Upper Canada Board Improvement Plan 2016 01 09

COMMUNICATION
• To facilitate parent involvement, student achievement, and
public confidence, communication must be clear, purposeful,
effective, targeted and branded.
RESOURCES
BOARD IMPROVEMENT PLAN
• To create an engaging learning environment, support
student achievement, and sustain public confidence,
resources must be allocated equitably, responsibly and
timely.
FOR
EDUCATIONAL PROGRAMS
• To provide relevant and challenging experiences, educational
programs must be delivered by qualified, innovative, caring
staff, supported by pertinent and engaging professional
development.
STUDENT ACHIEVEMENT
BIPSA Plan 2015-16
Revised January 2016
MISSION
We prepare all students for a successful life
WELLNESS
• For staff and students to be able to function at an effective
level we must recognize, model, and encourage spiritual,
mental and physical wellness.
VISION
Creating Futures, Leading and Learning for All
At UCDSB, we believe that if we establish a consistent, equitable, and intentional culture of well-being and inclusivity in all of
our schools, then all students will develop enhanced mental and physical health, a positive sense of self and belonging, and the
skills to make positive choices, and increase student achievement.
Primary Literacy
Goal: By the end of 2016 we will increase the number of students achieving level three or four in Primary EQAO Reading and Writing by 3% across UCDSB.
If/Then Statement: If we establish a consistent, intentional Gr. K-3 literacy strategy, with common assessment for learning practices, then student achievement in reading and
writing will improve.
School Effectiveness Framework Indicators:
1.3 Students and educators build a common understanding of what students are learning by identifying, sharing, and clarifying the learning goals and success criteria.
1.4 During learning, timely, ongoing, descriptive feedback about student progress is provided, based on student actions and co-constructed success criteria.
2.1 Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning.
2.2 Processes and practices are designed to deepen understanding of the curriculum and refine instruction to improve student learning and achievement.
4.2 A clear emphasis on high levels of achievement in literacy and numeracy is evident throughout the school.
Analyze/Reflect
Needs Assessment - Where are we now?
Evidenced-Based Strategies Action Plan
Monitor/Gather Evidence
Where
to Next? Now what?
How are we going to get there?
What we see?
Plan


Primary Literacy scores have levelled off over the
last four years in all areas of primary literacy.
The graph below indicates percentage of students
at Levels 3 & 4
Act



Principals, vice principals and teachers will
engage in regular learning teams that will
explore topics closely tied to their school SIPSA
goals.
Working knowledge of Ontario Curriculum
expectations will be a key component of
achieving excellence in literacy instruction.
Our literacy practices are expected to be
reflected in English, Core French and French
Immersion classes.
Observe



School literacy goals are clearly
defined in SIPSAs.
Ongoing and regular review and
monitoring of school improvement
plans, learning team goals,
outcomes, and strategies by the
Superintendents.
Ongoing and regular review and
monitoring of school improvement
plans, learning team goals and
Reflect

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
An historical view of EQAO data shows that UCDSB
has approximately the same % of students NEI and
Level 1 as the province. UCDSB has 3-10% more
level 2 students than the province and 3-6% less
level four students. The higher number of level 2
students is consistent in all areas of junior and
primary assessment. Gender- historical 8% gender
gap with girls achieving higher in primary reading,
9 to 10% primary writing.
Reading results vary a large amount between
schools with two schools with 3 year composite
grade 3 and 6 combined reading scores under 50%
and three schools with combined reading scores
over 85%. Writing scores also vary greatly, with 9
schools over 85% and 10 schools under 60%.
A Gap exists between primary reading
achievement on report cards and EQAO data with
report card data higher.
Students with special needs in UCDSB outperform
the province in all areas of the primary and junior
assessment.
Using the UCDSB Literacy Framework and the
“Effective Guides”, all elementary teachers
(French and English) will incorporate a
comprehensive literacy program.

Teaching and learning will be deeply rooted in
rich, relevant and engaging tasks for students
and will be tightly aligned to the curriculum.

Teacher learning teams will be examining
theories of action tightly aligned to their SIPSA
goals.

Our pedagogical approach in Kindergarten (both
French and English) will be a combination of
play-based/inquiry and comprehensive literacy
instruction.

All primary teachers (French and English) will be
trained in a data driven approach to collecting
and using standardized reading assessments to
inform their instruction (i.e., PM Benchmark,
GB+), to ensure consistency across our system.

Differentiated Instruction is implemented in all
classrooms to meet the needs of all learners.

Learning environments are designed to
effectively enhance student learning.

Students are able to use technological resources
to enhance and to demonstrate their learning,
on an individual needs basis.

Ministry System Implementation and
Monitoring (SIM) schools and other targeted
schools, will be supported through a Ministry
Managing Information for Student Achievement
(MISA) study of “Making Student Thinking
Visible”.
Assessment

Continuous and on-going use of learning goals
and success criteria.

Assessment for learning (formative assessment)
informs daily and long term instructional
practice and planning.

Timely, precise, descriptive feedback, directly
related to co-constructed success criteria, is
given to students both in the moment and is
also used for instructional planning/next steps.

Teachers use pedagogical documentation to
assist in the triangulation of student data:
conversation, observation, product, and they
will build their capacity in its use.




strategies by the principals and
vice principals.
School staff and senior staff will
analyze and respond to the
student data. Data on primary
reading levels will be gathered
formally three times per year and
shared in a school-based format,
(e.g., PM benchmark, GB+, CASI,
Flynt-Cooter).
Clear identification of students at
risk, and strategies developed to
support these students. (e.g. EARL
students – Elementary At Risk List,
student profiles, OSR reviews).
Examination of both report card
data and EQAO data over time in
reading and writing.
Evidence-based monitoring of IEP
goals. Ensure goals are relevant,
challenging and implemented
effectively.
Literacy in Grades 7 to 10
Goal: By the end of 2016, the number of first-time eligible students achieving the provincial standard on the OSSLT will further increase over last year by 5% as compared to
their grade 6 EQAO reading and writing results.
If/Then Statement: If we establish a consistent, intentional gr. 7-10 literacy strategy, with common assessment for learning practices, then student achievement in reading
and writing will improve.
School Effectiveness Framework Indicators:
1.3 Students and educators build a common understanding of what students are learning by identifying, sharing, and clarifying the learning goals and success criteria.
1.4 During learning, timely, ongoing, descriptive feedback about student progress is provided, based on student actions and co-constructed success criteria.
2.1 Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning.
2.2 Processes and practices are designed to deepen understanding of the curriculum and refine instruction to improve student learning and achievement.
4.2 A clear emphasis on high levels of achievement in literacy and numeracy is evident throughout the school.
Needs Assessment - Where are we now?
Plan


Previously Eligible Students- UCDSB 40%
Province 45%. (Does not include results from
OSSLC).
Board results trending down and gender gap
widening over time from only 8% not
successful across the system down to 15% not
successful.
Evidenced-Based Strategies Action Plan
How are we going to get there?
Act
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
Line Item analysis reveals a weakness in
Making connections and Implicit
Principals, vice principals and teachers will
engage in regular learning teams that will
explore learning goals closely tied to their
school SIPSA plans.
Working knowledge of Ontario Curriculum
expectations will be a key component of
achieving excellence in literacy instruction.
Our literacy practices are expected to be
reflected in all subject content areas as well as
English, Core French and French Immersion.
Teaching and learning will be deeply rooted in
rich, relevant and engaging work for students
and teachers and will be tightly aligned to
school improvement plans.
Our pedagogical approach will incorporate a
student metacognition focus, where students
take ownership for their learning, can identify
the learning goals and success criteria, and are
actively engaged in the learning process.
All literacy teachers (French and English) will be
trained in a data driven approach to collecting
and using standardized reading assessments to
inform their instruction (i.e., Benchmark
Monitor/Gather Evidence
What we see?
Observe




School literacy goals are clearly
defined in SIPSAs.
Ongoing and regular review
and monitoring of school
improvement plans, learning
team goals, outcomes, and
strategies by the
Superintendents.
Ongoing and regular review
and monitoring of school
improvement plans, learning
team goals and strategies by
the principals and vice
principals.
School staff and senior staff
will analyze and respond to the
student data. Data on
intermediate students with
reading difficulties will be
gathered formally throughout
the year, and teachers will pass
Analyze/Reflect
Where to Next? Now what?
Reflect
understanding in reading as well as multiple
choice writing questions.
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
Upper Canada
Province
Academic level students are less successful 5% than the province. Applied students
perform approximately on par with the
province at a 49% success rate. Students in
locally developed courses outperform the
province at a 7% success rate.

Assessment Tools, GB+), to ensure consistency
across our system. Student results will be
tracked and monitored over time to
demonstrate growth.
Teachers will engage in learning teams
exploring topics closely tied to their school
SIPSA goals.
Identified schools will participate in the Ministry
Student Success School Support Initiative
(SSSSI) of improving Applied English results in
grades 9 and 10.
Differentiated Instruction is implemented in all
classrooms to meet the needs of all learners.
Learning environments are designed to
effectively enhance student learning.
Students are able to use technological
resources to enhance and to demonstrate their
learning, on an individual needs basis.
Assessment

Continuous and on-going use of learning goals
and success criteria.

Assessment for learning (formative assessment)
informs daily and long term instructional
practice and planning.

Timely, precise, descriptive feedback, directly
related to co-constructed success criteria, is
given to students both in the moment and is
also used for instructional planning and next
steps.

Teachers use pedagogical documentation to
assist in the triangulation of student data:
conversation, observation, product, and they
will build their capacity in its use.

Teachers will engage in learning teams
exploring topics closely tied to their school
SIPSA goals.

Identified schools will participate in the Student
Success School Support Initiative.



on the reading levels from year
to year.
Clear identification of students
at risk, and strategies
developed to support these
students. (e.g. CARL students –
Credit At Risk List, student
profiles, OSR reviews).
Examination of both report
card data and EQAO data over
time in reading and writing.
Evidence-based monitoring of
IEP goals. Ensure goals are
relevant, challenging and
implemented effectively.
Junior Mathematics
Goal: By the end of 2016, our grade 6 student EQAO mathematics results will increase by a 5% chohort improvement over previous cohort data from their grade 3 EQAO
mathematics results from 2012-2013.
If/Then Statement: If we establish a consistent, intentional gr. 4-6 mathematics strategy, with common assessment for learning practices, then student achievement in
mathematics will improve.
School Effectiveness Framework Indicators:
1.3 Students and educators build a common understanding of what students are learning by identifying, sharing, and clarifying the learning goals and success criteria.
1.4 During learning, timely, ongoing, descriptive feedback about student progress is provided, based on student actions and co-constructed success criteria.
2.1 Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning.
2.2 Processes and practices are designed to deepen understanding of the curriculum and refine instruction to improve student learning and achievement.
4.2 A clear emphasis on high levels of achievement in literacy and numeracy is evident throughout the school.
Analyze/Reflect
Needs Assessment - Where are we now?
Evidenced-Based Strategies Action Plan
Monitor/Gather Evidence
Where to Next? Now what?
How are we going to get there?
What we see?
Plan





Junior math achievement also trending down
over the last 5 years from 55% to 47% which is
9% below province.
The number of students achieving at level one
matches the Province but Upper Canada has
significantly more students in level 2 than the
Province and less students in level 4.
(It may be important to note that EQAO
achievement in primary math trending down
over last 5 years from 70 to 60% which is 7%
below province).
The graph below indicates a three year
composite in math, showing the percentage of
students at levels three and four in EQAO.
Only 14 UCDSB elementary schools scored
above the province using a three year
composite score. Scores are very school
Act





Principals, vice principals and teachers will
engage in regular learning teams that will
explore learning goals closely tied to their
school SIPSA plans.
Working knowledge of Ontario Curriculum
expectations will be a key component of
achieving excellence in math instruction.
Using the UCDSB Numeracy Framework and the
"Effective Guides to Math Instruction", all
elementary classrooms will incorporate a
comprehensive numeracy program.
Teaching and learning will be deeply rooted in
rich, relevant and engaging work for students
and teachers and will be tightly aligned to
school improvement plans.
A board-wide math strategy that focuses on
Pedagogical Knowledge (3 part lesson, number
strings, productive struggle, Math talk, wait
time, math communities, productive
Observe




School math goals are clearly
defined in SIPSAs.
Ongoing and regular review
and monitoring of school
improvement plans, learning
team goals and strategies by
the Superintendents.
Ongoing and regular review
and monitoring of school
improvement plans, learning
team goals and strategies by
the principals and vice
principals.
School staff and senior staff
will analyze and respond to the
student data related to
mathematics including
Reflect
dependent, with two schools scoring above
85% in a three year composite score and 4
schools scoring under 30% in a three year
composite score, and all others ranging
incrementally in between.



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Student attitude questions around growth
mindset in math for primary and junior show
UCDSB 5 to 10% less confident than the
province.
Cohort data trends over time indicate student
results decrease substantially between Grade 3
and Grade 6 results.
Percentage of students at or above level 3
Cohort in
Cohort in
Gr. 3
Gr. 6
2013-2014
69
2010-2011
47
2012-2013
70
2009-2010
47
Percentage of students at or above
level 3
Cohort in
Cohort in
Gr. 6
Gr. 9
2013-2014
51
2010-2011
40
2012-2013
55
2009-2010
49

mathematics discussions, etc.); Curriculum
Understanding (awareness of Big Ideas in
Math); and Evidence of Student Learning
(conversation, observation and product) and
the Learning Environment will be a key
component of achieving excellence in math
instruction.
Learning environments are designed to
effectively enhance student learning.
Students are able to use technological
resources to enhance and to demonstrate their
learning, on an individual needs basis.
Differentiated Instruction is implemented in all
classrooms to meet the needs of all learners.
Targeted school will participate in the EOSDN
math study.
Ministry System Implementation and
Monitoring (SIM) schools and other targeted
schools, will be supported through a Ministry
Managing Information for Student
Achievement (MISA) study of “Making Student
Thinking Visible”.
Program staff will examine the implementation
of a standardized assessment tool as part of the
comprehensive math strategy.
Assessment

Continuous and on-going use of learning goals
and success criteria.

Assessment for learning (formative assessment)
informs daily and long term instructional
practice and planning.

Timely, precise, descriptive feedback, directly
related to co-constructed success criteria, is
given to students both in the moment and is
also used for instructional planning and next
steps.
 Teachers use pedagogical documentation to
assist in the triangulation of student data:
conversation, observation, product, and they
will build their capacity in its use.


examination of both report
card data and EQAO data over
time in the five strands in
mathematics.
Clear identification of students
at risk, and strategies
developed to support these
students. (e.g. EARL students –
Elementary At Risk List,
student profiles, OSR reviews).
Evidence-based monitoring of
IEP goals. Ensure goals are
relevant, challenging and
implemented effectively.
Mathematics in Grades 7 - 10
Goal: By the end of 2016, grade 9 applied student EQAO mathematics cohort results will improve a further 5% over their grade 6 EQAO mathematics results from 2012-2013
Goal: By the end of 2016, grade 9 academic student EQAO mathematics cohort results will increase by a further 5% over their grade 6 EQAO mathematics results from 20122013
If/Then Statement: If we establish a consistent, intentional gr. 7-10 mathematics strategy, with common assessment for learning practices, then student achievement in
mathematics will improve.
School Effectiveness Framework Indicators:
1.3 Students and educators build a common understanding of what students are learning by identifying, sharing, and clarifying the learning goals and success criteria.
1.4 During learning, timely, ongoing, descriptive feedback about student progress is provided, based on student actions and co-constructed success criteria.
2.1 Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning.
2.2 Processes and practices are designed to deepen understanding of the curriculum and refine instruction to improve student learning and achievement.
4.2 A clear emphasis on high levels of achievement in literacy and numeracy is evident throughout the school.
Analyze/Reflect
Needs Assessment - Where are we now?
Evidenced-Based Strategies Action Plan
Monitor/Gather Evidence
Where to Next? Now what?
How are we going to get there?
What we see?
Plan
Grade 7 – 10 Math




Line item analysis shows Analytic Geometry and Number Sense
are the lowest strands in the Academic assessment.
Measurement and Geometry was the weakest strand for
Applied and Application questions were globally weak in the
applied assessment.
5 year trend down in Applied EQAO scores – 45 % to 40% about
7% below the province. 5 year trend is even in academic EQAO
math assessment scores at 77% 8% below the province.
More level 2 and level 1 students in both academic and applied
then the province.
Act





Principals, vice principals and teachers will
engage in regular learning teams that will
explore learning goals closely tied to their
school SIPSA plans.
Working knowledge of Ontario Curriculum
expectations will be a key component of
achieving excellence in math instruction.
Using the Effective Guides to Math
Instruction, all intermediate classrooms will
incorporate a comprehensive mathematics
program.
Teaching and learning will be deeply rooted
in rich, relevant and engaging work for
students and teachers and will be tightly
aligned to school improvement plans.
A board-wide math strategy that focuses on
Pedagogical Knowledge (3 part lesson,
number strings, productive struggle, Math
talk, wait time, math communities,
productive mathematics discussions, etc.);
Curriculum Understanding (awareness of
Big Ideas in Math); and Evidence of Student
Learning (conversation, observation and
product) and the Learning Environment will
Observe






School math goals are clearly
defined in SIPSAs.
Ongoing and regular review
and monitoring of school
improvement plans, learning
team goals and strategies by
the Superintendents.
Ongoing and regular review
and monitoring of school
improvement plans, learning
team goals and strategies by
the principals and vice
principals.
School staff and senior staff will
analyze and respond to the
student data related to
mathematics.
Clear identification of students
at risk, and strategies
developed to support these
students (e.g. CARL students –
Credit At Risk List, student
profiles, OSR reviews).
Examination of both report
card data and EQAO data over
Reflect

Cohort data trends over time indicate student results decrease
substantially between grade 3 and grade 6 results and grade 6
and grade 9 results.
Percentage of students at or above level 3
Cohort in
Cohort in
Gr. 3
Gr. 6
2013-2014
69
2010-2011
47
2012-2013
70
2009-2010
47
Percentage of students at or above level 3
Cohort in
Cohort in
Gr. 6
Gr. 9
2013-2014
51
2010-2011
40
2012-2013
55
2009-2010
49

Despite being below EQAO provincial mathematics results, for
the last three years, UCDSB grade 9 and 10 math pass rates
(academic and applied) have been consistently higher (about
3% higher) than provincial pass rates (academic and applied).

UCDSB grade 9 and 10 mathematics pass rates (academic and
applied) for students with special needs have been consistently
higher (about 3%) in comparison to their provincial counterparts
over the last three years.
be a key component of achieving excellence
in math instruction.

Examination of the implementation of a
standardized assessment tool as part of the
comprehensive math strategy.

Differentiated Instruction is implemented in
all classrooms to meet the needs of all
learners.

Identified schools will participate in the
Ministry Student Success School Support
Initiative (SSSSI) of improving Applied
Mathematics results in grades 9 and 10.

Learning environments are designed to
effectively enhance student learning.

Students are able to use technological
resources to enhance and to demonstrate
their learning, on an individual needs basis.

Identified schools will participate in the
Ministry Transitions Pathways Collaborative
Inquiry (TPCI) in Mathematics – grades 7-9.

Program staff will examine the
implementation of a standardized
assessment tool as part of the
comprehensive math strategy.
Assessment

Continuous and on-going use of learning
goals and success criteria

Assessment for learning (formative
assessment) informs daily and long term
instructional practice and planning.

Timely, precise, descriptive feedback,
directly related to co-constructed success
criteria, is given to students both in the
moment and is also used for instructional
planning and next steps.

Teachers use pedagogical documentation to
assist in the triangulation of student data:
conversation, observation, product, and
they will build their capacity in its use.

time in all the strands in
Mathematics (grades 7-10).
Evidence-based monitoring of
IEP goals. Ensure goals are
relevant, challenging and
implemented effectively
Leadership in Assessment
Goal: To develop capacity for all principals and vice principals to lead consistent and quality assessment for, as, and of learning in our schools.
If/Then Statement: If principals and vice principals have a thorough understanding of assessment for, as, and of learning and ensure staff understand how it must inform
instruction, then student achievement will improve.
School Effectiveness Framework Indicators:
1.1. Assessment is connected to the curriculum, collaboratively developed educators and used to inform next steps in learning and instruction.
1.2 Students and educators build a common understanding of what students are learning by identifying, sharing and clarifying the learning goals and success criteria.
1.7 Ongoing communication about learning is in place to allow students, educators and parents to monitor and support student learning.
Needs Assessment - Where are we now?
Plan

Examining discrepancies in report card
data and EQAO assessment data. Two
examples below, but can be seen across
the divisions and subjects.
Evidenced-Based Strategies Action Plan
How are we going to get there?
Act


Gr. 6
Math
20102011
20112012
20122013
20132014
% EQAO
Results at
or above
standard
%
Elementary
Marks at
or above
standard
50.85%
58.92%
47.64%
62.97%
47.46%
64.25%
46.55%
64.04%


All principals, vice principals and
Superintendents will receive training about
assessment at monthly Leadership Learning
Modules for Administrators (LLMAs).
Principals and vice principals will lead the
learning about assessment in their schools.
Principals, and vice principals will continue
their professional development outside of
the LLMA (learning teams with colleagues,
FOS teams, book study, MISA groups, TPCI
teams, etc.) to deepen their understanding
of assessment.
Principals and vice principals will model
triangulation of data (conversation,
observation, product) through the use of
pedagogical documentation of selected
marker students at their schools.
Monitor/Gather Evidence
What we see?
Observe


Superintendents, principals, and
vice principals will regularly
engage in learning conversations
around the next steps for
teachers and learners as a result
of the pedagogical
documentation of marker
students.
Assessment leadership will be
part of principal and vice
principal growth and
performance plans.
Analyze/Reflect
Where to Next? Now what?
Reflect

Gr.3
Reading
20102011
20112012
20122013
20132014





% EQAO
Results at
or above
standard
%
Elementary
Marks at
or above
standard
65.61%
73.14%
63.00%
74.29%
65.65%
74.71%
66.24%
73.46%
Inconsistent implementation of Growing
Success across UCDSB schools, as
demonstrated by school assessment
policies.
Lack of clarity with School Board Policy
on Assessment, and its implementation,
identified through the work this year on
assessment with principal teams, and the
application of assessment practices
throughout the Board.
Identified issues when students from
other Boards take on-line learning
courses with UCDSB and school
assessment policies differ from those
commonly found across the province
(i.e., Deduction of marks for late, etc.).
Principals need to know what quality
classroom assessment looks like, and be
able to articulate and ask appropriate
questions about assessment occurring in
their schools.
Principals need to be able to support
teachers in their assessment learning and
their assessment practices.


Principals and vice principals will collaborate
with classroom teachers of marker students
to inform next steps.
Family of Schools' agenda includes
assessment follow-up.
An Assessment Team (consisting of
principals and Superintendents) will review
the School Board policy on Assessment, and
will make recommendations for
amendments as well as create assessment
procedures, and ensure alignment with
Growing Success.
LITERACY LINKS:
 A Guide to Effective Instruction in Reading K-3
 A Guide to Effective Instruction in Writing K-3
 A Guide to Effective Literacy Instruction 4-6 VOL. 1: Foundations of Literacy Instruction for the Junior Learner
 A Guide to Effective Literacy Instruction 4-6 VOL. 2: Assessment
 A Guide to Effective Literacy Instruction 4-6 VOL. 3: Planning and Classroom Management
 A Guide to Effective Literacy Instruction 4-6 VOL. 4: Oral Language
 A Guide to Effective Literacy Instruction 4-6 VOL. 5: Reading
 A Guide to Effective Literacy Instruction 4-6 VOL. 6: Writing
 A Guide to Effective Literacy Instruction 4-6 VOL. 7: Media Literacy
 Adolescent Literacy Guide 7-12
 Fostering Literacy Success for First Nations, Métis and Inuit Students
 Many Roots, Many Voices: Supporting English Language Learners in Every Classroom
 Supporting English Language Learners: A Practical Guide for Ontario Educators Grades 1-8
MATHEMATICS LINKS:
 Ontario Mathematics Education Resources All Resources are now included in one link. The resources include:
 Mathematics Curriculum
 EduGAINS for Mathematics K-12
 Capacity Building Series
 What Works? Research into Practice
 Ministry Monographs - Paying Attention To Mathematics Education Series
 Learn Teach Lead
 Leaders in Educational Thought
 e-Learning Ontario
ASSESSMENT LINKS:
 Growing Success
 EduGAINS Assessment, Evaluation and Reporting
 Learning for All
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Ontario Education Resource bank
Homework Helper
Gap Closing
Guides to Effective Instruction in Mathematics
TIPS4RM
Webcasts
Mathies - Interactive Electronic Supports
Fractions Research
OTHER LINKS:
 The Third Teacher
 Capacity Building Series
 EduGAINS
 Learn Teach Lead
 Leaders in Educational Thought