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Mathematics Targets
Mathematics Targets

Targets support the evaluation process. Clear identification and communication of the targets is key to board and school improvement planning. The following principles have been identified to support effective target setting.

 

Principles of Effective Target Setting

Targets are effective when they:

  • are established through a collaborative process;
  • are specific and based on identified needs;
  • align with the collective and strategic efforts within the system, school and classrooms;
  • identify the progress expected at specific checkpoints;
  • are ambitious and attainable predictions of intended results;
  • are motivational for continuous improvement; and
  • evaluate the impact of strategic actions on student achievement and well-being

 

Three Types of Targets: Implementation, Perception, Achievement

  • Implementation targets are established to measure whether strategic actions in the BIPSA are being implemented as intended.
  • Perception targets are established to measure the perceptions of students about their school environment with regard to their learning and well-being. Revised school climate survey questions will be implemented in 2017 to gather baseline data specific to the current BIPSA and to set targets for the mid-cycle and five-year checkpoints.
  • Achievement targets are established to measure whether desired results are being realized with regard to student achievement.

Progress will be evaluated at three checkpoints:  

  • Early-Cycle Checkpoint: 2017

  • Mid-Cycle Checkpoint: 2019​

  • Five-Year Target: 2021

At each checkpoint, evidence of impact will be used to refine targets and actions as well as next steps required to drive continuous improvement.  ​​

 

Math Strategy Implementation Targets


Early-Cycle Checkpoint
 
By 2017, school staff have a collective understanding of a Comprehensive Math Program and are beginning to make connections among the environment, the learners and the learning in their practice.

Mid-Cycle Checkpoint

By 2019, the interconnectedness of the environment, the learners and the learning within a Comprehensive Math Program is evident in classroom practice.

Five-Year Target

By 2021, school staff have embedded and are refining practice within a Comprehensive Math Program related to the i​nterconnectedness of the environment, the learners and the learning.

 
 

Math Perception Targets


Early-Cycle Checkpoint
 
In 2017, revised questions will be included in the School Climate Survey based on the Math Theory of Action. Baseline data will be collected and perception targets set for 2021.
 
 
 

Mid-Cycle Checkpoint

By 2019, students will show progress towards the five-year perception targets, indicating improved perceptions (dispositions, efficacy, confidence) about their problem solving, and use of mathematical knowledge, skills and processes.​

Five-Year Target

By 2021, the perception targets established in 2017 for the Math Strategy will be achieved.


 

Math Achievement Targets

The following targets are percentages of students achieving at levels 3 & 4 as measured by EQAO.
  

Mid-Cycle Checkpoint, by 2019​ 

​Primary Math EQAO % at L3 & L4​
All Students
From 79% to 82%​
Students with Learning Disabilities​ From 51% to 58%​
​Junior Math EQAO
All Students From 68% to 71%
Students with Learning Disabilities​ From 26% to 35%​
Grade 9 Applied Math EQAO
All Students From 56% to 60%
Students with Learning Disabilities​ ​From 48% to 53%
Grade 9 Academic Math EQAO
All Students From 90% to 91%
Students with Learning Disabilities​​ From 76% to 78%

 

Math Achievement Targets

The following targets are percentages of students achieving at levels 3 & 4 as measured by EQAO.
 

Five-Year Target, by 2021​

​Primary Math EQAO % at L3 & L4​
All Students
From 82% to 86%​
Students with Learning Disabilities​ From 58% to 65%​
​Junior Math EQAO ​
All Students From 71% to 75%
Students with Learning Disabilities​ From 35% to 50%​
​Grade 9 Applied Math EQAO
All Students ​From 60% to 70%
Students with Learning Disabilities​ From 53% to 60%
Grade 9 Academic Math EQAO
All Students From 91% to 92%
Students with Learning Disabilities​​ From 78% to 80%

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