Challenges of Mathematics in Urban Schools Opportunities of Technology and Research Partnerships OliveAnn D. Slotta, Ph.D. Denver Public Schools Denver, Colorado

: 25 Years as a public school math teacher : Doctorate study investigating curriculum innovation and reform –Studied five stakeholder groups: students, parents, curriculum designers, teachers, and school administrators : Curriculum Specialist for Denver Schools present: “Action Research” on high school reform –Took job as a high school mathematics teacher –Reform School - was one of “worst performing schools” –School adopted new “Small Schools” approach –Emphasis on reform, innovative curriculum, technologies, and school community methods Professional Background

2001: Manual High School - in Crisis One of 14 district high schools 1100 students- ages Racially diverse, economically depressed Lowest test scores in state of Colorado Students and teachers were dissatisfied, quitting or moving to different schools. Reform was necessary

Small Schools Initiative - A Current U.S. Reform Movement Basic Assumption: Smaller High Schools provide more personal learning environments Major support from Bill and Melinda Gates foundation Goals: –To enhance student performance –teacher retention –Family and community involvement Two basic models: –Break a large High School into several smaller schools –Creating new small schools

Millennium Quest High School (one of the Manual Complex) Manual HS Adopted Small Schools Initiative –Created 3 small schools (approx. 350 students each) Millenium Quest: Curriculum Focus on Mathematics, Science, and Medicine – –308 students, 10 classroom teachers

3 Years of Reform at Manual HS Mandated Restructuring –By administrators –Re-organization of schools, schedules, curriculum Revisions based on feedback from Year 1 –By teachers and administrators –Revised schedule of courses –Revised policies for each school and shared facility Detailed redesign –By teachers, administrators, parents, students. –Involve evaluation by outside facilitator

Years 1 and 2: Priorities for Reform School Structure –Large school (1100 students) becomes 3 small schools: Arts and Culture Math, Science and Medicine Leadership Courses and Schedules –Courses were fairly traditional lecture-based, not integrated Curriculum –Curriculum was text book oriented Community –Parents and community leaders were not involved, & were concerned

Overview: 3rd Year Reform Interventions 1. Teachers identify priorities and programs 2. Principal emphasizes student leadership 3. Curriculum focus: technology-based learning –To promote academic success –To develop lifelong learning skills –To link school with wider community 4. Research partnerships to assure quality curriculum

1. Teachers Identify Priorities Students must show: –Quality behavior, Disciplined life, Productivity Communication Respect Parents must take responsibility: –Contract with teacher and student –Host for home visit by teacher –Round table meetings at school

2. Principal Emphasizes Student Leadership Students write “new story” for school –Present to teachers, parents –Present to national conference Establish Student Council Involve students in planning

3. Technology-Enhanced Curriculum Approaches Technology-based learning –Promotes academic success –Develops lifelong learning skills –Links school with wider community Technology-based programs –A. Palm Pilot Program –B. Wi-Fi connectivity throughout building. –C. Music with computer support –D. Internet-based curriculum (Cognitive Tutor, WISE)

A. Palm Pilot Program Technology Skills –Learn database, calendar, others… Classroom Application –Integrate Palm into math, science, social studies curriculum Equipment Loans –Students can take a Palm Pilot home

B. Wireless Internet Access Everywhere in the Building Wireless Access –3 access points –Students and teachers access Internet everywhere! Wireless Laptops –30 laptops available –Teachers, students use laptops for many things Wireless curriculum –Web-based math, science, social studies activities

C. Music with Computer Support Students receive music training School provides instruments Students use music software to enhance, produce recorded CD

D. Internet-based Curriculum Students Access the Web for research of papers, projects WISE - (from UC Berkeley). –WISE “Healthy Creek” project, also integrates Palms, database –Research partnership - Berkeley Cognitive Tutor, Algebra - (from Carnegie Learning) –Internet based algebra tutoring –Meets state requirement for graduation –Research partnership with CMU.

4. Research Partnerships Access to innovations –In curriculum and assessment –In professional development –Assure “state of the art” Enable collaborations –Between teachers, researchers, district specialists Promote empirical reflection –About student achievements –About success of reform efforts

Surprises… Student failures had affective root causes – Not just social and economic – Low expectations of students by students – Low expectations of students by teachers Students had low motivation, high abilities High impact of language differences –Spanish-English There was a trusting principal –Allowed teachers to take risks, responsibility –Allowed students to assume greater leadership

Challenges… Teacher Professional Development –Time for teachers to plan, collaborate –Need for outside, objective facilitator –Connect reform activities to teacher continuing education Funding and other resources –Reform programs require time and money –Teachers and district specialists need time to write grants –Partnerships with universities require support from district Parent and family relationships –School schedule must be re-structured to include family –Designing the best role for parents or family is difficult.

Successes… Students loved the technologies Better academic success for students –Cognitive Tutor Instructional Math Program increased algebra passing rate from 40% to 93% –WISE “Healthy Creeks” integrated Web, Palm Pilots, databases in project-based community curriculum 80% of 2004 graduates accepted to college –Dramatic improvement National recognition –

Outcomes… Hopefulness in the halls and classrooms Teachers choose to stay in the school Number of community volunteers increasing Volunteers returning for additional semesters Student show much calmer behavior –fewer “false fire alarms” –suspensions down Increased course offerings Increased field trips, teacher and family involvement