Setting Goals: Leading the Instructional Program

Fosters a commitment to equity of outcome and to closing the achievement gap.

Read/view each of these research-informed files and teacher resources to support staff in using relevant referenced materials and approaches.

Description Link
CLIPS research
This research paper includes conditions for effective use of interactive on-line learning objects: See the example of a computer-based learning sequence for fractions.
OISE Web Site
DI - Facilitated Professional Learning Materials
This 6 part series includes a Facilitator’s Guide, powerpoints, a summary of the sessions and video clips of the facilitator providing the professional learning to a group of educators.
Differentiated Instruction
DI - Math Processes
Cards for each Mathematical Process provide sample questions, sample feedback and information on the role of students.
Differentiated Instruction Cards
DI Based on Readiness
This video of a grade 7/8 class demonstrates the use of Differentiated instruction to meet the needs of a range of students. Included is a 23 page DI Math Guide, and a  Facilitators’ Guide based on the video.
PDF 1.1 M      Video   (6:27 min)
Digital research paper of effective questioning Digital Paper
ELL Initial Math Assessment
This assessment is only for teachers with responsibility for assessing English language learners new to Canada. This assessment is password protected. Password information has been provided to provincially funded, English language school boards in Ontario.
Web Page
EQAO Supports
Sample questions and student support pages, suggestions for preparing students for the assessments and lessons learned from past administrations of the assessment.
EQAO Supports
Gap Closing Resources
The Gap Closing materials are for students who are struggling in mathematics but not in other subjects. These resources are intended to target specific gaps and provide appropriate remediation to close the gap. These research-based resources are for individuals or small groups and are designed with open questions.
  • Junior / Intermediate Number Sense - English
  • Junior / Intermediate Number Sense - French
  • Intermediate / Senior
  • Gap Closing J/I Evidence – November 2011
  • Gap Closing I/S Evidence – November 2011
  • Principal as Math Leader
  • Research Context and Evidence






Number Sense - English

Number Sense – French
Number Sense and Algebra – English
PDF 340 K
PDF 345 K
PDF
   77 K
PDF  116 K

Key Words
This list of key words and phrases is provided to students writing the Grade 9 EQAO assessment.
PDF 9K
Manipulatives supports – videos and files
Tip sheets and video clips for using manipulatives in mathematics classrooms. Use to introduce manipulatives at all levels and provide suggestions and examples in practice.
  • Tips for Manipulative Use
  • Manipulatives Instructional Strategies

 


Manipulative Tips

Manipulative Strategies
Mathematical Processes Posters
Colourful classroom posters to provide students with information on the Mathematical Processes.

These posters are available in French and English.
Posters
Navigating CLIPS
A one-page diagram of CLIPS resources with suggestions for efficient use.
PDF     724 K
PRISM
Programming remediation & Intervention for Students in Mathematics

. Results from five pilot projects across the province.
PRISM
Research Context and Evidence
The Gap Closing Grade 6 Number Sense materials are research-affirmed tools that have been shown to close gaps in student learning as well as close gender gaps in Mathematics achievement.
PDF  116 K
School Administrators Want to Know
A summary of CLIPS and their potential uses for closing gaps in student achievement, using the Leadership Core Capacities framework as an organizer.
PDF  100 K
Student Achievement and Professional Learning
Board that committed to a three-year professional learning plan, differentiated by panel, sees excellent gains in student achievement.
Part 1           View and Discuss
Part 2           View and Discuss
WINS: Winning with Instructional Navigational Supports
These grade band materials present mathematical ideas and concepts at 4 levels (i.e. parallel tasks) so a range of students can engage in the same material at an appropriate level, fostering equity and closing the achievement gap. Although these materials were developed for a non-teacher facilitator, they may be adapted for classroom use.
WINS