1. Formative Assessment: Making Learning Visible What Works Best? Academic Coaches Meeting MILWAUKEE PUBLIC SCHOOLS Lee Ann Pruske Mary Mooney December 9, 2012

2. Milwaukee Public Schools TITLE OF PRESENTATION MPS Board of School Directors Dr. Michael Bonds, President Larry Miller, Vice President Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Dr. Peter Blewett, District 6 David Voeltner, District 7 Meagan Holman, District 8 Terrence Falk, At-Large Senior Team Dr. Gregory Thornton, Superintendent Naomi Gubernick, Chief of Staff Darienne Driver, Chief Innovation Officer Tina Flood, Executive Director, Curriculum and Instruction Dr. Karen Jackson, Chief Human Resources Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Anita Pietrykowski, Director, School Administration Denise Callaway, Communications & Partnerships Patricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent

3.  On the posters at each table,  List all of the “things” that are done at schools to improve teaching and learning

4. An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in the absence of that evidence. Dylan Wiliam, 2011

5.  On the posters at each table,  List all of the “things” you do at your schools to improve teaching and learning  Circle the things that align to our Formative Assessment definition  Where do we get the biggest effect for our teaching efforts? How do we know?

6.  Deepen our understanding of influences and contributing factors on the formative assessment processes  We will know we are successful when we can examine a contributing influence in light of its effect on student achievement and the math goals of your school

7.  A method designed to increase the reliability of research by combining and analyzing the results of all known trials of the same product or experiments on the same subject.  A quantitative statistical analysis of several separate but similar experiments or studies in order to test the pooled data for statistical significance

8. Hattie, J. (2009) Visible Learning A Synthesis of Over 800 Meta-Analyses Relating to Achievement

9. “The effect size of 0.40 sets a level where the effects of innovation enhance achievement in such a way that we notice real-world differences, and this should be a benchmark of such real-world change… It is not a magic number, but a guideline to begin discussions about what we can aim for if we want to see students change.” John Hattie, Visible Learning

10.  Zone of desired effects (0.40 or greater) are the influences that have the greatest impact on student achievement outcomes.  Examine the handout  What can we control?  What can we as coaches support?  What matches your poster?  Where should we put our efforts?

11.  Read your assigned section 1. Child 2. School and Home 3. Teacher 4. Curriculum and Teaching Approaches  Record your thinking on graphic organizer  Share with table group  Everyone read Concluding Comments section

12.  STUDENTS NEED…  ACMs NEED…

13.  What do you see in your buildings?  What data supports the work?  Where should you put your work and effort?  What is in the SIP/SIG?

14.  Examine your school’s SIP/SIG  What is the math needs assessment of the school?  What is the Theory of Action for math?  Make connections between the SIP/SIG and the Visible Learning influences  List ideas where your work could be focused to support the SIG/SIP and formative assessment processes.  Bring your ideas list and a print out of the math section of the SIP/SIG to the Jan 11, 2013 ACM meeting. You will need to copy and paste sections into a Word document as you cannot see all of the cells in the SIP.

15.  Deepen our understanding of influences and contributing factors on the formative assessment processes  We will know we are successful when we can examine a contributing influence in light of its effect on student achievement and the math goals of your school

16.  From today’s session on student achievement influences, what was new learning, and what was confirmed for you?