In what ways do you contribute to students’ learning in mathematics?

What do you think is the role of the district in improving math achievement?

When ELL students excel in mathematics : A systems approach

2Dr. Karin Wiburg, Dr. Cathy Kinzer and Rocio Benedicto

What we plan to share

A systems model for working with districts that builds capacity to implement an equitable, rigorous and coherent mathematics program.

Share the work of bilingual teachers in the district. Emerging theory: Critically Responsive Math Education.

Have a conversation about a systems approach.

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Gadsden Math Initiative(GMI)

NSF (Award #0096674 funded initiative began in May 2000.

Ranked 88th out 89 districts in math achievement.

Approximately 14,000 students 14 elementary schools 3 middle schools 4 high schools (1 alternative 6-12)

100% of the students eligible for free lunchAll K-8 campuses designated Title 194% Hispanic60% active English Language Learners

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Gadsden Math Initiative

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GISD Progress from 2000 to 2009

Gadsden Math Initiative

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Gadsden Math Initiative

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Gadsden Math Initiative

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New Mexico State University

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• Ranked 88 out 89 in math achievement

• No systemic effort for PD or Mathematics

• No district wide mathematics program

• No partnership with knowledgeable others

• Curriculum change• Systemic development

of PD, including knowledgeable others

• Administration and district committed to reform in mathematics

• Sustainable Learning and achievement

Unintended Design Research

Initial State GMI Post GMI

How is learning mathematics supported in your district?

How is mathematics education supported in your district?

Does your district have a vision or plan?

Are some groups privileged in terms of access to rigorous and engaging mathematics? (AP classes, honors, dual credit, technology) If so, how?

Is the mathematics program in your district systemic?

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Scaling Up Mathematics Achievement (SUMA)

A partnership between New Mexico State University (NMSU) and Las Cruces Public Schools (LCPS) to study mathematics teaching and learning in Grades K-8.

The five-year grant is funded through the National Science Foundation (NSF) and was awarded to NMSU in Fall 2007.

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I. QUALITYALIGNEDANDLEARNEDCURRICULUM

II. TEACHINGQUALITY

ANDINTENTIONAL

COLLABORATION

III. ONGOING ENGAGEMENT OF DISTRICT / SCHOOL

ADMINISTRATORS, PARENTS, COMMUNITY, AND MATHEMATICIANS

Policy, structures, and context of the

District and the Community

Policy, structures, and context of the

District and the Community

Preconditions for enactment of the model: readiness for change, agreed upon vision and action plan

IMPROVEDSTUDENT

ACHIEVEMENTIN MATHEMATICS

Initial Building Capacity Model

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What would be the barriers to a systems

approach in your district?

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Current Building Capacity Model

PRECONDITIONS FOR ENACTMENT OF

THE MODEL:•Readiness for change • Agreed Upon Vision

and Action Plan

DRIVERS FOR

INNOVATION: e.g., Professionall Development

in mathematics•Developed Pedagogy

Math SpecialistsEffective LeadershipAligned Assessments

Feedback Loops

IMPROVED STUDENT

ACHIEVEMENT IN

MATHEMATICS

SUSTAINABLE SYSTEM FOR CONTINUOUS

IMPROVEMENT IN MATH TEACHING AND LEARNING

Policy structures and context of district and community

Policy structures and context of district and community

What we are learning from SUMA – Developed strategies for helping the district move

forward in unexpected ways.

After three years many teachers continue to struggle in the enactment of an inquiry because of of a lack of system wide professional development.

Enactment of a standards-based mathematics curriculum is uneven unless there is a concerted effort to monitor teaching and learning in the classroom.

Possible outcome of SUMA research – the enacted curriculum has positively influenced the mathematics proficiency of ELL students.

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Successful ELL students System Needs These Essential Elements:

Enactment of a well-defined, problem-solving based mathematics curriculum that has components that are easily adapted to English Language Learning Environments.

Intense, systematic professional development for all stakeholders –Math Knowledge for Teaching, Pedagogy, Knowledge, Specialized Knowledge.

Knowledgeable Others that include expertise in the areas of bilingual/bicultural teaching and learning.

Strong district leadership and monitoring of mathematics classrooms that ensure that ELL students are receiving an equitable mathematics education.

Regular, intentional teacher collaboration that focuses on student learning (e.g., PLC, PTLC).

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Mathematics in Bilingual Classroom Environments: Emerging Trends

Preparation vs. Cultural Identification

Successful Teachers in a Bicultural School

Investigate bicultural and multicultural environments

The strength of the support for teachers during the systems reform (Lesson Study)

Solid awareness of valuable math teaching. Continued participation with MC2

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Question or Comments

Institute for Math and Science Education

http://education.nmsu.edu/projects/stem/index.html

Dr. Karin Wiburg Dr. Cathy Kinzer Rocío Benedicto

kwiburg@nmsu.edu cakinzer@nmsu.edu rojustus@nmsu.edu

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© 2011 NMSU Board of Regents.

All rights reserved. NMSU is an equal opportunity/affirmative action employer and educator. NMSU and the U.S. Department of Agriculture cooperating.

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