Effective Conversations That Lead To Effective Instruction: Using A Portfolio Process to Structure Teaching and Learning of Mathematics Beth Schefelker, Math Teaching Specialist, Milwaukee Public Schools Joanie Marchillo, Math Teacher Leader, Milwaukee Public Schools Melissa Hedges, Math Teaching Specialist, Milwaukee Public Schools National Conference of Supervisors of Mathematics 42 nd Annual Conference, 2010 San Diego, California The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding by the National Science Foundation.

Session Goal To engage in conversations highlighting the successes and challenges of implementing a portfolio assessment process. To develop an understanding of the impact professional conversations have on supporting formative assessment practices. To broaden our thinking about how students benefit from monitoring their learning through a portfolio process.

Milwaukee Mathematics Partnership $20 million NSF Grant from Goals Develop understanding of the Comprehensive Mathematics Framework. Improve Teacher Mathematical Content Knowledge Develop Distributive Leadership Increase Student Achievement

Initiatives That Have Surfaced From the MMP Work A Comprehensive Mathematics Framework to provide a structure for daily instruction. A curriculum alignment process from MPS Learning Targets to the WI State Assessment Framework. Classroom Assessments Based on Standards (CABS) The MMP Protocol for Looking at Student Work Giving Effective Feedback

Auer Avenue School Current Status K-8 School serving 400 students Student population is 98% african american students. 29% Special Education students 30 staff members with 16 teachers who teach mathematics. Current Struggles Identified as a School In Need of Improvement (SIFI) for 4 years. Neighborhood school with a low socio-economic population. 20% student mobility 20% teacher mobility Identified by the school board for closure for the past two years.

25 year veteran of Auer Avenue School 4, 5, and 6th grade teacher Math Teacher Leader - 6 years MTL Challenge Increase Student Achievement Improve classroom mathematics instruction Improve discussions around mathematics teaching and learning. A Bit of Background on the MTL

A Core Belief: Formative Assessment Makes A Difference Firm evidence shows that formative assessment is an essential component of classroom work and that it’s development can raise standards of low-achieving students. Black P. & Wiliam, D. (1998), Inside the black box: Raising standards through classroom assessment. Phi Delta Kappen, 80 (2),

Thinking About Assessment Practices Turn and talk with a table partner… In what way have you seen these ideas embedded in mathematics assessment practices in your district ? Thinking About The Work To Be Done… What conversations need to take place with teachers in order to provide a focus and a structure to change mathematics assessment practices?

Alignment of Principles of Formative Assessments to the Learning Team Continuum of Work for Mathematics (1) Prior to teaching, teachers study and can articulate the math concepts students will be learning. (2) Teachers use student- friendly language to inform students about the math objective they are expected to learn during the lesson. (3) Students can describe what mathematical ideas they are learning in the lesson. (4) Teachers can articulate how the math lesson is aligned to district learning targets, state standards, and classroom assessments (CABS), and fits within the progression of student learning. (5) Teachers use classroom assessments that yield accurate information about student learning of math concepts and skills and use of math processes. (6) Teachers use assessment information to focus and guide teaching and motivate student learning. (7) Feedback given to a student is descriptive, frequent, and timely. It provides insight on a current strength and focuses on one facet of learning for revision linked directly to the intended math objective. (8) Students actively and regularly use descriptive feedback to improve the quality of their work. (9) Students study the criteria by which their work will be evaluated by analyzing samples of strong and weak work. (10) Students keep track of their own learning over time (e.g., journals, portfolios) and communicate with others about what they understand and what areas need improvement. 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 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.

Cindy Grade 2/3 Teacher Reflect on this question as you watch the monitoring conference. What did you learn about how Cindy uses assessment practices to inform her about her students? What what way did this conversation highlight important aspects about Cindy’s math instruction?

Carmelita Grade 4/5 Teacher What evidence is there that Carmelita values student involvement in assessment practices?

Darko Grade 6/7/8 MRP Teacher How has working with portfolios impacted the teaching and learning of mathematics in Darko’s classroom?

Making Connections to the MMP Alignment to Formative Assessment Principles Thinking about the conversations you just watched, what connections can you make to the MMP Formative Assessment Principles?

Connecting to research… An emerging body of evidence suggests strongly that we (educators) need to be more intentional in our use of formative assessment practices. In what way do the conversations in these clips exemplify the message in this statement? Huinker.D & Freckmann.J (2009). Linking principles of formative assessment to classroom practice. Wisconsin Teacher of Mathematics.

Student Conversations If formative assessments are to be productive, pupils should be trained in self- assessment so that they can understand the main importance of their learning and thereby grasp what they need to do to achieve. Black P. & Wiliam, D. (1998), Inside the black box: Raising standards through classroom assessment. Phi Delta Kappen, 80 (2),

Angela and Iyonna Grade 3 What evidence did you hear that shows Angela and Iyonna are involved in the assessment process? What evidence do you hear that indicates students are actively engaged in assessment practices ?

Jonte and Treasure Grade 4/5 How are the conversations between Jonte and Treasure similar to those of Angela and Iyonna? Different?

Kente Grade 5 How does Kente use his portfolio to explain his mathematical understandings? What surprised you about his explanations? What other questions would you like to ask Kente if you had the chance?

Connecting Student Comments to Research Thinking about the ten assessment principles outlined on the MMP Formative Assessment Principles Continuum… Which of the principles did you see exemplified in the student conversations?

How has this initiative impacted Auer Avenue School? Students test results showed an 8% increase over all test results Improved ability to communicate mathematically both verbally and in writing. Enthusiastic and approach mathematics with a positive attitude. Teachers Instruction is focused on big ideas in mathematics. Intervention is targeted and student progress is monitored. Assessment drives instruction. Clear sense of lesson planning not page by page instruction.

References Black P. & Wiliam, D. (1998), Inside the black box: Raising standards through classroom assessment. Phi Delta Kappen, 80 (2), Huinker.D & Freckmann.J (2009). Linking principles of formative assessment to classroom practice. Wisconsin Teacher of Mathematics.

Contact Information Powerpoint available on the MMP website Additional Questions Contact: Joanie Marchillo Beth Schefelker

Comprehensive Mathematics Framework Milwaukee Public Schools, MMP

Video Segments Teacher Cindy - 10: :30 Discusses student work in binder connects to 4 step process and pedagogical connections Carmelita - 33: :00 Benchmark recording sheet Darko - 50: :00 Impact of keeping portfolios for both teacher and student

Video Segments Students Angela and Iyonna 1:10 - 4:48 Explaining rubric and CABS sheet Jonte and Treasure 19: :42 Description of CABS sheet Sharing Benchmark recording sheet Kente 43:26 or 45: :50 Explain CABS sheet Explaining math understanding of Statistics and Probability Explaining mathematical improvements