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Milwaukee Mathematics Partnership Then … 2003 And Now … 2008. DeAnn Huinker, UW-Milwaukee MMP Principal Investigator 26 August 2008.

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Milwaukee mathematics partnership then 2003 and now 2008

Milwaukee Mathematics Partnership Then … 2003 And Now … 2008

DeAnn Huinker, UW-Milwaukee

MMP Principal Investigator

26 August 2008

This material is based upon work supported by the National Science Foundation under Grant No. 0314898. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation (NSF).


National science foundation nsf math and science partnership program
National Science Foundation (NSF)Math and Science Partnership Program

  • Funded Projects across the Country

    • Comprehensive Projects (12)

    • Targeted Projects (28)

    • Institute Projects (12)

  • Milwaukee Mathematics PartnershipComprehensive K-12 Mathematics Project

    • $20 million

    • 2003–present


Mathematics Framework

Distributed Leadership

Teacher Learning Continuum

Student Learning Continuum


Goal 1 comprehensive mathematics framework
Goal 1Comprehensive Mathematics Framework

Implement and utilize the Comprehensive Mathematics Framework to lead a collective vision of deep learning and quality teaching of challenging mathematics across the Milwaukee Partnership.


Then … 2003

No district math framework

No learning targets

No State Assessment Framework or descriptors

No district CABS (classroom assessments)

No Benchmark Assessments or Readiness Exam

No math curriculum guides

No common high school syllabi

Many textbook programs across the district


Now… 2008

CABS & Benchmarks

Curriculum Guides, K-10

HS course syllabi

Common textbooks


Significant trends
***Significant Trends***

Impact

MMP Annual Survey, Spring 2008

Consistency in math instruction—what & how

Aligning curriculum to learning targets

Using CABS and student work to inform practice

Studying WKCE/benchmarkdataonstudent progress

Engagement in talking with other teachers about the teaching and learning mathematics


Goal 2 distributed leadership
Goal 2Distributed Leadership

Institute a distributed mathematics leadership model that engages all partners and is centered on school-based professional learning communities.


Then … 2003

No Math Teacher Leaders !!

No assessment pilot, textbook implementation, transition, or benchmark leaders…!!

No Math Teaching Specialists!!!

No formal UWM “math” partnership!!!!

Learning Teams not focused on mathematics.


Now… 2008

Focus on the“Continuum” of Work for Mathematics

204 MTLs

60 Gr 8-9

Learning Team

Math Teacher Leader

Principal

LiteracyCoach

Funding for Math Action Plans

Other Key Teachers

IHE Faculty Mathematics & Math Education

District

Mathematics Leadership (MCS, MTS)



Percent of k 8 schools at each continuum stage
Percent of K-8 Schools at Each Continuum Stage

Impact


Percent of high schools at each continuum stage
Percent of High Schools at Each Continuum Stage

Impact


Goal 3 teacher learning continuum
Goal 3Teacher Learning Continuum

Build and sustain the capacity of teachers, from initial preparation through induction and professional growth, to understand mathematics deeply and use that knowledge to improve student learning.


Then … 2003

No MTL meetings

No Assessment Pilots or Transition meetings

No Math Actions Plans or Mini-Grants

No UWM-MMP courses

No high school labs or rigor sessions


Now… 2008

Monthly MTL meetings, school-based professional math learning, UWM courses, high school labs, and more …

Focused on learning …. mathematics content, leadership skills, instructional strategies, formative assessment, descriptive feedback, networking, and much more …


Write a story problem
Write a story problem

Years 1 & 2 Content Focus: Number & Operations


What goes in the box
What goes in the box?

5 + 7 = + 8

Year 3 Content Focus: Algebraic Reasoning


Is the figure a triangle or not a triangle explain your thinking for each figure
Is the figure a triangle or not a triangle? Explain your thinking for each figure.

Year 4 Content Focus: Measurement & Geometry


Nine teachers reported their years of experience as follows: 7, 5, 5, 4, 6, 8, 7, 6, 6Arrange cubes to represent this data set.What is the median? What is the mean?

Rearrange the cubes to represent another sample of 9 teachers that had the same median years of experience, but a different mean of fewer yearsthe mean?

Year 5 Content Focus: Statistics & Probability


Teacher learning
**Teacher Learning**

Impact

Significant increases for MTLs on Mathematical Knowledge for Teaching assessments!!!

Over 2000 enrollments in 79 sections of UWM-MMP courses in 5 years (~ $700,000 tuition waived)

About 65,000 hours of math PD for 2800 teachers in each of three years; mean of 20 hours per teacher.


Goal 4 student learning continuum
Goal 4Student Learning Continuum

Ensure all students, PK-16, have access to, are prepared and supported for, and succeed in challenging mathematics.


Students proficient or advanced on the wkce mathematics
Students Proficient or Advancedon the WKCE Mathematics


Are student achievement gains in mathematics greater in schools that have more fully embraced MMP principles?

YES


School Math Focus versus WKCE Proficiency Fall 2007

Proficiency

Math Focus


School Math Focus versus 3-Year WKCE Percentage Point Increase

Percentage Point Change

Math Focus


Continuing the momentum
Continuing the Momentum

  • Governor’s MPS Mathematics Initiative

  • NSF carry-over funds for MMP

  • NSF support for MMP Phase II

  • MPS Action (Strategic) Plan

  • MPS Mathematics Functional Plan

  • MPS DIFI Plan

  • Math Fellows Project

  • Other grant projects (e.g., GKT)


Milwaukee Mathematics

Partnership

Build the capacity of schools for continuous improvement toward student success with challenging mathematics.



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