1. CMSP: Finding our Mathematical Roots Lee Ann Pruske Beth Schefelker MTL Meeting October 18, 2011

2. What’s the Purpose? CABS CRs (Constructed Response Problems) Learning Intentions & Success Criteria Instructional Design (LESA)

3. Learning Intention Success Criteria We Are Learning –The role of formative assessment in the CMSP, and its use to guide our work in the support of mathematics instruction with teachers and students. We know we will be successful when… –By the end of the session you have a focused plan of action to implement/continue formative assessment use in each of your buildings.

4. Comprehensive Mathematics and Science Plan (CMSP) Goals: 1.Improve mathematics and science instruction. 2.Increase student achievement in mathematics and science. 3.Prepare students to be college and career ready. 4

5. CMSP Connections Use the next few minutes to: Read pages of the CMSP plan. How does the CMSP articulate the role of Formative Assessment in mathematics?

6. 6 Curriculum Corporation http://www.assessmentforlearning.edu.au/copyright.html Learning Intention – Assessment For Learning

7. Principles of Assessment for Learning (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. Learning Team Continuum 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. Note: Even though the continuum and principles of assessment are described as stages, each previous stage needs to be continuously embedded in subsequent stages. Each stage highlights the focus or foreground for professional development and classroom practice as schools and teachers move along the continuum. References: The MMP assessment principles are adapted from the work of Rick Stiggins and colleagues Chappuis, S., Stiggins, R., Arter, J., & Chappuis, J. (2005). Assessment for learning: An action guide for school leaders (2nd ed). Portland, OR: Assessment Training Institute. Stiggins, R., Arter, J. A., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it right—using it well. Portland, OR: Assessment Training Institute. Principles of Assessment for Learning Alignment of Principles of Formative Assessments to the Learning Team Continuum of Work for Mathematics

9. Learning Team Continuum of Work for Mathematics Read “School Self-Assessment and Guide” Stage 1 Highlight any terms you may not know Have a table discussion of Stage 1 Repeat for Stages 2-5

11. MMP Tools Update At your table identify a recorder On the Recorder Sheet record the suggestions from the table group on changes that could be made to the Tools and School Professional Work sections Submit recorded work to facilitators.

12. Focusing Your Work Complete the template for each of your schools Bring a copy to Nov 15 meeting for your MTS and your own use.

13. Learning Intention Success Criteria We Are Learning –The role of formative assessment in the CMSP, and its use to guide our work in the support of mathematics instruction with teachers and students. We know we will be successful when… –By the end of the session you have a focused plan of action to implement/continue formative assessment use in each of your buildings.