Grade 5 Instructional Support in Mathematics

1
Grade 5Instructional Support in Mathematics

• In response to EEMLA,
• In accordance with the Assessment, Evaluation and
  Communication of Student Learning Policy (revised
  September 2008)

2
Review the Assessment Data

• Review the assessment data for all students.
• Review the Mathematics Development Record (MDR)
  for identified students not yet meeting
  expectations.

3
Developing a Tracking System for Supporting
Students For each student on MDR in 2008

• Record classroom observations.
• Identify the current support being provided.
• Identify classroom supports currently being used
  and plans for additional support.
• Review the completed data with your school
  administrator.

4
Meeting with Parents/Guardians if requested

• Parents and guardians receive information about
  the results of the Early Elementary Mathematics
  Literacy Assessment (EEMLA). They were invited to
  meet with the grade 4 teachers last year. They
  may request a follow-up meeting.
• If no request is made, the teacher will follow
  the protocol for communication with the home.

5
Implement Classroom Support

• Plan instructional supports for each student
  requiring support.
• Track the supports that are provided for each
  student whose score fell below 400
• Gather evidence of student learning and progress
  through ongoing classroom assessments.
• At the end of the term, summarize the supports
  provided and the student progress made, as
  evidenced through classroom assessments.
• Revise areas of need and/or instructional
  strategies for focus for the coming term as
  needed.

6
End of Term 3 Transition Notes

• Near the end of the year, record notes for
  transitioning the student to the next grade.
  Meeting with grade 6 teacher if possible.
• Include progress made as evidenced by classroom
  assessment data.
• Record recommendations and/or suggestions for the
  next year.