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![Page 1: EVOLUTION OF A CONTINUUM OF MATHEMATICS LEADERSHIP Charting the Course to Formative Assessment Practices in a Large Urban District DeAnn Huinker, University.](https://reader038.fdocuments.in/reader038/viewer/2022110101/56649e625503460f94b5ef33/html5/thumbnails/1.jpg)
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
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Student Achievement
in Mathematics
STEADYSTAY THECOURSE
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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.
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Milwaukee Mathematics Partnership (MMP)
Fall 2003 Awarded a 5-year
Comprehensive Mathematics and Science Partnership grant through the National Science Foundation
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Distributed Leadership
Student Learning Continuum
Teacher Learning Continuum
Mathematics Framework
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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
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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.
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Early Years of the MMP (2003–2004)
District
Vision of
Mathema
tics
Grade
Level
Learning
Targets in
Mathema
tics
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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)
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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
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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
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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
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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
Understand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s 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.
Provide a measure of consistency of student learning based on standards/descriptors and targets.
Examine student work to monitor achievement and progress toward the targets and descriptors.
Use student work to inform instructional decisions, and to provide students with appropriate descriptive feedback.
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.
School Professional Work
• 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.
School Professional Work
• 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.
School Professional Work
• 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.
School Professional Work
• 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.
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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
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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.
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Stage 1: Learning TargetsUnderstand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s math program.
School Professional Work
• 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.
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Examples: Stage 1 Learning Targets
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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
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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.
School Professional Work
•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.
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Examples: Stage 2 Alignment
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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
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Where are You, Your School, or District?
Estimate percent of teachers at each position.
Stage 1Learning Targets
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.
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Stage 3: Common Classroom Assessments (CABS)
Provide a measure of consistency of student learning based on standards/descriptors and targets.
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.
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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
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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.
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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
o Understandingo Reasoningo Computingo Engagemento Problem-solving
Identify misconceptions identified after analyzing student work:
o Understandingo Reasoningo Computingo Engagemento Problem-solving
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Stage 3: Common Classroom Assessments (CABS)
Provide a measure of consistency of student learning based on standards/descriptors and targets.
School Professional Work
•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.
![Page 29: EVOLUTION OF A CONTINUUM OF MATHEMATICS LEADERSHIP Charting the Course to Formative Assessment Practices in a Large Urban District DeAnn Huinker, University.](https://reader038.fdocuments.in/reader038/viewer/2022110101/56649e625503460f94b5ef33/html5/thumbnails/29.jpg)
Examples: Stage 3 Common CABS
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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.
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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.
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Examples: Stage 4 Student Work on CABS
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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.
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Stage 5: Descriptive Feedback on CABS
Use student work to inform instructional decisions, and to provide students with appropriate descriptive feedback.
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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.
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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?
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Stage 5: Descriptive Feedback on CABS
Use student work to inform instructional decisions, and to provide students with appropriate descriptive feedback.
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.
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Examples: Stage 5 Descriptive Feedback CABS
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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?
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Year 1 2003-04
101 38% 53% 9% 0% 1%
n
Stage 1Learning Targets
Stage 2Alignment
State & Program
Stage 3Common
CABS
Stage 4Student
Work
Stage 5Descriptive Feedback
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
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n
Stage 1Learning Targets
Stage 2Alignment
State & Program
Stage 3Common
CABS
Stage 4Student Work
Stage 5Descriptive Feedback
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
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Student Proficiency on WKCE Mathematics
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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
Understand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s 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.
Provide a measure of consistency of student learning based on standards/descriptors and targets.
Examine student work to monitor achievement and progress toward the targets and descriptors.
Use student work to inform instructional decisions, and to provide students with appropriate descriptive feedback.
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Building the capacity of schools stage by stage along the “MMP
Continuum” for continuous improvement toward
student success with challenging mathematics.
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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.