differently now
because of your learning?”
-School Observations/Conversations
Monitoring through conversation with Admin,
teachers and students.
Voluntary educators sharing their growth in learning
on our FSL Spec Ed resource site.
Continue to be responsive to the - Monthly Google meets with each school team https://drive.google.
reading gaps in our Second Language com/open?
learners by continuing to promote the id=1PmN8Fu9Ok5KzQ1zQU0
use of the Class Act phonological tool SLj6R7r_nY-vUx-rQTg9ljtns
kit and the promotion and importance
of phonological awareness.
DELF Increase the amount of students that - Student exam results Data collection by May 2019.
can access the grade 12 DELF exam - Student retention data
from 55-75
5Elementary Curriculum Department Plans for 2018-2019 school year
Initiative Goal / Objective Action / Strategy Monitoring/Measurement Timeline Evaluation / Results
Offer the DELF training to TLDSB staff Increase number of Correcteurs to 35. Increase of Correcteur training - Jan.
to increase the amount of students involved in DELF in grade 8 and increased 2019
correcteurs. We currently have 15 opportunties for students in grade 12. Grade 8 students - June 2019
members from the North and 7 Grade 12 students - May
members from the South whom are 2019
trained. By increasing these numbers
we will have more opportunities to
offer the exam as well as a larger
knowledge base of the program.
Pilot a French Immersion grade 8 - Student exam results Data collection by June 2019.
DELF ‘faux’ exam. Include all 6 French - Student retention data
Immersion Elementary schools.
Monitor those students as they
continue through to grade 12 for
student retention in FSL.
CEFR Continue to engage students in FSL by Provide ongoing support through Family of School Google form to be reviewed
using the CEFR model. CEFR is a PLC's & classroom visits in June to track impact of
proven framework and tool as part of learning.
the European French language
instruction. It is the anchor to building
confidence in students. CEFR
encourages a natural development of
language and is based on student
voice, student interest, and authentic
learning.
ESL Contiued development and Completion of modules Feedback from participants regarding: Ongoing
delivery of an online course Content of online course. Participants can be asked:
for Tutors and Teachers What was most useful?
What was the least useful?
What is missing?
Are the resources easily accessible? (e.g., the
documents in the shared Google Folder?)
Any other thoughts/ideas.
Tutor course participation throughout the 2018/19
school year can be closely monitored.
Experiential Education Provide authentic Liaise with (1) Fleming, Georgian & Use a tracking system to ensure that experiential Tracking system is as
experiential learning Durham College to expose students to opportunities can be anticipated and are equitably complete as currently
opportunities, with an post-secondary trades opportunities, distributed. When possible, manifest new possible, updated as
intentional initial focus on (2) Outdoor Education Partners to opportunities. opportunities emerge.
grade 7-8 students. expose students to Outdoor Manifestation of
Education opportunities, and (3) opportunities is ongoing.
Community partners to cultivate
student/teacher training, excursion
and funding opportunities
6Elementary Curriculum Department Plans for 2018-2019 school year
Initiative Goal / Objective Action / Strategy Monitoring/Measurement Timeline Evaluation / Results
Provide Experiential Education Use Google Analytics to monitor engagement on Google Community &
programming initiatives (ie. Grade 4-8 Our Dock, Google Community & Twitter. Measure monthly newsletter in place.
Tool Kits, Cardboard Boat Races) and interest through response to initiatives (eg. Our Dock space established
support (ie. Our Dock resource page, requests to participate in initiatives, photo evidence (though responsively
Google Community, monthly through social media, interest in competing at Skills evolving to contain improved
newsletter) that make Experiential Ontario). ideas, materials and
Education ideas and materials support).
accessible. Establish periodic
challenges that connect math &
science curriculum with kit contents.
Establish a K-8 curriculum-based Consult with curriculum, technology and pathways Data collection on grade 7-8
Experiential Learning scope and teams to make clear connections between activities by February 2019.
sequence that increases the use of curriculum expectations and experiential initiatives Scope & sequence by June
the Experiential Education Cycle (ie. and opportunities in order to establish a responsive 2019, to use as a guiding
robust school-community scope and sequence document. Collect data from document in the 2019/2020
connections, awareness of highly CTs, Ps and ILs on grade 7-8 activities occurring school year. Support
skilled workforce pathways, within TLDSB. Provide support to ensure that responsive and ongoing.
purposeful inquiry-driven activities are connected to curriculum. Track
instructional design, embedded teacher participation in PD/PLC/shoulder-to-
reflection). This document will shoulder support EE opportunities.
support teachers in integrating
curricular content in a cross-
disciplinary approach, especially
through contextual content that
connects student learning to the
"real" math embedded in STEM and
Skilled Trades career pathways.
Provide individualized programming Work with school (Student/CT/P/SERT/Parent) and Ongoing.
support for at-risk intermediate Special Education/BIRT teams to establish goal-
learners to increase engagement and based programs for individual students. Use the
understanding of how the skills and goals to track student skill development, curricular
knowledge developed in school achievement, and overall engagement.
support the individual in her/his
career & life pathway.
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