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“Past, Present, & Future” Milwaukee Mathematics Partnership. Sharing in Leadership for Student Success. MPS Principal Breakfast Milwaukee Public Schools 23 April 2008. Mathematics Framework. Distributed Leadership. Teacher Learning Continuum. Student Learning Continuum.

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Past present future milwaukee mathematics partnership

“Past, Present, & Future”Milwaukee Mathematics Partnership

Sharing in Leadership for Student Success

MPS Principal Breakfast

Milwaukee Public Schools

23 April 2008


Mathematics Framework

Distributed Leadership

Teacher Learning Continuum

Student Learning Continuum


Math Teacher Leader (MTL) position begins, joins Learning Team.

Math Teaching Specialist position begins.

Significant increase math achievement fall 2005 to 2006.

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.

Learning Teams in each school established.

Comprehensive Math Framework (CMF) developed.

2002

2003

2004

2005

2006

2007

2008

2009

Governor budgets $10 million for MPS math.

MPS budgets $3 million to sustain implementation of the MMP initiatives.

MMP focuses on formative assessment and descriptive feedback.

Revises math textbook adoption process.

MMP designs model classroom assessments.

Aligns targets to State Assessment Framework.

NSF funds the MMP.

CMF disseminated.

MPS math learning targets developed.


Percent of mps students proficient or advanced on the wkce mathematics mmp years 1 3 impact
Percent of MPS Students Proficient or Advanced Team.on the WKCE Mathematics (MMP Years 1-3 Impact)


What goes in the box
What goes in the box? Team.

5 + 7 = + 8



Always true sometimes true never true
Always true, Team. Sometimes true Never true

1. A parallelogram is a rectangle.

2. A square is a rectangle.

3. A trapezoid is a rhombus.



Percent of schools at each stage of the continuum for mathematics
Percent of Schools at Each Stage Team.of the Continuum for Mathematics


District trends significant change
District Team.Trends: Significant Change

Spring 2005

Spring 2007

3.01

2.81

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

2.85

3.06

2.63

3.42

2.79

3.60

Engagement

2.98

3.17

3.72

3.16


School math focus
School Math Focus Team.

Consistent curriculum

+

Teachers working together

+

PD perceived as valuable

Strong

Math

Focus

Predicts


Mmp distributed leadership social network analysis
MMP Distributed Team.LeadershipSocial Network Analysis

Low

High

1

2

3

4

5

Tight Network

MTL Central

Many Links to MTL

MTS Inside

Many Links to MTS

Loose Network

MTL Not Central

Few Links to MTL

MTS Outside

Few Links to MTS


Analysis
Analysis Team.

Maps identify

MTL

MTS

Teachers

Principal

Literacy Coach

Others in school

Others outside

Statistics

Network density (%)

In-Degree(z-score)


Low Team.

Student Achievement:

2006: 20% Proficient

4-year trend: -4%


High Team.

Student Achievement:

2006: 50% Proficient

4-year trend: +7%


Distributed leadership student mathematics achievement
Distributed Leadership Team.&Student Mathematics Achievement


Some conclusions
Some Conclusions Team.

  • 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.


Next steps direction support
Next Steps: Direction & Support (?) Team.

  • 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 Team.


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