Operational Goal: Overall Implementation Status
Increase the percentage of students achieving at provincial
standard by 8 per cent yearly on the Primary (Grade 3), Junior
(Grade 6) and Intermediate (Grade 9 Applied) EQAO math
assessments for three years.


Implementing our Strategies

Lead Strategies Status
Learning Services
and Schools
Develop and implement the WRDSB comprehensive mathematics
strategy in all Kindergarten to Grade 9 classrooms.
Learning Services
and Schools
Provide professional learning opportunities to educators on effective
instructional and assessment strategies to implement the WRDSB
comprehensive mathematics strategy.
Learning Services
and Schools
Provide professional learning opportunities to administrators on
effective practices to support the implementation of the WRDSB
comprehensive mathematics strategy in all schools including the importance
of knowing an honouring the lived experiences of students.
Learning Services
and Schools
Share with parents/guardians/caregivers strategies for supporting
students’ mathematics learning outside of school.
Human Resource
Target recruiting for the Occasional Teacher Roster, Long Term
Occasional list and contract teachers with a math background
and/or qualifications.
Business Services Support physical resources in classrooms to ensure a productive learning
environment for staff and students.
Business Services Assess school configurations and revisit policy and procedure regarding
school organizations to support student achievement and well-being.
Business Services Lead process for the strategic allocation of resources aligned to the strategic
plan and operational goals and support a collaborative process that ensures
the ongoing monitoring of resource utilization.
Learning Services
and Schools
Build system leader capacity to utilize technology-enabled tools to
support effective school improvement planning and monitor the impact
of strategies for improved instruction and student performance.


Key Performance Indicators – Highlights

Monitoring Implementation

  • Data from educator survey about learning at central math sessions to understand participants:
    • learning
    • beliefs and attitudes
    • use of knowledge and skill
  • Attendance at central math sessions
  • Number of schools supported by Elementary Instructional Leadership Coaches and areas of support requested/provided
  • Number of schools identifying mathematics as an area of focus on the School Improvement Planning and Implementation Monitoring (SIPIM) tool
  • Content analysis of the School Improvement Plans regarding the administrator and teacher actions relating to the identified mathematics area of focus.

Monitoring Outcomes

  • EQAO results
  • Number/percentage of students achieving at levels 3 and 4 on the final report card
  • Administrator reflections on changes in teacher practice within the Comprehensive Mathematics Approach (CMA) framework
  • End of year survey to administrators who accessed Elementary Instructional Leadership Coaches to determine degree to which goals were met.