Cuellar-Corlyn-Reyes-WMC08

Cuellar-Corlyn-Reyes-WMC08 - Descriptive Feedback: Moving...

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Descriptive Feedback: Moving to the Next Level . . . The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation under Grant No. EHR- 0314898.
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Presented by:  The Milwaukee Math Partnership Cynthia Cuellar Milwaukee Public Schools Math Teaching Specialist Karen Corlyn Teacher-in-Residence, UW-Milwaukee Milwaukee Public Schools Carmen Reyes Teacher, Wedgewood International Middle School Milwaukee Public Schools
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Stage 1: Learning Targets Stage 2: Unpack & Align Targets with State Framework Stage 3: CABS Level 1: Select/Design CABS Stage 4: CABS Level 2 Student work Stage 5: CABS Level 3 Formative Feedback 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 the alignment to state standards/descriptors school’s math program. Provide a measure of consistency around student achievement based on the targets. Examine student work to monitor achievement and progress toward the targets. Use student work for instructional decisions, and appropriate. continuous, feedback to students. Tools • Grade level lists of 9-11 big ideas per grade • Horizontal list of targets by content across grades Tools • Target-descriptor alignment worksheets • WKCE Depths of Knowledge Framework • Pacing Guides Tools • WKCE data on student achievement Assessing the Assessment Guide • District Model CABS • WKCE Depths of Knowledge Framework Tools • MMP Protocol for analysis of student work • DVD of the MMP protocol in use • Descriptive Feedback Tools • Descriptive Feedback • Class and Student Feedback Summary • CABS Class Summary Report School Self-Assessment and Guide Learning Teams Continuum of Work for Mathematics
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Stage 4. Level 2 CABS—Student Work Goal: To collaboratively examine student work from CABS in order to monitor student achievement and progress toward Learning Targets. 1. Do grade level teachers regularly (e.g., monthly) examine students’ mathematics work and identify strengths and weaknesses of individual students, of a class of students, or a grade level? 2. Have teachers used the district protocol for collaboratively looking at student’s mathematics work from CABS? 3. Do teachers have opportunities to share student work from CABS across grade levels? 4. Do grade level groups have opportunities to discuss with the Learning Team both summaries of student achievement on CABS and a range of student work samples (e.g., low, middle, and high benchmark papers)? 5.
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Cuellar-Corlyn-Reyes-WMC08 - Descriptive Feedback: Moving...

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