EVOLUTION OF A CONTINUUM OF MATHEMATICS LEADERSHIP Charting the Course to Formative Assessment Practices in a Large Urban District DeAnn Huinker, University

EVOLUTION OF A CONTINUUM

OF MATHEMATICS LEADERSHIP

Charting the Course to Formative Assessment Practices

in a Large Urban District

DeAnn Huinker, University of Wisconsin-Milwaukee

Henry Kranendonk, Milwaukee Public Schools

National Council of Supervisors of MathematicsSan Diego, CaliforniaApril 19, 2010

Student Achievement

in Mathematics

STEADYSTAY THECOURSE

Session Goals

Examine the roadmap used by a large urban district to chart a course to student learning gains in mathematics, the Continuum of Work for Mathematics.

Consider change as a developmental process for individuals, schools, and districts.

Milwaukee Mathematics Partnership (MMP)

Fall 2003 Awarded a 5-year

Comprehensive Mathematics and Science Partnership grant through the National Science Foundation

Distributed Leadership

Student Learning Continuum

Teacher Learning Continuum

Mathematics Framework

Milwaukee Public Schools

• Summer 2003 Approximately 100,000 students (pre-K

to 12) Approximately 200 schools

• Fall 2009Approximately 85,000 students

Approximately 190 schoolsApproximately 5700 classroom teachers

Prior to the MMP (Before 2003)

Inconsistency across and within schools for math

De-centralization issues schools operated independently of central office principal as primary leader in setting direction

for school’s implementation of mathematics Lack of sustained professional development Pedagogy more an “emotional state of

mind” than based on sound instructional practices.

Early Years of the MMP (2003–2004)

District

Vision of

Mathema

tics

Grade

Level

Learning

Targets in

Mathema

tics

New school

leadership

position, the Math

Teacher Leader

(MTL)

Established district leadership team,

new position, Math

Teaching Specialists (MTS)

School Learning Team

District Mathema

tics Leadershi

p

IHE Faculty

Mathematics & Math Education

Other Key Teachers

Principal

Literacy

Coach

Math Teach

er Leade

r

Early Years of the MMP (2003–2004)

Early Years of the MMP (2004 – 2005)

Developed common “Classroom Assessments Based on Standards” (CABS)

Established monthly MTL professional development

MTL emerged as an accepted leader of math within schools for teachers and principals

MMP Continuum Years (Spring 2005 – Present)

Principles of formative assessment as key to MTL leadership

Three MMP “pillars” for MTL development Mathematics Content Formative Assessment Leadership

Evolvement of the “MMP Learning Team Continuum of Work for Mathematics” as a roadmap for implementing the MMP

Stage 1. Learning Targets

Understand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s math program.

Stage 2. Align State Framework & Math Program

Develop meaning for the math embedded in the targets and alignment to state standards and descriptors and to the school’s math program.

Stage 5. Descriptive Feedback on CABS

Use student work to inform instructional decisions, and to provide students with appropriate descriptive feedback.

Stage 4. Student Work on CABS

Examine student work to monitor achievement and progress toward the targets and descriptors.

Stage 3. Common Classroom Assessments (CABS)

Provide a measure of consistency of student learning based on standards/descriptors and targets.

MMP Continuum of Work for Mathematics

Stage 1Learning Targets

Stage 2Alignment of

State Framework & Math Program

Stage 3Common Classroom Assessments (CABS)

Stage 4Student Work

on CABS

Stage 5Descriptive Feedback

on CABS






School Professional Work

• Teachers develop an awareness of district learning targets for each mathematics strand.

• Teachers discuss what each learning target means and can articulate the math learning goals students are to reach.

• Teachers examine the development of mathematical ideas across grade levels.


• Teachers examine alignment of state descriptors to targets.

• Teachers identify the depth of knowledge in the descriptors.

• Teachers study how the mathematical ideas in the descriptors are developed in the school’s math program.

• For each lesson, teachers inform students of the math learning goals in terms that students understand.


• Teachers select and study common CABS that will be used within a grade level.

• Teachers identify math expectations of students assessed through the CABS.

• Teachers identify potential student misconceptions revealed through the CABS.

• Learning Team and teachers examine student WKCE and Benchmark Assessment data to identify areas of strengths and weaknesses for focusing teaching and learning.


• Teachers collaborate in grade-level meetings to discuss student work and implications for classroom practice.

• Teachers meet in cross grade-level meetings to discuss common expectations of student math learning and implications for school practice.

• Learning Team monitors and discusses student learning on CABS results from across the school, shares observations with staff, and uses data for Educational Plan.


• Teachers collaborate to write students descriptive feedback on Benchmark Assessments and on common CABS from the curriculum guides.

• Students use descriptive feedback to revise their work and improve learning.

• Teachers use descriptive feedback to continuously adjust and differentiate instruction.

• Learning Team monitors the successes and challenges of writing descriptive feedback and identifies professional learning needs of teachers.

Stage

What percent of the staff is at each stage?

Plan for School Professional Work

Plan to Document Evidence of Impact on Classroom Practice

or Teacher Instructional Growth

Weak Emerging Moving Strong

Stage 1. Learning Targets

Stage 2.Align State Framework and Math Program

Stage 3. Common CABS

Stage 4. Student Work on CABS

Stage 5. Descriptive Feedback on CABS

School Self-Assessment Report

Stage 1: Learning TargetsUnderstand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s math program.

Learning Targets are 8-10 statements of mathematics for focused study at a grade level.

Aligned to State standards.

Learning Targets are 8-10 statements of mathematics for focused study at a grade level.

Aligned to State standards.

Grade 6Apply, explain, and evaluate strategies to estimate, compare, and compute fractions, decimals, and percents using a variety of methods (e.g., mental computation, technology, manipulatives) with and without context.

Stage 1: Learning TargetsUnderstand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s math program.


• Teachers develop an awareness of district learning targets for each mathematics strand.

• Teachers discuss what each target means and can articulate math learning goals students are to reach.

• Teachers examine the development of mathematical ideas across grade levels.

Examples: Stage 1 Learning Targets

Stage 2: Align State Framework & Math Program

Develop meaning for the math embedded in the targets and alignment to State standards and descriptors and to the school’s math program.

District Math Learning Targets

State Standards& Assessment

Descriptors

School Math Program

Stage 2: Align State Framework & Math Program

Develop meaning for the math embedded in the targets and alignment to State standards and descriptors and to the school’s math program.


•Teachers examine alignment of state descriptors to targets.

•Teachers identify the depth of knowledge in the descriptors.

•Teachers study how the mathematical ideas in the descriptors are developed in the school’s math program.

•For each lesson, teachers inform students of the math learning goals in terms that students understand.

Examples: Stage 2 Alignment

Stage 1. Learning TargetsUnderstand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s math program.

1Weak

Teachers have not yet or barely

started to study or use learning

targets.

2Emerging

Teachers are beginning to unpack and consider value and use of targets.

3Moving Forward

Teachers can articulate learning

goals for their students.

4Strong

Teachers can articulate learning goals for students and growth across

grades.

Estimate the percent of teachers of mathematics (regular and special education) that are at each position.

Stage Descriptors Summary Statements and Planning Ideas

Teachers develop an awareness of district learning targets for each mathematics strand.

Teachers discuss what each learning target means and can articulate the math learning goals students are to reach.

Teachers examine the development of mathematical ideas across grade levels.

School Self-Assessment Guide

Where are You, Your School, or District?

Estimate percent of teachers at each position.


1Weak

2Emerging

3Moving Forward

4Strong

Stage 2Align State & Math Program

1Weak

2Emerging

3Moving Forward

4Strong

Make notes on each stage descriptor.

THEN share and discuss as a small group.

Stage 3: Common Classroom Assessments (CABS)


CABSClassroom AssessmentsBased onStandards

Selected/developed/adapted by teams of teachers and IHE mathematics faculty.

Aligned to district targets and state standards and descriptors.

Aligned to district pacing guides for adopted math programs.

CABS Example: Paxolai’s Purchase Paxolai purchases a video game that costs $45.00. She uses two coupons when she buys the video game. The first coupon gives 25% off of the regular price. The second coupon is for $5.00 off the price of any video game. When the clerk rings up Paxolai’s purchase, he takes the $5.00 off first and then applies the 25% discount. How much does Paxolai pay for the video game?

Would the price that Paxolai paid for the video game have increased, decreased, or stayed the same if the clerk had taken the 25% discount first and then taken off the $5.00 coupon?

Grade 7

Grade 7 Learning Target: Number & Operations Explain comparisons and operations on real numbers

and use proportional reasoning (including ratios and percents) to solve problems with and without contexts.

Wisconsin Assessment Framework: Descriptors

Number & Operations: Concepts Analyze and solve problems using percents.

Mathematical Processes Communicate mathematical ideas and

reasoning in a variety of ways (e.g. using words, numbers, symbols, pictures, charts, tables, diagrams, graphs, and models).

Solve and analyze routine and non-routine problems.

Description of Assessment:

School:

Grade Level:

CABS Assessment Overview

After working through the assessment, reflect on what you expect students to do.

Identify appropriate Key Mathematics Features students may develop and use as a response to this assessment:

Connections to the Comprehensive

Mathematics Framework

Identify misconceptions you anticipate students will demonstrate:

o Understandingo Reasoningo Computingo Engagemento Problem-solving


Identify misconceptions identified after analyzing student work:


Stage 3: Common Classroom Assessments (CABS)



•Teachers select and study common CABS to use at a grade level.

•Teachers identify math expectations assessed through CABS.

•Teachers identify potential student misconceptions.

•Learning Team and teachers examine student WKCE and Benchmark Assessment/CABS data to identify areas of strengths and weaknesses for focusing teaching and learning.

Examples: Stage 3 Common CABS

Stage 4: Student Work on CABSExamine student work to monitor achievement and progress toward the targets and descriptors.

Name a fraction that is between 1/2 and 2/3 in size.

Justify how you know your fraction is between 1/2 and 2/3.

Stage 4: Student Work on CABSExamine student work to monitor achievement and progress toward the targets and descriptors.

School Professional Work•Teachers collaborate in grade-level meetings to discuss student work and implications for classroom practice.

•Teachers meet in cross-grade meetings to discuss common expectations of student learning & implications for school practice.

•Learning Team monitors and discusses student learning on CABS results from across the school, shares observations with staff, and uses data for Educational Plan.

Examples: Stage 4 Student Work on CABS

Where are You, Your School, or District?

Estimate percent of teachers at each position.

Stage 3Common CABS

1Weak

2Emerging

3Moving Forward

4Strong

Stage 4Student Work on CABS

1Weak

2Emerging

3Moving Forward

4Strong

Make notes on each stage descriptor.

THEN share and discuss as a small group.

Stage 5: Descriptive Feedback on CABS


Motivational/Evaluative Feedback ExamplesVery nice diagrams. You developed representations of the fractions to make your selection of 7/12 as a fraction between 1/2 and 2/3.

-------

Your answer of 7/12 is correct. You receive full credit for your work.

Descriptive Feedback Examples

Explain your decision of dividing the rectangles into equal sections of 6ths and then 12ths.

-------

I’m impressed with your representations of 1/2 and 2/3 to help you. Your rectangles appear to grow in size. Do the 6 shaded sections and the 8 shaded sections in your last rectangle still represent the same fractions? Draw the next representation you would use to represent the fractions. How are you deciding the number of sections to create in the rectangles?

Stage 5: Descriptive Feedback on CABS


School Professional Work•Teachers collaborate to write students descriptive feedback on Benchmarks and on common CABS from the curriculum guides.

•Students use feedback to revise work and improve learning.

•Teachers use feedback to adjust and differentiate instruction.

•Learning Team monitors successes and challenges of writing descriptive feedback, and identifies professional learning needs of teachers.

Examples: Stage 5 Descriptive Feedback CABS

Discuss Stage 5 as a Small Group In ways do you use descriptive

feedback or how might you begin to use more descriptive feedback with students?

What might be some benefits of providing students with opportunities to use descriptive feedback to revise their work?

Year 1 2003-04

101 38% 53% 9% 0% 1%

n


Stage 2Alignment

State & Program

Stage 3Common

CABS

Stage 4Student

Work


Year 5 2007-08 113 20% 32% 32% 14% 2%

Year 4 2006-07 109 11% 26% 39% 18% 6%

Year 3 2005-06 89 13% 26% 41% 18% 2%

Year 2 2004-05 97 18% 34% 38% 5% 4%

Year 6 2007-08 113 3% 8% 39% 30% 20%

K-8 Schools at Each Stage

n


Stage 2Alignment

State & Program

Stage 3Common

CABS

Stage 4Student Work


Year 4 2006-07 20 50% 25% 25% 0% 0%

Year 5 2007-08 22 26% 32% 21% 16% 5%

Year 6 2008-09 22 0% 5% 56% 26% 16%

High Schools at Each Stage

Student Proficiency on WKCE Mathematics

MMP ContinuumStage 1

Learning Targets

Stage 2Align State Framework

& Math Program

Stage 3Common

Classroom Assessment

s(CABS)

Stage 4Student Work

on CABS

Stage 5Descriptive Feedbackon CABS






Building the capacity of schools stage by stage along the “MMP

Continuum” for continuous improvement toward

student success with challenging mathematics.

MMP website www.mmp.uwm.edu

DeAnn Huinker [email protected]

Henry Kranendonk [email protected]

This material is based upon work supported by the National Science Foundation Grant No. 0314898.

Documents

EVOLUTION OF A CONTINUUM OF MATHEMATICS LEADERSHIP Charting the Course to Formative Assessment Practices in a Large Urban District DeAnn Huinker, University