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Algoma DSB 2015-16



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Supporting Students in Grade 9 Applied Mathematics 


Inquiry Question:

IF we build the capacity of applied level Math ADSB Phototeachers to design and deliver Math instruction that effectively embeds the accommodations required for students with Learning Disabilities THEN students with Learning Disabilities in Grade 9 Applied courses will improve their Numeracy achievement.

Project Description:

Goals of the Project:

  • Deepen our understanding of the profile of students with Learning Disabilities through a mathematics lens
  • Determine the impact of the four cognitive processes (verbal comprehension, perceptual reasoning, working memory, processing speed) and executive functioning on learning, instruction and professional leadership
  • Use technology as a portal to support learning in the Mathematics classroom.
  • Build teachers' mathematical knowledge for teaching in order to improve both teacher and student efficacy, as well as student achievement
  • Identify and implement appropriate accommodations for students with Learning Disabilities in mathematics which leverage strengths and respond to individual student needs

Activities to help meet the goals of the project:

  • Through the work of our Professional Learning Community, teachers will engage in Collaborative Inquiry to develop and then test our theory of action.
  • Our team will unpack the IEP’s of students with Learning Disabilities to create student profiles, which outline learner strengths, needs and strategies to support each individual student in mathematics.
  • Our team will work with the ADSB Special Education and K-12 Program team, and possibly Provincial Math Lead, Connie Quadrini, to help us achieve the above learning goals.
    ADSB Photo
  • Team members will be provided with professional development, which will define the term ‘Learning Disability’, describe the four cognitive processes and distinguish between appropriate accommodations as opposed to modifications.
  • Teachers will engage in job-embedded professional learning to deepen our knowledge for teaching through a focus on the Big Ideas in mathematics.
  • Teachers will engage in co-planning, co-teaching and co-debriefing of mathematics lessons, which will leverage strengths and respond to the needs of students with Learning Disabilities. This process will also involve collaborative analysis of student learning to determine mathematical thinking, insights related to strengths and needs, and instructional next steps.
  • Our team will also build the power of ‘co-‘ by engaging student voice and encouraging students to be advocates for their own learning. Students will be involved in the creation of their learner profiles and will set learning goals and action plans for success in mathematics.
  • We will build teacher capacity to use technology (use of IPADS and VLE) to support students with Learning Disabilities.

Alignment with Board Improvement Plan for Student Achievement and Well-Being

Targeted Professional Learning Opportunities to:

  • increase utilization of classroom assessment data to inform instruction (supported by Instructional Leads, Instructional Support Teachers and Program Teams)
  • deepen the understanding of creating rich/deep learning tasks that are rooted in the big ideas of the curriculum
  • participate in PLCs/PLTs to support student achievement and teacher collaboration
  • integrate technology into instruction and documentation of student learning (e.g. Office 365, Web 2.0 tools, Apps, Prodigy Math, Blended Learning)
  • build teacher capacity to understand, plan and implement appropriate accommodations/teaching strategies for students who have an Individual Education Plan (supported by SERTs, Special Education Program Team and Program Teams, Instructional Leads/Support Leads)
  • ensure past EQAO math questions are embedded across all grades on a regular basis