Alberta Initiative For School Improvement (AISI) Project Synopsis

Alberta Initiative for School Improvement (AISI) Project Synopsis
Project ID: 30047 - Engaging Students For Mathematics Achievement K-9

School Authority: 2275- Northern Gateway Regional Division No. 10
Scope: 2800 Students, Grades K to 9, 14 Schools
PROJECT PLAN
Project Description:
a) WHY
We have merged the 7-9 Numeracy Project from year one into this project.
Provincial achievement scores for our school authority including math are consistently below
the provincial average for acceptable standard; particularly at grade six and grade nine. The
number of students who reach standard of excellence also needs improvement in both
grades three, six and nine.
The project will enrich our K-9 students in numeracy knowledge and skills and will provide
them with a better sense of number leading to more success in the junior grades.
Our students are not adequately succeeding in junior high math and by providing them with
a focus on numeracy support; we will be improving their chances of succeeding more than
adequately.
Understand numbers, ways of representing numbers, relationships among numbers, and
number systems
The project will reinforce the number and operations Math standards outlined by the
Principles and Standards for School Mathematics. The students will understand meanings of
operations and how they relate to one another, compute fluently and make reasonable
estimates. Teachers will develop a clear understanding of how students develop math
knowledge & skills as well as identify and apply best teaching practices in math.
Years two and three will witness project adjustments, a continuation into computing skills
and then we will apply our best practices into the other strands of the math program of
studies.
b) WHAT WE PLAN TO DO
The main goal of this project is to generally improve student learning and specifically
increase student achievement in K-9 numeracy.
Students will be instructed in mathematics in an active and productive process influencing
the way mathematics is taught in the classroom in the following ways:
" Learning is built on existing knowledge
" Learning requires that existing ideas be challenged
" Learning is done by the learner not to the learner
" Learning involves taking risks and making errors
" Learners get better with practice
" Learning is enhanced when purpose is clear
First Steps in Mathematics professional learning resources will be accessed to support the
project and division facilitators will be appropriately trained to offer teachers support in
building their capacity as teachers of mathematics. Other resources include Student Centred
Mathematics by John Van do Walle and the Principles and Standards for School Mathematics
(NCTM).
AISI Project 30047 - Engaging Students For Mathematics Achievement K-9, 2009
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Differentiating instruction and assessment for learning will be two main strategies used as
we strive to improve student learning in mathematics.
c) HOW WE PLAN TO DO IT
The project will be implemented with a specific focus for each of the three years 2006-2009.
The first year will have a focus on number sense (whole and decimal numbers,
computations and operations).
With the support of Pearson Professional Learning and the First Steps in mathematics
program, we will train four facilitators for the division.
The facilitators will hold at least four division wide workshops through year one. Each
participating school will send at least two lead teachers to the workshops. The workshops
for the second and third year of the project are yet to be determined.
The facilitators will be available for schools to access on division planned PD days.
Lead teachers will be expected to implement strategies learned in their own classrooms as
well as share learnings with staff.
Professional learning communities and collaborative teams will be formed at the school level
to ensure the learning is passed on.
Administrators will be in serviced on what the teachers are learning and will support the
project, the lead teacher and other staff in implementing strategies in the classroom.
The divisional AISI Coordinator will oversee the project, visits schools to support, act as a
resource person, and assist in data collection and monitor the progress of the projects.
Improvement Goals:
Student Learning
Goals
Strategies
Measures
1. To improve the
student math scores
in (a) PAT's in grade
3,6 and 9 and (b)
common district
tests in Grades 2, 4,
5, 7 and 8.
1. First Step in Mathematics

training. 2. Teachers using
research based strategies (Moving
towards a common basic
understanding/ vocabulary /
language) 3. Assessment for
Learning and Differentiating
Instruction, involving teacher
divisional participation. 4. PD in
assessment for Learning and
Differentiating Instruction. 5. Inter
and Intra school collaboration.
1.Grade 3 PAT - Math 2. Grade 6

PAT - Math 3. Grade 9 PAT Math 4. Common divisional math
assessments for Grades 2, 4, 5,
7, 8
2. To increase
student interest and
feelings of success in
numeracy learning.
-develop a common basic

understanding/ vocabulary
/language among the students,
parents and teachers - use
differentiated instruction and
assessment for learning strategies
in the classrooms to better engage
the students by providing
experiences of interest,
accomplishment and challenge implement research-based best
practices in mathematics learning
- Qualitative Student Survey (35 questions) that gather

information on student interest
in math and feelings of success
in math. - DESCRIPTION OF
QUALITY MEASURE: Focus group
Interviews: - Anecdotal
comments from students about
their understanding of numeracy
before and after the cycle of the
project
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in our classrooms - create a
culture of teaching and learning in
our schools and throughout the
division
3. To increase
teacher capacity and
confidence in
teaching numeracy
and differentiating to
meet the needs of all
students.
- Involvement in division training

focused on differentiating
instruction and assessment for
learning - - PD specifically related
to numeracy and effective
research based instructional
strategies - - Collaboration within
the division - - Collaboration
within the school (ie. Team
meetings, establishing PLC)
- QL MEASURE: Teacher survey

on personal knowledge/ comfort
/ understanding of teaching
math - DESCRIPTION OF
QUALITY MEASURE: The
anecdotal comments will be
analyzed for themes and
patterns which reflect teacher
perceptions in terms of increased
a) engagement, b)comfort and
c) success in their students when
learning
Evaluation Methods:
We intend to monitor and evaluate the progress of the project in a number of ways. Data
gathered along the way will be used to support AISI in the schools, inform the
superintendent and capture information for annual AISI reporting (APFR).
{ Annually assign AISI contact people (probably the lead teacher) at each of the schools
involved (as recommended by principal).
2. AISI Coordinator to conduct ongoing visits to the fourteen participating schools (typically
fall, mid-year and spring). We will use a structured agenda to deal with:
General progress
Issues and concerns
Successes to date
What's working well
Project modifications
Central office AISI support
{ A collection of project evidence material will be gathered in the form of anecdotal notes,
journaling, PLC meeting notes, success stories, challenges, pictures, student samples and
other evidence schools choose to show impact of the project. The evidence will be collected
in December and in March.
{ During mid-year and end of the year visitations, target students will be interviewed in a
focus group and be asked to show some of their new and/or different learnings and
projects. The responses will be noted by the AISI coordinator and the Lead Teacher and
themes will be established based on the description of quality measures. To assess the
qualitative adequacy of teacher response in each participating school and ensure they are
adequate.
{ Teachers and administrators will be informally interviewed about their perceptions and
observations about the implementation and progress of the project. An anecdotal exchange
form will be provided to the administrators and the Lead Teachers as a way to organize
their responses. The anecdotal records will be discussed with the AISI coordinator during
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school visits and collected by the AISI coordinator.
{ Annual surveys will be sent to parents, teacher and students regarding involvement and
growth as a result of their AISI program.
f{ "Informal" evidence will be collected in the form of written and verbal anecdotal
comments and observations provided by parents and teachers as well as from open-ended
responses included with the qualitative survey questions for the Description of Quality
Measures. The comments will be analyzed for themes and patterns which reflect teacher
perceptions in terms of increased a) engagement, b)comfort and c) success in their
students when learning mathematics.
PROJECT RESULTS
Student Learning Outcomes:
2006/2007
1. To improve the student math scores in (a) PAT's in grade 3,6 and 9 and (b) common
district tests in Grades 2, 4, 5, 7 and 8.
In general, the targets set for year one were not met. In all areas except grade nine
acceptable standards, the results were not significantly different than the province. It is
noted that results for standard of excellence could be improved significantly.
The need to make a shift in professional development in order to understand how numeracy
learning is related to achievement in mathematics was huge. Our schools and teachers
struggled with triangulating the relationship between a strong foundation in the
mathematics, student learning of numeracy / mathematics, and the pedagogy (focused
questions, formative assessment, and diagnostic assessment). For student achievement to
be directly impacted on the shift in understanding, teaching and learning of mathematics
and numeracy, teacher practice has to embed the change and the knowledge. During year
one, teachers spent a lot of time with their own learning, struggling to embed it into their
daily practice. Year two will focus on practice in the classroom. The teachers involved have
developed much knowledge and many are ready to put what they know into practice. With
more focus on classroom practice in year two, student achievement will show improvement.
2. To increase student interest and feelings of success in numeracy learning.
Our numeracy assessments indicated some misunderstandings in numeracy learning. The
assessments were used as a baseline in year one. Focus group discussions indicate math as
being really liked or significantly disliked depending on how easy they found the concept.
Teachers communicated many stories, notes and diagnostic assessments that illustrated
identification of numeracy learning misunderstandings and the use of learning activities and
focus questions to assist students in moving along in the learning process.
Improvement comes from an increased level of interest or comfort in skill level. The
communication piece is so important and we are in the beginning phases of students
communicating their learning in many ways. Students are becoming more confident in their
skills and are prepared to demonstrate their learning.
Choice seems to engage students and move them toward a higher quality of workmanship
and including choice has had a huge increase in student engagement. The students are now
aware of their learning style and which assignments best suit their needs. They are able to
group themselves with others students that have the same learning pattern and complete
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the assigned task. The students are able to take their learning and demonstrate it by
producing a number of different products. Students are able to ask more advanced
questions about the learning they are participating in.
3. To increase teacher capacity and confidence in teaching numeracy and differentiating to
meet the needs of all students.
It was a challenge to teachers to make a shift in what was considered professional
development. By triangulating their learning of the mathematics, the pedagogy and the
developmental process of the student, the teacher needed to take on the role of the learner
first then the facilitator of math learning. The professional development was about
understanding the big ideas of numeracy and how we can plan the learning activities for
students with specific questions and diagnostic, ongoing assessment in mind. Many
frustrations were experienced but as the year progressed, many aha moments were shared.
Teachers had more strategies to target weak areas in numeracy
and have reported increased confidence, especially around the area of the implementation
of hands-on activities. Teachers are using the focus questions to drill down with the
students and see what their true understanding began and build from there.
Positive Teacher Comments:
"Now I know why some students are making the error"
"I have a battery of diagnostic tasks to assess student learning"
"I feel more confident assessing students and planning for their mathematical needs."
Introducing and using strategies with Gardner's Multiple Intelligences, flexible instruction
groups and tiered assignments have interested students to engage in their learning
(become responsible learners). A continued effort to continually refer to Bloom's Taxonomy
in professional decision-making was common and the emphasis will continue in year two.
2007/2008
1. To improve the student math scores in (a) PAT's in grade 3,6 and 9 and (b) common
district tests in Grades 2, 4, 5, 7 and 8.
The results of the Provincial Achievement Tests in the area of mathematics for grades 3,6,
and nine have not shown improvement. It is important to note that students meeting
standard of excellence in Northern Gateway will continue to be a focus. Results indicate the
area of numeracy and mathematics continues to require attention. The need to make a shift
in professional development in order to understand how numeracy learning is related to
achievement in mathematics was huge. Our schools and teachers struggled with
triangulating the relationship between a strong foundation in the mathematics, student
learning of numeracy / mathematics, and the pedagogy (focused questions, formative
assessment, and diagnostic assessment).
The numeracy assessments were very focused on the content and study of the project.
These assessments indicate improvement in the area of number, operation and computation
sense. There was significant improvement in the grades assessed.
2. To increase student interest and feelings of success in numeracy learning.
The work done focused on number, operation and computation sense with students is
supported in the implementation of the new math curriculum. The strategies used in our
Numeracy AISI project were supported in our AISI focus group (students) findings. Please
see the attached focus groups report.
The numeracy assessments show improvement in number, operation and computation
sense at all levels assessed. The assessments were very focused on the content of the
project. Teachers are communicating that the focus on number seems to be positively
impacting student learning in mathematics.
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3. To increase teacher capacity and confidence in teaching numeracy and differentiating to

It was a challenge to teachers to make a shift in what was considered professional
development. By triangulating their learning of the mathematics, the pedagogy and the
developmental process of the student, the teacher needed to take on the role of the learner
first then the facilitator of math learning. The professional development was about
understanding the big ideas of numeracy and how we can plan the learning activities for
students with specific questions and diagnostic, ongoing assessment in mind. Many
frustrations were experienced but as the year progressed, many aha moments were shared.
Teachers had more strategies to target weak areas in numeracy
and have reported increased confidence, especially around the area of the implementation
of hands-on activities. Teachers are using the focus questions to drill down with the
students and see what their true understanding began and build from there.
See additional comments made by students about instructional practice. The comments are
included in the AISI student focus group report attached to the APAR.
**See additional comments from the school-based data collection and related to the extent
learning targets were reached.**
What?
a) Positive Teacher Comments:
"Now I know why some students are making the errors, they don't trust the count."
"I have a battery of diagnostic tasks to assess student learning"
"I feel more confident assessing students and planning for their mathematical needs"
b) NGPS diagnostic results
c) Students were surveyed regarding their views on learning styles, preferred math
activities, and self-knowledge of retention of concepts. Students report their teachers
ensure their learning in a variety of ways. The breadth of the responses indicating
differentiation in product, process and content. Students also report a range of personal
learning styles indicating an awareness of choices. Students indicate a variety of indicators
of their learning, ranging from external (teacher tells me) to internal (I remember it the
next day).
d) Teachers report increased efficacy in delivering math curriculum.
e) All teachers at DOES are using the program of studies, rephrasing outcomes in child
friendly language to teach units.
f) All teachers are aware of Bloom's and Gardner's theories when creating their plans.
g) All teachers at DOES are pursuing the new theories and approaches to differentiated
Instruction.
h) All teachers are aware that there are new theories and approaches to teaching numeracy.
i) Students were having difficulty with multiplication; through the use of First Steps in
Mathematics in a pull out situation with grade six, students gained confidence in their
understanding of the concept of multiplication and were able to successfully apply
multiplication to problem solving situations.
j) Through the use of First Steps over the past two years, students at the end of grade
seven are showing improvement and confidence in their math learning.
WHY? section for G1 included on section G2 #5Parent Involvement
2008/2009
1.To improve the student math scores in (a) PAT's in grades 3, 6, 9 and (b) district test in
grades 2, 4, 5, 7, and 8.
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Upon close scrutiny, the results of PAT's in the area of mathematics for grades 3, 6, 9
continue to be an area of challenge for students attending Northern Gateway Schools.We
were assured by the grade 9 results that indicated growth in both standard of excellence
and acceptable standard however, it is important to mention that students meeting
standard of excellence in NGRD will continue to be a focus. Improving results in NGRD will
continue to be a focus. Results indicate the area of numeracy and mathematics learning
continues to require attention. The struggle in previous years by teachers and schools to
triangulate a strong foundation in mathematics, students learning in numeracy and
mathematics and teacher pedagogy has decreased. Now, teachers are more open to the
triangulation process and the new learning they have received in AISI Cycle 3.
The common exam results at the grade 2 and 5 grade levels have significantly improved.
However we did not see the same jumps at the grade 4, 7 and 8 levels which means we
need to keep incorporating mathematics strategy work into our math programs to work on
consistency throughout the division.
2.To increase student interest and feelings of success in numeracy learning.
AISI Cycle 3 work reflects a definite change of attitude by students regarding their interest
and feeling of success in numeracy. Students are more aware of what is expected of them
and are more open to seeing the varied needs of their peers in their classrooms. Both
teachers and students also appreciate and recognize the importance of constructing
meaning through a hands-on approach to their learning. From the perspective of the
teachers, students are more engaged and interested than earlier on in Cycle 3. Teachers in
the district agree:
Students enjoyed the activity and realized that there are different instructional techniques
and learning styles
Everyone can be successful at different levels
All students learn the same material but to various depths
Students respond well to the assignments and activities
Increased student engagement
Students retain and understand the vocabulary more successfully...
Students enjoy doing and choosing their own projects
Increases active engagement
It has allowed them to think instead of just answer
Weak readers are understanding material quicker and easier
3.To increase teacher capacity and confidence in teaching numeracy and differentiating to
As mentioned in the previous 2007-2008 APAR the struggles or frustrations felt by teachers
as they gained more knowledge and experience has subsided. More teachers are on board
with the focus on assessment, differentiated instruction and improving instructional
practices in our district. They are seeing the benefits in their improved teaching practices
and their understanding of DI and A4L. District survey results demonstrate that they
majority of teachers use a variety of strategies in their classrooms and understand the
concepts of A4L and DI. They are also able to provide concrete examples of A4L and DI
strategies and have successfully implemented these strategies in their classroom. Many
teachers agree that they are more knowledgeable about how students learn mathematics
than before the AISI Cycle 3 Project began.
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1.b) In analyzing the district survey results for grade 2, 5, 7 and 10 it was intended that in
order to follow this particular (grade specific ) cohort they were surveyed again in year 2 in
grades 3, 6, 8, 11 and in year 3 in grades 4, 7, 9 12. In so doing it was our hope that we
would see some kind of trend being established. Factors we did not consider which may
have affected the results:
students may have joined or left the cohort from year to year
data was gathered from different grades and ages, possible focus in elementary in one year
and junior and senior the next year
students behaviours and attitudes (feelings- affective responses) towards their learning and
the learning process sometimes is dependent on the their grades and ages
students may have become clearer and more realistic in their understanding of "student
engagement" and "active" participation
We also noted that the responses from the parents and teachers were much higher and
increased over the 3 years in relation to what they felt about "student engagement" and
"active" participation. This would be considered to be a reliable response as well.
Please attach a copy of the Focus Group analysis to our project in section G3 or H (Appendix). This will provide clarification into further analysis of focus group queries for
projects, #30047 and #30058.
In considering the Northern Gateway AISI Parent Survey results it is evident that while the
number of respondents is low they are still significantly higher than the previous year. The
overall results were also considered low but there could be several reasons for these
results:
Transition Phase: Concepts such as Assessment for Learning, and Differentiated Instruction
are relatively new to parents, teachers and students. Teachers have been defining and
refining these best practices since the beginning of Cycle 3. Although the information has
been promoted for the past three years, research shows that familiarity with new
information and the implementation of new information comes with people being
comfortable with using it. This generally occurs within the last year of the cycle. This means
that teachers are finally feeling ready to apply, evaluate and synthesize the new information
which has been presented to them.
Although the lexicon in the survey is fairly straight forward, there is a great chance that
neither the students nor the parents understand the use of words such as: learning style,
assessment criteria, achievement status, etc.
The number of respondents to the survey is quite low in relation to the total number of
actual parents in our district. However, those that did respond suggests that they recognize
that their children are "engaged in their classes at school and are "satisfied with their
progress" child's progress at school. Parents are also feeling confident that their children
"know what they are supposed to learn." With that in mind, some parents still were not
quite sure happens in their child's classroom in regard to whether their child received
"learning opportunities that were appropriate for their learning style" or if they were
"involved in creating and using assessment criteria in their classes at school." In looking at
all of this information, one could conclude that it is understandable that they see this as an
opportunity to reflect on whether their child is actually experiencing success in
mathematics, as this percent was in the average range.
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Effective/Promising Practices
Instructional Strategy:
2006/2007
a) Teacher collaboration: Teacher collaboration and planning had the biggest effect on
student learning because it allowed teachers to share the same language and focus on the
same goal.
Secondly, consistency and learning is a key component of the project and this allows
teacher to remain focused and grow with their new knowledge. Teachers talked about
constructivist learning approaches and beliefs and how they had to become facilitators of
learning rather than givers of information.
Collaboration consisted of sharing strategies that were being used, helping one another with
challenges that were being encountered, and helping one another to implement
differentiated instruction strategies.
b) The use of focused questions to develop a better understanding of where students are in
their math learning. The knowledge building about mathematics, math learning (on the part
of students and teachers) was significant. Through the FSiM workshops we learned about
asking focused questions, the developmental phases of mathematics learning, using Sample
Learning Activities to gather data, and using diagnostic assessments to support professional
decision-making.
c) An assigned FTE Lead Teacher provided "shoulder-to-shoulder" support to classroom
teachers at workshops and during regular class time. This support was critical in
encouraging their journey to understanding the mathematical learning demonstrated by
their students. Teachers had access to the Lead teacher when questions arose. As a
supportive team, questions were explored and solved in a non-threatening environment.
d) The implementation of differentiated learning was obvious in effective classrooms.
Surveying the students to determine their learning style. Differentiated learning styles
assessment helped to make better plans and use different strategies to help meet the
student's needs and interests.
WHY did they work?:
a) Teachers are learning that we construct more learning even as teachers when we have
quality and focused time to discuss curriculum, instruction and assessment. These three
components of teaching and learning being the center of success in our classrooms.
b) The work with FSiM and the focused questions and student learning activities provided
more strategies and tools to apply to new situations. The students took a more active role in
their learning when they were encouraged to communicate the process clearly and in
different ways.
The focus was on the student and the learning process and not just the answer at the end of
their work.
c) The FTE assignment supports the initiative and gives it importance. Teachers have time
to do significantly deeper and more effective work when the AISI focus is a planned part of
their day.
d) Students were engaged because lessons were presented in an interesting manner and
targeted the diversity of needs in our classroom. Students seemed to take on more
ownership and accountability for their own learning. Differentiated learning reached all
students' learning styles and interests. The strategies used had a solid research base.
Giving students choices using Gardner's multiple intelligences and Bloom's taxonomy
motivates them to learn.
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2007/2008
What?
a) Diagnostic assessment in mathematics used to discern developmental stages in students
to better facilitate their rise to the next level.
b) Wider spread use of manipulatives used to differentiate for developmental concept
attainment. Teachers identified a need for increased materials and they were purchased.
c) Students constructing their understanding of numeracy concepts through much more
variety in experiences and reflection on their learning.
d) Differentiated Instruction - the use of RAFTs for choice and Think Dots for chance
e) Assessment For Learning - the use of rubrics for assignments
f) Numeracy - the use of the diagnostic material and prescriptive activities
g) Determining which Multiple Intelligence suits each student allows the teacher to
incorporate a variety of different activities.
h) Looking at the Multiple Intelligences to plan differentiated activities assisted teachers in
meeting many student needs.
i) Guided Reading
j) Literature Circles and using Multiple Intelligences to engage students in learning allows
for individual interests and strengths to show through. ( see below for the why in reading
when this is a math focused project)
Why?
a) Teachers are finding diagnostic assessment an effective tool to drive differentiated
instruction in classrooms. Differentiation of content, process, and/or product is focused on
actual student needs informed by assessment.
b) Manipulative classroom materials are one of many ways to bring relevance and tactile
experiences to children. Students are better able to strengthen and develop their
mathematical thinking skills through hands on application.
c) It has deepened their understanding of the concepts and provided feeling of success and
confidence.
d) Students are exposed to a variety of learning styles both within and outside their comfort
zone. This is producing higher quality work. Teachers are noticing a higher level of interest
and demonstrated risk taking behaviours.
e) Students are equipped with the knowledge of how they will be assessed prior to
completing the assignment. Feedback and revision of assignments, as well as referring
students back to the rubrics, has instilled self-confidence in their ability to produce quality
work.
f) Students who were previously disengaged during math activities have been recognized
and worked with in an effort to get "unstuck".
g) Some of the activities that the students think are really fun can now be used to test their
understanding of certain concepts.
h) Everyone learns differently and in kindergarten attention spans are short so it works well
to have all of the different activities.
With the inclusion of DI strategies, teachers have applied their skills and strategies to other
areas particularly in LA:
i) Material is presented at a student's ability level.
j) Students read and discuss leveled novels and are involved in peer teaching. It provides
another way for students to show what they know. Tiered assignments allow students to
higher work at own level, challenges stronger students to higher levels and support weaker
students.
Differentiated Instruction examines problems in an open ended, creative way.
"It allows the students to look for patterns/structure order. It allows you to start with simple
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problems and progresses to harder ones within the same concept and structure." ( Lead
teachers)
2008/2009
Instructional Strategy
What?
We used a lot of hands-on activities, especially linked to using the Smart Board
Students use math journals to explain concepts learned
Using a variety of materials to teach place value rather that just base 10 blocks
When teaching computation, using a problem solving approach rather than just teaching the
algorithm, has increased student ability to use mental math, reasoning and critical thinking
Use of manipulatives
Embedding place value into daily/ or almost[all] activities
Students are spending more time on self-directed learning assignments, working on projects
etc. In groups or individually
Assessment strategies integrated before, during and after the learning
Created activities for use in math lessons that demonstrate cross-grade articulation ex. A
subtraction strategy found to be effective in grade 4 was also useful for grade 5 and 6
Tiered assignments
Provide a clothesline to demonstrate whole numbers and decimals
Relate decimals to money
Using focused questions
Using problem solving as a tool for digging deeper into students' thinking. Instead of
accepting the answer as the end product teachers are dedication a lot of time to student
exploration of multiple strategies and the development of personal strategies
Constructivism
DI through awareness of multiple intelligences
Students were encouraged to find a wide range of ways to solve problems and to discuss
their way of solving the problems with their peers
Tiered lessons based on complexity, choice and using kinesthetic components
Real life math game at the primary level
Why?
Students responded well to the activities and responded favourable to the accountability
pillar questions concerned with engagement
Math Game used a formative assessment using engaging role playing to cover a variety of
outcomes
Using different ways to solve a problem created more thinking and risk taking during math
class
When teachers are aware of students' developmental stages they can ask questions that will
help clarify a student's understanding of a topic. They can provide students with strategies
that will help move them to the next stage of development without misconception and
misunderstanding. Students are allowed to build a strong foundation for future
mathematical learning
With more understanding of decimal they can relate to real-life situation
Beneficial for students to learn from peers through discovery learning with teacher acting as
a guide
Before the learning helps teachers to know what it is that students need to learn. During the
learning helps students and teachers ensure learning occurs. After the learning allows
students another opportunity to find tune the acquired learning.
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The more varied the instruction the more students are reached, also appeals to Multiple
Intelligences
Increased use of manipulatives for counting, teaching/extending concepts all through the
years, use of place value charts. Time spent building the foundation of why they do what
they do, meant more in-depth teacher understanding, so students understood better too
and we understood where they were coming from
Students develop their [own] strategies to address computation problems and these are
retained more easily, because students make meaningful connections
[developing] develops number sense, reinforces understanding of concepts, real world
application, student involvement, [engagement] engage, vocabulary reinforcement
Student engagement, real life concrete examples develops greater connections and
understanding of concepts to be successful
Professional Development:
2007/2008
What?
a) Completed First Steps in Mathematics Teacher Course (Number, Operations and
Computations)
b) Teachers participated in one half-day book study session using "Teaching StudentCentred Mathematics" by John Van de Walle. Session 1: Foundations of Student-Centred
Instruction
c) Teachers explored the front matter of the new math curriculum in a one half day session:
The Front Matter Matters
d) PD aligned with AISI for Central school teachers included both school based (facilitated
by central AISI lead teachers) and division based (facilitated by central office) sessions.
Staff were also encouraged to take advantage of Edmonton Regional Learning Consortium
PD relevant to our AISI goals.
e) PD beginning to be recognized as the actual implementation of acquired skills and
understandings. Future focus will embrace peer mentorship in implementing new strategies
in the form of peer coaching, team teaching, group lesson and assessment design.
f) Six staff members of DOES attended the Assessment Conference in Edmonton.
g) Teachers and central office staff attended the AISI Conference in Edmonton.
h) Teachers attended the Ken O'Connor Workshops in Edmonton as well as in the division.(
He came to our division to work with parents and lead teachers.)
i) Lead AISI teachers worked with an expert on Differentiated Instruction.
j) Lead Math teachers worked with the F.S.I.M. Northern Gateway Facilitating Team on math
instruction.
Why?
a) FSIM enables teacher to assess and monitor their students' mathematical progress and
provides links to developmentally appropriate teaching strategies and learning activities.
These activities target developmental triggers that have proven to advance student
learning.
b) Student-Centred Mathematics focuses teachers' attention to how children learn and
understand mathematics in a problem-based learning environment and explores assessment
in a problem-based classroom.
c) Through exploration of the front matter of the Alberta Program of Studies, teachers were
able to gain a deeper understanding of the beliefs, mathematical processes and instructional
focus underpinning the curriculum. In addition, teachers examined the level of cognition
(Bloom's) intended in the specific outcomes and discussed the impact of cognition when
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assessing mathematics.
d) With staff focused in the same directions for PD, AISI implementation is wider spread and
reinforced by relationships between professionals, through both formal PLC work and
informal professional discourse.
e) Staff are encouraged to "dive into" the AISI topics to saturate during this information
year. Implementation will occur more fully next year. Staff has been in serviced in
differentiation and developmental math strategies and are now going to focus on using
these skills in an implementation year that will see teachers working in each other's
classrooms with students and evaluating how the new strategies are effecting student
achievement.
f) The Assessment Conference was an excellent part of the professional growth of teachers
in making authentic professional decisions.
g) There was much learning from the AISI Conference that was shared with the DOES staff.
h) The Ken O'Connor workshops, diagnostic and formative assessment, were shared with
the DOES staff. The DOES staff needs to have a shared vision of authentic assessment and
new approaches to numeracy.
i) The DI expert shared how to incorporate tiered assignments, tic tac toe, differentiated
learning styles etc. into classrooms.
j) Math Lead teachers shared new theories of teaching math and several activities to try in
classrooms.
2008/2009
Professional Development
What?
Ensure[s] implementation through focused PD that gives teachers time to work together in
each other's classrooms, to work on various innovations that improve student learning
Consider whole grades levels going out for the same PD focused on their goals as this has
assisted in PLC's remaining focused and motivated
Teachers spent time reading and learning about Action Research using ATA document:
Action Research- Facilitation and Implementation
First Steps in Math (FSiM)
Teachers, TA's and Parents established a definition for Authentic Student Engagement that
guides our PD
Numerous teaching staff attended FSiM workshops - Number Sense and Number Operations
Formed a variety of PLC's: outcomes based report cards, DI, Numeracy, A4L
Developed charts for each of the math strands (from the new curriculum) in K-6 that
included the grade
Book Study Groups - as a result of a survey of staff - which were eventually shared with all
staff
Outside PD - Division, Consortium and other
In House PD - Lead Teacher facilitation, PLC's
Backwards [by] Design presentation to staff
Why?
We identified a need for sharing of the information relayed to us at AISI to be distributed to
the rest of the staff. Working as a group of professionals, teachers can improve student
achievement
Time to use the theory presented to use through off-site PD over the last two years, to
develop assessment strategies, DI strategies, and hands-on math lessons with own
materials with the class' ability in mind
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Showing teachers a practical way to plan units of instruction, breaking numerous curricular
outcomes in BIG Ideas. Ensuring that the most important outcomes of the curriculum are
what the students focus on
Stay current on curriculum changes, reinforces ideas and concepts
Have seen growth within PLC groups in the depth of their collaboration over the course of
the year from fairly low risk work to more significant endeavours
Practical, everyday hands-on ideas, activities you could do immediately the next day
Teachers learned how to use a particular strategy as a result of working together and have
altered and redone the activity using choice as a basis for trying to reflect different learning
styles
It provided teachers with "the math" so that they could effectively teach
Teachers Leaders assist with the attainment of school goals as we work towards the broader
vision. The teachers are committed to PD and are eager to improve their pedagogy in the
areas of assessment, numeracy and instructional practices.
New technology has provided a unique opportunity for teachers to explore digital learning
and its impact on students engagement (One-to-One project)
More staff requested substitute time to take part in subject area meetings and more
meetings were held that in previous years. Staff began to request PD in AISI areas rather
that being asked to attend by school administration
The AAC Conference is an excellent opportunity for teachers to grow in their understanding
of assessment
It was our ultimate hope that as we increase confidence with our own program we would
also gain familiarity with the grades on either side of our present math grade and that this
would lead to better presentation of lessons and a greater understanding for the students
Student Assessment:
2006/2007
Two key areas of student assessment in Northern Gateway that are significant to this
project are:
1) Division Numeracy Assessments. These assessments were created from the diagnostic
assessments we learned to use and have implemented in many of our classrooms from the
First Steps in Mathematics Program. The assessments have given us baseline data from a
random group of students from grades 2 to 8. The data focuses on numeracy development,
place values understanding, operation sense and computation skills. We will reassess, using
these diagnostic tools in the Spring of 2008. The Spring 2008 assessment will include
students from the classrooms of teachers who have implemented the philosophy behind
constructive education, First Steps in math and student-centred mathematics (Van
deWalle).
2) Student Focus Groups: This strategy is very new to us but we wanted to explore the rich
data we felt student voices could offer. We will collect data from six schools each year of the
project. The discussions will focus on student engagement, effective pedagogy and
assessment. In this project, we will look at students responses in regards to mathematics.
At this time, we are gathering the data and in the process of finding themes and then we
will share the data with schools. The 2008 APAR will provide more detail on how the data
informed our practice.
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2007/2008
What?
(One of Northern Gateway's very successful AISI schools, Onoway Elementary School,
indicates that giving a teacher specific time to lead the AISI project at the school site was a
major influence of the success.)
a) .3 FTE for AISI Group Lead
Why?
a) Group Lead was able to provide supports for teachers as they incorporated First Steps in
Mathematics pedagogy and resources into their math program. Upon completing
diagnostics, the Group Lead and classroom teachers met to analyze the results and
determine the mathematics needed (learning activities) to move the children forward in
their thinking.
Group Lead planned and presented 14 workshops to teachers and parents of OES and
NGPS.
2007/2008
What?
a) Open House barbeque where parents were helped to understand the new philosophies
with assessment, reporting and new approaches to numeracy.
PLC monthly meetings to meet with parents
b) Monthly "School Talk" articles on AISI
c) K - 2 Math Workshop( this was an open house for parents to come and watch the
students demonstrate what they had learned and the strategies that they used. )
d) Hall and bulletin board displays
Why?
a) To acquaint parents with the new theories and approaches to learning and assessment.
b) To share the newest articles on education with all stake holders.
c) Morning workshop for parents exploring instructional practices that are changing in the
math classrooms as well as games and activities to help their children with math concepts
at home.
d) During Parent-Student-Teacher Interviews hall displays depicted math concepts and
terminology as well as bulletin board displays highlight math learning in the classrooms.
**WHY? section of G1 continued**
Why?
a) Teachers have developed a deeper understanding of the mathematics. Through the FSiM
resources they have come to see the developmental stages that students progress through
as they learn mathematical concepts.
b) The NGPS diagnostic task results for OES have shown an improvement as teachers are
targeting the math needed by students to progress their thinking forward.
c) Students were able to report a variety of learning styles and a variety of interventions
used in the classroom because of exposure to options. Teachers are using various
components of diagnostics and differentiation in their practice and explaining to students
the purpose of the strategies. Students are gaining knowledge of their learning styles and
indicators of their progress in order to self monitor and
d) The AISI numeracy project is well timed to assist in implementing the new math program
of studies. The diagnostic and developmental strategies from the project are well suited to
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assist with the application and problem solving approach taken in the new program.
e) This ensures that students are aware, at the beginning of units, of the expectations.
f) This ensures that all students' learning styles are being addressed.
g) This ensures that all students' learning needs are being addressed.
h) The students involved in the new approaches to numeracy have a positive and more
confident attitude toward math.
i) By taking students back to where they were stuck and moving them forward again by
allowing them to construct their own meaning, they now have a deeper understanding of
multiplication.
j) Through consistent teaching in a safe environment, students are willing to admit when
they do not understand and seek help.
*Student outcomes were formulated based on the program of studies and were the focus of
our objectives within our projects.
*Students are able to show their knowledge (understanding) in their areas of strengths.
*Curriculum/program objectives, which are outlined by Alberta Education, are always in the
fore thought as lessons and units are planned.
*It is important to recognize the KUDO's (Knowledge, Understanding and Do/Actions of the
Program of Studies) of a unit and not try to include a whole bunch of material that the
students really do not need to know. This information can be incorporated into assignments
or into tiered assignments.
Summary and Reflections
What worked well:
2006/2007
From a division coordination perspective:
Clear communication: three regular visits with administration and group lead teacher,
memos and information letters proofread by others outside the coordinator and assistant,
regular monthly reports in the Central Services Report, three scheduled Group Lead Teacher
(one Lead Teacher per school), AISI visual, AISI flow chart and roll out plan (attached)
Our AISI project is clearly supported by division goals and the focus aligns with the primary
division goal of student achievement. Our project is rooted in research and best practice.
Along with starting Cycle Three AISI, Northern Gateway now has a very committed and
learning focused Learning Services Team. The support the team has shown the AISI
coordinator and the common language being used across the division has strengthened the
project and possibility of success. We have committed to best practice in Curriculum,
Instruction and Assessment (CIA) and AISI plays a key role in Instruction with assessment
for learning embedded in the instructional practice along with DI.
We have a committee of Lead Teachers at each school and one of those Lead Teachers is
designated the Group Lead Teacher (GLT). The GLT works closely with the school
administration on their school-base action plan. All lead teachers fulfill a lead role in their
specified area. The GLT also works closely with the AISI coordinator in managing the project
with data collection and school support.
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We found that the schools that chose to assign an FTE to the GLT were able to implement
their project goals more readily. When the assigned AISI responsibilities were built into their
job assignment, the GLT was more committed to implementation and working with other
lead teachers.
Our project has a division focus; however, the school focus had the flexibility to be very
specific to the needs at that particular site. Once schools understood the breadth of their
choices, the project was better received. Having some choice in where they wanted to take
the project at their particular site helped instill commitment.
Schools that embedded collaborative time for their teachers into a bi-weekly or monthly
schedule experienced less frustration in finding time to 'dig deeper' into their learning.
Those schools who have done some work on effective collaboration have had more success
than others.
Diane Heacox was hired to work with Lead teachers on differentiated instruction. Diane
worked very closely with our school division. She developed an understanding of our focus
and goals and designed her sessions with our teachers clearly focused on Northern Gateway
and what we were about. She worked with the lead teacher three times throughout the year
and got to know the participants. Diane also provided feedback for the work the teachers
were doing. The teachers developed a clear understanding of differentiated instruction over
the year. We worked with Bloom's Taxonomy, Gardner's Eight Intelligences, KUDOs
(Knowledge, Understandings, and Dos of unpacking the curriculum), Learner styles, learner
readiness. We developed activities and lessons around differentiating products, process and
for readiness. We will continue to develop best practice pedagogy with Diane through the
2007-2008 school years.
A group of six teachers were trained as facilitators in the First Steps in Mathematics
Facilitators. The six facilitators worked with a group of 55 teachers from across the division.
The focus was on numeracy and understanding the developmental process of students as
they develop numeracy understanding. The work had teachers working with diagnostic
assessment but also moving forward to asking the focus questions as they plan learning
activities. We were able to link mathematics understanding to pedagogy to student learning.
This form of professional development was very different for the teachers involved and it
took four sessions throughout the year to make a shift in what was perceived as
professional development.
Having access to trained facilitators supported four of the schools involved in the project to
train their entire staff in First Steps. This directly supported the AISI project and enabled
the learning to involve twice the number of teachers than intended at first.
Quality data collection was submitted by the schools to provide evidence of project
implementation. Only some schools submitted regularly.
Anecdotal data was collected based on section G of the APAR. Each school (GLT) was
responsible for contributing their part to the data collection. This made the management of
the information much more relevant to each school and more workable for the Coordinator.
Our school division has had the opportunity to experience one PD day a month. The
teachers each have one Friday a month focused on PD and AISI.
In cases where the school administration is directly involved in AISI and displays an
effective force as an instructional leader seems to be able to focus their energy and
implement AISI practices.
2007/2008
What?
a) FTE time for the group lead teacher at the school site
b) School goals mirror the AISI project (To improve student learning in numeracy and to
increase effectiveness in assessment practices)
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c) PLC - 2 half day sessions
d) Most grade level PLCs are working productively to implement AISI strategies.
e) Conversation around AISI is positive and productive.
f) Differentiation can be seen in many lessons and subject areas including Mathematics.
g) Differentiated math activities are engaging students in a new way.
h) Basing lessons on choice with more project work Variety of products and interpretations.
i) Using more self- evaluation and shared evaluation
j) Using matrix for planning
Why?
a) Teachers are supported as they implement the new math curriculum. This "team"
approach to working with the First Step material was critical in the success experienced by
our teachers. Teachers had access to the Lead teacher when questions arose. As a
supportive team, questions were explored and solved in a non-threatening environment.
Model lessons were provided by the lead teacher for classes that requested the support.
b) Staff sees the common vision shared by the school and AISI as we strive to engage
students for academic achievement.
c) As a special project within AISI funds, OES grade level teachers developed Key Learning
Outcomes (big ideas) for the Writing strand of the Language Arts curriculum. Using the
Understanding by Design unit planning model, teachers developed units that focused on big
ideas, essential questions, assessment evidence and a learning plan.
d) They are focused on making a change relevant to their practice and increasing student
achievement. Successful PLCs have clear understandings and expectations for how their
group functions whether they are explicit or implicit.
e) Staff attitudes toward AISI projects range from full buy-in to acceptance, and therefore,
many professional conversations have begun to grow. Teachers are beginning to talk about
their students successes with more frequency.
f) Teachers feel comfortable to try new strategies as they see that the curriculum changes
are supported by AISI project in numeracy.
g) When students are engaged, it gives the teacher time to work with "at risk" students one
on one.
h) Choice ensures that students are motivated and more accountable for their learning.
They are more engaged and self directed.
i) Self-evaluation has proven to improve student engagement and knowledge of
expectations. Improved results. Shared evaluation with other classrooms and teachers has
given students a chance to share their knowledge with others as well as get a different
teacher's perspective and assessment.
j) Matrix planning ensures that learning styles and student needs are met.
2008/2009
1.What?
Professional Learning Communities
-Time to collaborate with grade level partners
-We are able to see continuity between grades
-Accountable to the focused implementation of DI and scaffolded by specific focused
projects deemed appropriate to our needs
-Job embedded
"I am changing the way that I teach math"
The children are changing the way they are learning math concepts and are being
successful."
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Nurture and develop our team through timely and well considered PD. Focused first on the
schools alignment to division goals and then for the individual PLC needs at the grade level
Action research was very well accepted and resulted in significant learning for the teachers
Support of administration
.3 FTE for lead teacher
Focus questions for inquiry approach
Whole staff buy in and working together
Having a [math] facilitator on staff
The whole concept of DI has become a major part of instruction...Teachers are making a
conscious effort to incorporate different instructional strategies into their lessons on a
regular basis. This may involve frequent changes in the method of lesson delivery,
classroom organization, students having a choice of which novel to read, the topic of format
for an assignment
We have developed a shared vision of strategies and approaches to change student
outcomes
Staff are beginning to discover that AISI is an opportunity to improve their teaching practice
Increasing teacher capacity and confidence in teaching numeracy
Increasing student feelings of success and interest in numeracy learning
1.Why?
Staff feel job embedded PLC's emphasize the importance of the work we are doing with AISI
projects
Teachers with increased knowledge and pedagogy have increased success will ultimately
have increased engagement and achievement
Teacher buy in - leads to student buy in
Building of trust and camaraderie leads to comfort in sharing
Comments on a survey of staff regarding AISI indicate some positive results. Teaching
practices changed as a result of the knowledge gained in AISI Cycle 3
This work has helped increase professional dialogue and commitment to the goals of the
school and helped us continue to develop our professional team
We work as a team and support each other through the ups and downs
Our Facilitator reinforced the activities that we [had] hard learned, and allow[ed] for
expansion of concepts of the curriculum. Our entire staff is practicing and embedding
practices into our teaching
This is almost like a shared leadership approach in that all teachers have a responsibility to
contribute to the project
The teachers could see that learning and motivation was better using a problem based
approach
Renewed interest in the AISI project when there is a large group of teachers taking
ownership
What did not work well:

2006/2007
With many changes in our division office (ie. The creation of a Learning Services
Department), and the beginning of a third cycle of AISI, our schools struggled to get a
footing on their projects. There were concerns that AISI had too much going on and it was
difficult to decide on a focus. Schools needed the first part of the year to gain an
understanding of where the division was at and how their school needs fit into the vision.
Page 19

Communication pieces were very important. Beginning the second year, schools seem to
have a more distinct handle on where their needs fit into AISI.
It is difficult to balance the top down and the bottom up influences in the project since both
pieces are necessary. Schools struggle with wanting choice and input and handling the
accountability piece necessary for success. It was difficult to collect the quality data that
provides evidence of the work. Adjustments to the project for 2007-2008, include two
definite collection dates for quality data. We feel this will assist in committing to the
evidence collection.
We continue to struggle with bringing teachers together from different schools. The teachers
value the time but some are travelling up to two hours.
The balance between cross division PD and job-embedded PD is still difficult to mange.
Comments are made about teachers being out of the school too much but value the chance
to talk to other teachers. Some of our schools are very small and this is the only time they
get to work with other teachers. Substitute availability comes into play. Some of our
communities are always short on substitutes.
Establishing effective collaborative time is a concern. We struggle with wanting to get to
what we are learning and have not taken the time to understand what effective
collaboration means for our professional development. Work needs to be done with
effectively using our time as well as maintaining a focus.
For the 2007-2008 school year, we are doing more PD involving our school administrators.
With their knowledge and support as an instructional leader, we feel PD and classroom
practice will improve. This could have a direct result on our AISI project. School
administrators are participating in Walk Through training that aligns very well with our AISI
focus.
2007/2008
What? The items below were identified by the lkead teachers as areas for further
consideration:
a) Gr 4 & 7 Parent/Student math workshop
b) facilitated inservices were not always as well received as hoped.
c) Some grade level PLCs were less effective in using their energy to implement AISI
strategies.
d) Time constraints lead to some problems.
We have so much to do at the same time - DI, Math, Assessment, new math curriculum,
new social curriculum.
Getting time to plan assessment and instructional planning
Time to plan and collaborate
Why?
a) Not enough registrations. Possible date issue. Will try again next year.
b) Time was often short for presenting. This also made it necessary for the lead teachers to
decide the essential components for sharing with very little exposure to the big picture of
the program they were learning about. The amount of new learning necessary to impart was
difficult to get through in the manner attempted (within a day that also contained a staff
meeting and PLC time). We are looking forward to the collaboration of teachers within the
classroom next year. We will have to facilitate the learning of new grade level.
c) There are individual reasons. Part time staff can have a hard time staying abreast of the
flow of their PLC and some staff is using their PLC time for other teacher collaboration goals.
d) Time constraints
Budget constraints
Page 20

2008/2009
2. What?
Sharing strategies (DI and Assessment) among teachers at the grade 7 level. This particular
team has been reluctant to participate in professional dialogue about these topics
Had fewer school-based PLC's than in previous years and felt we did not have as much
consistency with the work we were doing as a group
Some staff are still reluctant to use the opportunities offered by AISI
Student reception of A4L type assignments (Jr. High)
AISI lead teacher NEEDS to have scheduled time to organize, support, assist teachers with
AISI
Just a concern as to the amount of time teaching staff are out of their classrooms
Lead teachers did not have a resource person to contact when they had questions or to
provide direction. As a lead teacher I contacted resource people from other divisions to help
me.
Administration was supportive but not an active part of the process
Paperwork
Sharing of resources - sharing at grade levels
The principal continuing to act as lead teacher, despite his enthusiasm for and support of
the project, was not the best idea
2. Why?
Had to prepare students for "old" math PAT tests
Even though every teacher is going on a different journey it would have been beneficial to
have a resource person, a pod on First Class where questions could be posted and answered
in a timely fashion
Staff feel a little overwhelmed with the amount of work that still needs to be done to be the
best they can be
It would have been beneficial to have this time scheduled to have a Lead AISI teacher,
allowing them to collaborate with individuals, administer tests, model strategies for
teachers, collect data, write reports, prepare staff meeting PD
Time, Time, Time and Money
More resources are needed since teachers all teach math at the same time - manipulatives
-Lack of substitute teachers [available] to facilitate PLC sessions
Project adjustments
2006/2007
Rather than complete a division assessment focused on mathematics for grades 8 and 10 as
a quantitative measure, we decided to do Canadian Achievement Tests with the grade 8 and
10 students to establish a baseline measure and get a first year actual.
We adjusted the themes for focus group quality data collection. The themes have been
modified to be engagement, assessment, and effective pedagogy.
Two of our own Learning services coordinators have been trained as assessment specialists
through the Alberta Assessment Consortium and will facilitate the assessment sessions for
our junior high and high school teachers.
Open ended comments were not included in year one of our teacher surveys. Open ended
comments will be included for the second year of the project.
Two specific data collection dates have been set for quality data collection. Schools will
refine their collection to a specific focus.
Page 21

A separate survey will be designed and implemented for school administrators.
A division roll out plan has been provided at each school.
AISI will be a part of every administrators meeting.
There will be division PD for administrators as instructional leaders. One of the PD
opportunities is Walk Through Training.
Each school has prepared a school-based AISI action plan. The GLTs will share their plans
and strategies with other GLTs. Effective strategies will be shared. The different schools will
be able to see how they can focus on school needs within the larger focus area.
The original plan was to cover FSiM Number as well as Operations and Computations in year
one. Once the workshops began it was decided to "slow down" the pace of the workshops so
that the material could be covered with more depth. Year two will have Operations and
Computations covered in 4 half days complimented by Teaching Student-Centred
Mathematics (John Van deWalle) and assessment in the afternoons.
2007/2008
What?
a) PLC time: 2 half days
b) Staff needed to be appointed to replace those that left our school and their lead teacher
roles.
c) Budget adjustments were made.
d) Active timetabling for sharing sessions.
Why?
a) During the 2006-07 school year, PAT results were analyzed. Through this exercise it was
determined that OES students were meeting the acceptable standard in writing but were not
meeting the excellence standard to the level that we would expect. At that time, an
extensive look was taken at the current writing program to see where adjustments were
needed. As a continuation of that work, OES applied for additional AISI funds to enable
classroom teachers to meet for 2 half days to work on Key Learning Outcomes for writing
and unit planning. Program adjustments included continuation of the Blended Style and
Structure (Betty Wiebe) while incorporating the elements of 6 +1 Traits in Writing.
b) Staff members left and lead teacher vacancies were created.
c) New classrooms were created and release time for PLCs had to be accessed for the new
teacher.
d) Teachers need to collaborate.
2008/2009
3. What?
Less money was spent on lead teacher PD
PLC's did not occur
Teachers will spend more time writing their research questions and making sure they are
manageable
Math meetings once a month after school
Lead teacher meeting with teachers before school started each day
This project will be continued as part of AISI Cycle 4
Under the direction of the Leadership Team, all teachers will be involved in PLC's where they
will formulate specific goals and action plans to move their own learning along as well as the
learning of their students
Lead teachers and those newer to DI and current assessment practices will continue to
develop their understanding and skills in the areas of DI as well as in A4L
Staff in-serviced on the Principals of Brain Research and Education
Page 22

To increase staff's commitment to the project and to empower them in the direction of Cycle
4, staff was surveyed as toothier reflections on the Cycle 3 project and their thoughts on
how our school should plan for Cycle 4
Rather than each staff handing in 1 A4L/DI strategy each tern, encouraged them to work in
groups and hand in group submissions
There was a shift in emphasis our AISI project took this year. In the past , we focused on
enhancing student achievement through DI and A4L; we primarily focused on building our
mentorship program as a means of enhancing students achievement
Outcomes based Report Cards
Need more money for the AISI project
Timetabling
Availability of substitutes
3. Why
Overlapping conflict for resources, ensuring students have enough time to explore and
process problems through thoroughly
During in-school AISI days, booking of subs became very difficult because of the number of
teachers requiring subs (which was good in a way,...everyone involved, but still a challenge
to find people)
Reviewed outcomes based report cards from neighbouring school and districts this year. Will
continue to adapt our current report cards to an outcomes based format
Schedule time (on a timetable) for a lead AISI teacher to assist staff with testing, planning,
use of strategies, planning meetings, creating schedules for meeting, writing reports,
submitting data, school funds will have to cover costs for additional PD that takes place
within the year
The in-service presented information staff had learned at the Oct. AAC Conference and tied
in with information many of the staff were learning about as part of their book study groups
Initially, the staff was resistant to the project and reported that they felt it was forced upon
them and did not recognize the skills and abilities they already had. This survey was created
to have staff recognize how AISI had supported many of the PD activities we have
participated in over the last three years and gave them an opportunity to express their
opinions about how they would like to see AISI conducted in Cycle 4
Staff began to take the opportunity to discuss DI and A4L with other teachers and do group
planning- Social Studies
AISI Cycle 4 lends itself well to consolidating previous learning
Staff agrees that DI and Assessment practices have been important focus are. The
commitment is high.
Because there was not built-in collaboration time during the school day, teachers had to
meet after school. Student work was discussed and the next task assignment was given. In
the future this time could be a celebration of what has been achieved during the built in
time. Meeting after school was not optimum because the teachers had already worked a full
day and were tired.
Meeting before or after school did support some collaboration time during the day
Focusing on qualitative and quantitative data helps provide triangulation of results
It is difficult in a small school to incorporate PLCs
Focus was redirected to grade level PLCs and targeted PD for grade levels both inside and
outside of the division
Page 23

Sharing and celebration of success
2006/2007
From a division perspective:
Poster presentation at the annual AISI Conference in Calgary (February 2007)
AISI brochures available to all schools and parents
Poster presentation at several division workshops
Presentation at school council meetings
School newsletters
AISI Scoop
Sharing successes and challenges, student work, collaboration ideas at GLT meetings (3x in
the year)
School administrators were able to use AISI strategies as action plans
The following data has been collected from the schools and lead teachers directly involved in
the AISI Project "Engaging Students for Mathematics Achievement K-6."
Activities during Education week
newspaper articles
school newspaper
sharing at staff meetings student successes
displays in the hallways
sharing with parents student successes
student lead conferences
Celebrations of Learning - presentations for the entire school (two this year)
Awards Ceremony modified to focus more on students efforts and work habits, citizenship
and attendance
2007/2008
a) Northern Gateway shared their AISI projects at the Annual AISI Conference in Edmonton.
The projects were shared through a poster presentation and two sessions. The session
supporting the student engagement project focused on using the design model of accessing
student voices.
b) Presentations to School Council
c) The staff was invited to share their accomplishments through a variety of means. AISI
Coordinator visited with groups and individual teachers, observed classroom practices, and
read descriptions and student work samples. This information was shared with division
office.
d) An Open House was held during Education Week when a display of student work using "I
can statements" celebrated the DOES success with learning.
e) Staff share classroom successes at Staff meetings (examples of students' work).
f) School newspaper "School Talk" celebrates learning from each classroom each month.
g) Pictures of our classes and their accomplishments adorn our hallways.
h) Monthly assembles are used to celebrate performances by students.
i) Student lead parent teacher conferences are held.
j) Student projects were shared at the division level; feedback was provided for teachers.
k) The School Exposition in March showcased student work to peers, the school, and the
community.
l) We as a school celebrate our learning (student and staff) after each reporting period.
m) Displays in our classrooms and hallways.
n) Class projects submitted to the fair.
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o) Students showcase their work - display case/wall displays etc
p) Sharing between teaching partners
q) Students can share their methods and successes
2008/2009
4.
Our final PD day was in part a sharing and celebration of our PLC journey this year. We
affirmed our efforts and looked to the future for our next steps in PLCs. At one point in the
day we [our]grade level teams used television theme songs to have some fun with
representing their PLC work in 08/09
There have been some parent council reports on our progress this year
Individuals have been acknowledged for their leadership in various initiatives
Photo submissions
Video-taping Sessions
Teachers were provided with lots of positive feedback from their administration, AISI school
lead and division AISI coordinator
At PD days or after school we shared and collaborated
Once the final diagnostics were calculated, bar graphs were created that compared the
growth shown by students the past three years. Grade levels will be meeting with the
Numeracy Lead teacher to discuss areas of strength and areas that will continue to require
focus
Results review presented to school board, school division, staff and parent council
Acknowledged progress at staff meetings and professional development days
Updates in school newsletter
Facilitated discussion with grade level teams, committees, Leadership Team
June PD day each of the book study groups will present information they read and discussed
during the year with the remainder of the staff
Survey results were presented at a staff meeting and generally staff was supportive of the
AISI project
During Education Week we filled our gym with grade centers full of pictures of the students
engaged in learning
During this same week we celebrated our Partners in Learning (parents) with tea and
luncheon hosted by the staff
Four of our staff applied to host session at the AISI Conference in Calgary and were
accepted. It was a wonderful time to share our journey and learn about the journey of
others
AISI is always featured in our school newsletter with articles on new strategies and ideas
Parent-teacher Interviews - used this time to explain new practices and strategies
Unanticipated results/effects
2006/2007
From a division perspective:
The division has committed to supporting school administrators as instructional leaders
through specific PD and Walk Through training. This initiative will directly impact AISI since
we continue to see that the successful schools have effective instructional leaders
committed to their AISI project. The commitment shows through direct involvement in and
support of the project.
Increased knowledge and use of Video Conferencing supported the AISI project through the
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harsh winter months when long distance travel was not possible. There is increased use of
video conferencing in our division and the AISI project has made productive use of the
technology.
The focus group conversations have provided data beyond the focus of AISI. The
information is valuable for student engagement in general.
Concerns about being out of the school for PD have focused the conversations for year three
to looking at more job-embedded PD. This would give teachers time to implement all the
new knowledge and skills they have obtained throughout the first two years of the project.
The AISI coordinator could then offer more on-site support for teachers.
Additional teachers were able to participate in the First Steps in math training with the
support of one staff member trained as a facilitator. The support of monthly division PD
days also supported this process.
2007/2008
a) Parents noticed that students had a better understanding of unit expectations. "I can
statements".
b) Staff was impressed by improvements in students' work and achievement of at risk
learners.
c) School Talk Day was exciting for students. The articles and pictures were relevant to their
learning.( this was a day in which the lead teachers led discussions about the student's
learning.)
d) Students enjoy the pictures and complement each other on academic achievements.
e) Students look forward to what used to be called Parent Teacher Interviews. Now they are
involved with the process.
f) Due to the large turnover of both administrators and teachers 2008-2009 will be a year of
having to support foundations in schools to keep the processes going.
2008/2009
5.
Discovered weaknesses in our use of PD/plc time, need for more focused collaboration
Kids feeling successful in math. Staff feels more confident, less intimidated about the new
curriculum and resources
No panic as teachers - we felt supported with in-services and AISI
A feeling of support and excitement as the staff began work on the new curriculum
Large support group of staff members, after the PLS's were formed. Many people involved in
AISI were helpful
Our staff was not too keen on a division-wide assessment policy but after realizing that
philosophically our guidelines and the division policy were not different, teachers were more
supportive
A critical mass of staff has chosen to accept the challenges of improved assessment
methodology and use of DI and A4L to improve student's achievement and have
independently initiated some action in their own classrooms. The results of this research will
be shared with staff at a future staff meeting once data has been analyzed. These
independent studies have created interest among staff to be developed in a group study
format next year
The extra help class effectiveness data was surprising and certainly requires further
examination. The program will be adjusted in the upcoming years to try and identify the
causes for the data retrieved this year.
Commitment of staff toward moving forward together with a common grading vision
Misconception clarified. Parts have to be divided equally
Reflection on what was learnt [learned] - the experience of sharing our journey made us a
Page 26

very close team as we prepared out talk together. The incredible rush it was to realize that
our small school was doing great things in education. Our peers were interested and
enjoyed our presentation
The excitement of parent and students are showing in learning
The parents loved looking at their [children] students engaged in the many different ways
that had been used during the year!
Teachers started working as a team and started to look at student work as action research
not "another thing that needed to be done"
Teachers are reflecting on current teaching practices and are working together with grade
level partners to ensure best practices are being implemented that will increase student
engagement and success in mathematics
I am excited about the different approaches I have tried to use this year to teach math
concepts that have been successful. We seem to be doing a lot less paper and pencil
activities, yet we are showing consistent progress
Page 27

Alberta Initiative For School Improvement (AISI) Project Synopsis

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Alberta Initiative for School Improvement (AISI) Project Synopsis

Project ID: 30047 - Engaging Students For Mathematics Achievement K-9