From Compliance to Commitment: Implementing a District-wide Portfolio Initiative
Astrid Fossum, Mathematics Teaching Specialist, [email protected]
Mary Mooney, Mathematics Teaching Specialist, [email protected]
Beth Schefelker, Mathematics Teaching Specialist, [email protected]
www.mmp.uwm.eduThe Milwaukee Mathematics Partnership (MMP) is supported with funding
from the National Science Foundation.
In this session participants will:
Develop an understanding of a process used for implementing a portfolio assessment system.
Engage in discussion regarding benefits and challenges of establishing a portfolio system.
Examine portfolio samples to define purpose of collection.
Examine samples of portfolios used in an urban K-12 system.
Other Key Teachers
Math Teache
r Leader
Literacy
Coach
Principal204 MTLs
60 Gr 8-9
DistrictMathematic
s Leadership (MCS, MTS)
IHE Faculty Mathematic
s & Math Education
MMP School Learning Team Leadership Structure
MMP Learning Team ContinuumStage 1
Learning TargetsStage 2
Alignment of State Framework & Math Program
Stage 3Common Classroom
Assessments
Stage 4Student Work
on CABS
Stage 5Descriptive Feedbackon 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.
Tools• Grade level lists of 9-11 big ideas per grade (the targets)• Horizontal list of targets by content across grades
Tools• Target-descriptor alignment worksheets• WKCE Depths of Knowledge Framework• Curriculum Guides
Tools• Curriculum Guides • District Model CABS• Depths of Knowledge worksheet• CABS Assessment Overview worksheet• WKCE and Benchmarks student data
Tools• MMP Protocol for Analysis of Student Work• DVD of MMP Protocol• CABS Class Summary Report form• School Educational Plan
Tools• Types of Feedback sheet • Descriptive feedback worksheets• CABS Class Feedback Summary worksheet
The “Big 5” Strategies A Framework for the MMP District Mathematics Initiative
Teachers will: Administer frequent and “smaller” assessment
items. Provide a balance of constructed and selected
response assessment items. Develop effective and descriptive feedback for
their students. Design student work folders (portfolios). Be involved in regular professional development
in mathematics.
Current Monitoring Practices P5 programming at
limited school sites. Individual folder system
used to record summative data.
Student interaction with contents is often limited.
Impact on instruction is unclear, though often passed on year to year.
K-12 mathematics needs consistency.
Collection Tools
K-5 6-8 9-12
P5 Portfolio
X
WritingPortfolio
X X X
ReadingRecord
X
MathAssessment Folder
X
Our journey begins with many questions… How do we begin to change pedagogical beliefs
on the uses of a portfolio system?
How do we demonstrate the portfolio as a tool to reflect work already being done?
How do we move teacher practice from “looking” to “utilizing” student work as a lens for understanding student thinking, as well as a basis for making instructional decisions?
Phases of Portfolio DevelopmentPhase 1: The fast and the furious
K-8 Schools: Schools given autonomy to develop a system
that fit their individual school initiative. Created something quickly with little input from full
staff. Added mathematics to current P5 system. Developed folders that held similar characteristics to
current system (summative). Viewed by teachers as an “add on” to their work.
Phase 2: Wait and See“The District Will Tell Us What To Do”
What are “the district” expectations for the folders?
How much work do we collect? What work do we collect?
Who uses the folder?
When will “the district” make the folder we are to use?
Phase 3: Our Learning ProcessMonthly MTL meetings Focus on Stiggins’ Formative
Assessment Principles.Monthly MTL meetings
School site meetings
Focus on Descriptive Feedback and Analyzing Student Work.
Networking conversations Focus on current work of the MTL & classroom practices to be captured in portfolios.
Resource Material Provided An Introduction to Using Portfolios In the Classroom, Danielson, C. & Abrutyn, L.
Transition to College Math Committee
Phase 1: What do all these tests mean? Committee designed the High School Mathematics
Assessment Folder Currently, schools are participating on a voluntary basis
Wanted a tool to guide conversations with students about their mathematics learning
Use the work samples as a counseling tool and evidence for high school math sequence.
How summative data is used to make decisions about students learning progression and potential for success.
Viewed by teachers as an “add on” to their work.
Phase 2: Who collects the assessment folders? Will they really know if we
are doing this? Who keeps them? What about our mobility
rate? Will the guidance
counselors use them? How do we find the time
to talk with students?
Phase 3: Our Learning ProcessMonthly 8/9 meetings Focus on Stiggins’ Nine Formative
Assessment Principles.Monthly 8/9 meetings
School site meetings
Focus on Descriptive Feedback and Analyzing Student Work.
Cohort meetings and HS Department Chair meetings
Focus on current progress of the folder & implementation of the assessment folders.
Resource Material Provided High Schools receive assessment folders for student population.
Auer Avenue School (K-8)
Process developed from a need to collect data documenting mathematics instruction practices.
Portfolios include student work samples and CABS for each math content strand taught.
Portfolios are used to focus discussions regarding instructional practices and progress toward educational plan goals.
Engaging Students in the Assessment Process
Each student (K-8) was provided an assessment binder.
Students are provided feedback of their progress.
Students are learning to self-assess, reflect and monitor their learning.
Results of Auer Avenues School-wide Assessment Initiative
Staff: Instruction is focused on student needs; frequent
interventions are planned and carried out. Collaboration has increased between teachers
in and across grade levels. Students: Students are aware of their strengths and
weaknesses in mathematics; understand their role in the learning process.
Overall outcome: State assessment results report an increase in
achievement in all grade levels 3 - 8!
Milwaukee High School of the Arts Teachers have determined that too much
work turns their portfolio into product, not process.
Working toward use by teachers, parents, counselors, administrators.
Portfolios are sent home after graduation and students are encouraged to share them with their post-secondary advisors.
MSHA Results…3 years of using the assessment folder… Students
looking back at their work and reflecting on progress
can articulate what their misconceptions werewritten reflection, as a self assessment tool,
on work samplesenjoy opportunities to talk with teachers about
their learning in mathematics increased ownership
Current Status Portfolio Implementation
All phases of implementation. MTLs, Learning Teams, Math Departments,
School Staffs are: Building a system to fit their needs. Working out the kinks by “starting small”. Understanding the importance of involving students in
the process. Exploring ways to incorporate student reflection and
involvement.
Conversations are shifting from developing a folder “of” learning… to a system “for” learning.
Resources
Danielson, C., & Abrutyn, L. (1997). An Introduction to Using Portfolios In the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Stiggins, R.J., Arter, J., Chappuis, J., & Chappuis, S. (2006). Classroom Assessment for Student Learning; Doing It Right- Using It Well. Portland, OR: Assessment Training Institute.
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