School Development Plan Template (2008-2009)
Group: Academic Success: Math
Group Members: Brian Gerlitz, Shannon Teasdale, Esmael Sultan, Mark Schwandt and Christine Veit
Report written by: Christine Veit
Outcome: All ESL students will meet the Acceptable Standard on the Math Provincial Achievement Test.
CBE Linkage: E2 - Academic Success
Baseline Data for Outcome: Math Provincial Achievement Test results.
Summary of Provincial Achievement Test
Category Acceptable Standard of Comparison to Target met Comparison to
Standard Excellence % 2007/2008 (Yes/No) Province
% (+/- %) (+ or -)
Regular Education 73.7 15.2 +2.6 Yes Acc: -3.0%
ESL 69.2 6.2 +4.8 Yes Acc: -1.9%
Special Education 17.6 0 -15.7 No Acc: -24.8%
Regular Education: As a math department, we are pleased with the performance of our Regular
Education students on the math Provincial Achievement Test. Regular Education students at Clarence
Sansom did quite well on the 2009 Math Provincial Achievement Test. In fact, 73.7% of our Regular
Education students met the Acceptable Standard, which was only 3% below the Province’s average of
Standard of Excellence: Although Sansom students’ performance in the area of Excellence dropped
only slightly from 13.7% in 2008 to 10.9% in 2009 (representing only a 2.8% difference), our school
continues to lag behind the province in the number of students meeting the Standard of Excellence
Level. While 20.2% of the Province’s students achieved the Standard of Excellence students, only
10.9% of Sansom’s students achieved this level (representing a difference of 9.3%).
All Sansom Students 2005 -2006 2006 – 2007 2007-2008 2008-2009
met Excellence level 6.6% 15.4% 13.7% 10.9%
Source: CBE Multiyear Report
Special Education: Our Special Education students did not do well on the 2009 Achievement Test. In
fact, only 17.6% of Sansom’s Special Education students met the Acceptable Standard (which
represents a significant drop of 15.7% as compared to last year when 33.3% of our Special Education
students achieved the Acceptable level). Although underachievement on the Math Achievement Test
is a provincial wide phenomenon (as only 42.5% of the province’s Special Education students actually
met the Acceptable standard), we would like to see our special Education students perform better.
ESL: One of our main goals for the past three years has been to improve the performance of our ESL
students on the Provincial Achievement Test. When we began our three years ago in 2006, there was a
very large gap of 18% between the province’s performance of ESL students (where 72.4% met the
Acceptable standard) and our school’s performance (where only 55.6% of our Sansom ESL students
met Acceptable level). We set out a modest 3 year plan to gradually increase our performance by 1%
per year. We are delighted to report that we have almost eliminated that gap as our ESL students have
demonstrated significant improvements on the 2007, 2008, and 2009 Achievement Tests (narrowing the
large gap from 18% to only 1.9% within a short three year time span thus exceeding the goals we
established in our original 3 year plan). In fact, 13% more of our ESL students are now meeting the
Acceptable level than they were four years ago (see table below).
ESL Students 2005 -2006 2006 – 2007 2007-2008 2008-2009
met Acceptable Standard 55.6% 68.3% 65.7% 69.2%
Source: 2006, 2007, 2008, and 2009 Sansom Math PAT School reports
We would like to continue to focus our energy this year upon helping our school’s large number of ESL
to meet with success in Mathematics. ESL students comprise a significant portion our school’s
population and our numbers of ESL students continue to grow with each successive year. Last year’s
ESL students accounted for 37.1% of Sansom’s population writing the 2009 Math Provincial
Achievement Test, which was significantly higher than the Province’s ESL participation rate of
only 7.5%. In other words, Clarence Sansom had more than five times the number of ESL students
writing the PAT than the rest of the province.
Clearly, Sansom has a different population of learners from the province (and from many schools within
the CBE itself). We need to find ways to address the needs of our increasingly larger number of ESL
learners. In particular, our school has shown an increase in the numbers of level II and III ESL students
which makes delivering a regular math program suited to both the student’s level language and prior
math knowledge level very tricky.
Based on the continued decline in the number of our Special Education students in meeting the
Acceptable Level (a decrease from 33% in 2008 to only 17% of Special Education students meeting the
Acceptable level in 2009), we will need to find additional strategies for supporting these complex
We would also like to find ways to aid more of our Sansom students in reaching the Standard of
Excellence on the Math Provincial Achievement Test.
Strategies for 2009/ 2010:
Our main recommendations for 2009/ 2010 will be:
To continue to allocate some of the school’s Resource support to the area of Mathematics. The
Resource teacher should be a math specialist and familiar with the math curriculum for the grade levels
they are supporting
In addition, we will allocate a portion of the Math Resource time to specifically target our Special
Education students (with the intent of raising our Special Education students’ scores on the 2010
Provincial Achievement test by at least 3%).
Implementation of homogeneous groupings at the grade 8 and 9 levels with a twofold purpose:
1. To enrich higher achieving students with the intent of increasing the number of students who can
achieve the Excellence level on the PAT. We would like to see a 2% increase in the number of
students meeting the excellence level on the 2010 PAT.
2. To aid struggling/lower performing students in receiving a program of study adapted to meet their
complex learning needs
To again request access to “Read Write Gold” computer software (or an equivalent) for all ESL level 2
(and possibly level 3) Grade 9 students writing the Math Provincial Achievement test. We were unable
to access this support last year due to insufficient numbers of computers during final exam time,
however we are hoping there will be additional computers available this year.
Since our Regular Education students have done fairly well, we will continue to strive to maintain the
improvements and the strategies that have been successfully incorporated into our Math 7/8/9 programs
(i.e. increased time devoted to Algebra at the Grade 7, 8, 9 levels, and providing students with exam
preparation strategies designed to familiarize them with the format and content of the Math
In addition, we noticed that Geometry was an area of weakness for us on the 2009 PAT, so we have
decided as a math team to move up the Geometry unit at the Grade 8 level to earlier in the 2009-2010
year so that it is not rushed through during the month of June.
Assessment of Strategies:
We will use the Provincial Achievement Test results for Math to assess the effectiveness of our
We know we will have a greater chance of success if we set realistic and achievable targets. With limited
ESL resources to access we have set a goal to raise our ESL scores by 1% on the 2009 Provincial Math
Achievement Test (from 69% of ESL students meeting the Acceptable standard to 70%).
School Year Measured by: Revised Targets for ESL Students
Current (2008/2009) PAT 69%
2009/2010 PAT 70%
2010/2011 PAT 71%
2011/2012 PAT 72%
Since the performance of our Special Education Students is an area of concern we have also set performance
targets for this group in meeting the Acceptable Standard.
School Year Measured by: Revised Targets for
Special Education students
Current (2008/2009) PAT 17%
2009/2010 PAT 20%
2010/2011 PAT 22%
2011/2012 PAT 24%