Grade 5 Instructional Support in Mathematics In response to EEMLA, In accordance with the Assessment, Evaluation and Communication of Student Learning Policy (revised September 2008)

Review the Assessment Data Review the assessment data for all students. Review the Mathematics Development Record (MDR) for identified students “not yet meeting expectations”.

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.

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.

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.

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.