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 2 Dr. 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. 3

Gadsden Math Initiative (GMI) NSF (Award # funded initiative began in May Ranked 88 th 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 lunch All K-8 campuses designated Title 1 94% Hispanic 60% active English Language Learners 4

Gadsden Math Initiative 5 GISD Progress from 2000 to 2009

Gadsden Math Initiative 6

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New Mexico State University

10 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 StateGMIPost 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? 11

 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

13 I. QUALITY ALIGNED AND LEARNED CURRICULUM II. TEACHING QUALITY AND INTENTIONAL COLLABORATION III. ONGOING ENGAGEMENT OF DISTRICT / SCHOOL ADMINISTRATORS, PARENTS, COMMUNITY, AND MATHEMATICIANS 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 IMPROVED STUDENT ACHIEVEMENT IN MATHEMATICS Initial Building Capacity Model

14 What would be the barriers to a systems approach in your district?

15 Current Building Capacity Model PRECONDITIONS FOR ENACTMENT OF THE MODEL: Readiness for change Agreed Upon Vision and Action Pla n DRIVERS FOR INNOVATION: e.g.,  Professionall Development in mathematics Developed Pedagogy  Math Specialists  Effective Leadership  Aligned 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

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. 16

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). 17

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 18

Question or Comments Institute for Math and Science Education Dr. Karin Wiburg Dr. Cathy KinzerRocío Benedicto 19

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