Sharing in Leadership for Student Success MPS Principal Breakfast Milwaukee Public Schools 23 April 2008

Distributed Leadership Student Learning Continuum Teacher Learning Continuum Mathematics Framework

Learning Teams in each school established. Comprehensive Math Framework (CMF) developed. Math Teacher Leader (MTL) position begins, joins Learning Team. Math Teaching Specialist position begins. Significant increase math achievement fall 2005 to Math gap between district and state narrows. Community plan provides focus & accountability for the next five years. MPS funds $5 million to expand MTL role. NSF funds the MMP. CMF disseminated. MPS math learning targets developed. MMP designs model classroom assessments. Aligns targets to State Assessment Framework. MMP focuses on formative assessment and descriptive feedback. Revises math textbook adoption process. Governor budgets $10 million for MPS math. MPS budgets $3 million to sustain implementation of the MMP initiatives

5 + 7 = + 8

1.A parallelogram is a rectangle. 2.A square is a rectangle. 3.A trapezoid is a rhombus.

Stage 1 Learning Targets Stage 2 Align Targets to State Framework Stage 3 Classroom Assessments Stage 4 Student Work Stage 5 Descriptive Feedback Understand importance to identify and articulate big ideas in math to bring consistency to a school’s math program. Develop meaning for the math embedded in the targets and alignment to state standards school’s math program. Provide a measure of student learning with common classroom assessments based on standards and targets. Examine student work to monitor achievement and progress toward the targets. Use student work to inform instruction and provide students with descriptive feedback. Tools Grade level lists, 9-11 big ideas per grade (targets). Horizontal list of targets by content across grades. Tools Target-state descriptor sheets. Thinking Levels Framework. Tools CABS Clarification Statements. Assessing the Assessments Guide Model CABS Tools Protocol for analysis of student work DVD of the protocol in use Tools Feedback Types worksheet Everyday Rubric Student Feedback Summary sheets

n Stage 1 Learning Targets Stage 2 Align Targets to State Framework Stage 3 Classroom Assessment s Stage 4 Student Work Stage 5 Descriptive Feedback Year %53%9%0%1% Year %34%38%5%4% Year %26%41%18%2% Year %9%25%43%23%

11 District Trends: Significant Change Quantity of PD Consistency in math instruction Engaged in activities to align curriculum to learning targets Engaged in activities using CABS and student work samples Engaged in activities to gauge student progress Talked about teaching & learning of mathematics with others Spring 2005Spring 2007 Engagement

12 Consistent curriculum + Teachers working together + PD perceived as valuable Predicts Strong Math Focus

13 MMP Distributed Leadership Social Network Analysis LowHigh Loose Network MTL Not Central Few Links to MTL MTS Outside Few Links to MTS Tight Network MTL Central Many Links to MTL MTS Inside Many Links to MTS 12345

14 Analysis  Maps identify ◦ MTL ◦ MTS ◦ Teachers ◦ Principal ◦ Literacy Coach ◦ Others in school ◦ Others outside  Statistics ◦ Network density (%) ◦ In-Degree (z-score)

15 Low Student Achievement: 2006: 20% Proficient 4-year trend: -4%

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17 High Student Achievement: 2006: 50% Proficient 4-year trend: +7%

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19 Distributed Leadership & Student Mathematics Achievement

20  The MTL and MTS network positions are good indicators of MMP impact within school-based networks.  Distributed leadership really begins to take hold when teacher communication networks are tightly webbed.

 MPS Action (Strategic) Plan  MPS Mathematics Functional Plan  MPS DIFI Plan  Governor’s MPS Mathematics Initiative  Proposal submitted for MMP Phase II  Other grant proposals  ????????

MMP website ◦ DeAnn Huinker ◦ Kevin McLeod ◦ Henry Kranendonk ◦