April 15, 2013

MATH-UP

Our Candidates

Diverse Talented teachers who look like the children they teach

Content Strong

Data-Wise Ability to use assessment data to inform teaching practices

Highly Qualified

Deep knowledge of elementary mathematics content

Inspired Willing to make a long-term commitment to urban schools

Math-Up is a Teacher Quality Partnership funded by

U.S. Department of Education New York State Department of Education

J.P. Morgan Chase Foundation

Mathematics Achievement with Teachers of High-Needs Populations Lehman College’s School of Education has received public and private funding to prepare 125 pre-service teachers over five years who will have specialized expertise in mathematics and in teaching both English language learners and students with special needs. The Lehman College MATH-UP pre-service residents are placed in one of the five participating South Bronx schools for a yearlong clinical internship while completing their 42 credit graduate program. The session will provide a status report on the first two cohorts. Specifically, the session will focus on program initiatives designed to enhance the mathematics pedagogical content knowledge of both pre-service candidates and mentor teachers.

Capable of working effectively with English Language Learners and Special Needs Youngsters

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Inputs Activities/Outputs Medium-Term Goals

Short-Term Goals

• 80% of MATH-UP participants will complete a master’s degree in Childhood Education within 17 months.

• 80% of MATH-UP participants will pass the Liberal Arts and Sciences Test, the ATS-W, and the Content Specialty Test (Multi-subject).

• 80% of MATH-UP graduates will be classified as highly competent in elem. math and in differentiating instruction for ELLs and students with special needs.

• 80% of MATH-UP participants will use student outcome measures to plan and differentiate instruction.

• 80% of MATH-UP graduates will be retained in teaching in a high-need school for three years after initial employment.

• 80% of MATH-UP participants who did not graduate in the previous reporting period will persist.

• 75% of participating

• 80% of MATH-UP graduates will be retained as teachers in high-need schools for five years after initial employment.

• 80% of MATH-UP graduates will be retained in teaching in a high-need school for seven years after initial employment.

• 80% of MATH-UP graduates will be highly effective in increasing the achievement of all students in mathematics and literacy.

• Increase in NYS math test scores of students of MATH-UP participants (v. comparison group) in

Long-Term Goals

Reduction in the mathematics achievement gap of Bronx students in grades 1 through 6.

• MATH-UP staff members

• Lehman preservice faculty members

• Mentor teachers

• ETS training and support staff

• NYCDOE partners

• BronxNet partners

• Formative support from RBS

• TQP funding

• Additional (grant) funding

5th-Year Master’s Program with:

• Rigorous admissions process; ongoing mentoring, supervision, and advisement; cohort structure

• Coursework includes the following:

- Content and pedagogical knowledge in elementary math and in differentiating instruction for ELLs and students with special needs

- Content and strategies related to NYSTCEs

- Use of ARIS data to differentiate learning

• Full-year internship integrated with PD

• Professional development for cooperating and preservice teachers and Lehman faculty, including:

- MATH-UP Summer Institute including training in KLT and TLCs, FfT, co-teaching, and mathematics

- Monthly TLC meetings

- Support from ETS for KLT and TLC implementation

- School-year PD sessions in mathematics and the Common Core Standards

• Employment support, including:

- Rigorous induction program aligned with NYC DOE PD priorities

- Employment support through NYCDOE Teaching-Learning Collaborative

- Online MATH-UP network of program participants with support from former cooperating teachers and Lehman faculty

Implementation of a school-based, needs-based teacher preparation program as a model for continuing reform.

MATH-UP Project Logic Model

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Cohort 1 Cohort 2 Number Percent Number Percent

Attended New York City schools N = 19 N = 17

No 6 32% 7 41% 1 or 2 years 2 11% 1 6% 3 to 5 years 1 5% 2 12% More than 6 years 10 53% 7 41% Age range N = 19 N = 17

29 or younger 13 68% 11 65% 30 to 35 2 11% 5 29%

36 to 40 1 5% 1 6% 41 to 45 1 5% 0 0% 46 to 50 1 5% 0 0% 51 to 60 1 5% 0 0% Over 60 0 0% 0 0% Race/Ethnicity N = 17 N = 16

Black or African Amer. 2 12% 3 19% Hispanic or Latino 11 65% 9 53% Black and Hispanic 1 6% 1 6% White and Hispanic 1 6% 0 0% White 1 6% 4* 25% Asian 1 6% 0 0% Gender N = 17 N = 17

Female 16 94% 16 94% Male 1 6% 1 6%

Demographics and Educational Backgrounds of MATH-UP Interns

LMT TKAS Assessment N Min Max Mean S.D. PFA C1 (Summer 2011) 19 -1.604 0.341 -0.812 0.534 PFA C2 (Summer 2012) 17 -2.085 0.074 -0.756 0.593 NCOP C1 (Summer 2011) 19 -2.260 0.483 -0.981 0.728 NCOP C2 (Summer 2012) 17 -1.841 0.727 -0.543 0.647

Learning Mathematics for Teaching Group: Teacher Knowledge Assessment System

PFA (Patterns, Functions and Algebra); NCOP (Number Concepts and Operations)

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Demographic and Attendance Figures for MATH-UP Schools

School

Attendance Rate

Student Enrollment

Percentages of Students in the Following Categories

P.S. 1 92.0% 681 22 75 1 1 1 29 19

P.S. 55 91.6% 709 44 55 0 0 1 28 16

P.S. 58 88.0% 465 28 70 0 0 2 7 25

P.S. 73 92.3% 901 28 70 1 0 1 21 13

P.S. 114 91.9% 867 18 77 3 0 1 32 16

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Percentages of Students Achieving at Level 4 Level 3 Level 2 Level 1 “Passing” Third Grade P.S. 114 3.8% 23.1% 43.6% 29.5% 26.9% P.S. 73 4.7% 26.8% 45.6% 22.8% 31.5% P.S. 58 1.2% 37.2% 43.0% 18.6% 38.4% P.S. 55 3.8% 15.1% 44.3% 36.8% 18.9% P.S. 1 7.4% 40.7% 38.9% 13.0% 48.1% District 9 4.6% 31.4% 43.6% 20.4% 36.0% District 7 3.2% 33.2% 42.9% 20.7% 36.4% Staten Island 13.8% 50.8% 27.5% 8.0% 64.6% Queens 15.9% 49.1% 27.8% 7.2% 65.0% Manhattan 15.2% 46.3% 28.9% 9.6% 61.5% Brooklyn 12.3% 45.3% 31.6% 10.8% 57.6% Bronx 6.4% 38.0% 39.5% 16.1% 44.4% Fourth Grade P.S. 114 7.4% 44.4% 35.2% 13.0% 51.8% P.S. 73 1.8% 13.2% 61.4% 23.7% 15.0% P.S. 58 9.8% 25.6% 54.9% 9.8% 35.4% P.S. 55 5.5% 28.6% 53.8% 12.1% 34.1% P.S. 1 8.4% 17.9% 56.8% 16.8% 26.3% District 9 12.9% 33.8% 43.0% 10.3% 46.7% District 7 13.5% 29.7% 43.3% 13.5% 43.2% Staten Island 33.5% 39.6% 22.1% 4.8% 73.1% Queens 35.5% 37.1% 23.4% 4.0% 72.6% Manhattan 33.8% 35.4% 25.1% 5.7% 69.2% Brooklyn 29.2% 37.2% 27.7% 5.8% 66.4% Bronx 17.5% 36.6% 36.9% 9.0% 54.1% Fifth Grade P.S. 114 12.6% 28.5% 42.4% 16.6% 41.1% P.S. 73 8.7% 31.3% 41.7% 18.3% 40.0% P.S. 58 8.8% 37.5% 37.5% 16.3% 46.3% P.S. 55 5.8% 29.9% 50.4% 13.9% 35.7% P.S. 1 5.7% 24.1% 46.0% 24.1% 29.8% District 9 14.3% 32.0% 39.8% 13.8% 46.3% District 7 11.5% 34.2% 38.4% 15.8% 45.7% Staten Island 33.2% 39.8% 22.1% 4.9% 73.0% Queens 35.3% 37.8% 21.9% 5.1% 73.1% Manhattan 30.2% 34.9% 26.6% 8.3% 65.1% Brooklyn 28.2% 37.7% 26.9% 7.2% 65.9% Bronx 17.6% 36.5% 34.6% 11.4% 54.1%

Mathematics Achievement

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CT2 Number Percent

Attended New York City schools

No 11 65 3 to 5 years 1 6 6 or more years 5 29 Age range

29 or younger 1 6 30 to 35 6 35 41 to 45 3 18 46 to 50 2 12 51 to 60 5 29 Race/Ethnicity

Black or African Amer. 6 35 Hispanic or Latino 9 53 White 2 12 Gender

Female 16 94 Male 1 6

Number of years teaching* Highest degree earned Number Percent Number Percent 5 to 7 years 3 18 MA/MS/MEd 8 47 8 to 11 years 3 18 MA/MS/Med +30 8 47 12 or more years 11 65 PhD/Ed.D 1 6 How well preservice education prepared them to teach mathematics

How well subsequent PD or graduate courses prepared them to teach mathematics

Number Percent Number Percent Very well 4 24 Very well 4 6 Pretty well 5 24 Pretty well 6 35 Somewhat well 4 29 Somewhat well 6 35 Not well 4 24 Not well 1 24

Demographic and Educational Backgrounds of MATH-UP Cooperating Teachers

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Museum of Mathematics Field Trip, Lesson, and Reflection (EDE 715)

We will visit the Museum of Mathematics (MoMath) in Manhattan. MoMath provides a meaningful and engaging context for students to explore mathematics. You will describe how the context and mathematics would be relevant to students. Choose 1-2 Common Core State Standards for Mathematics and create a lesson plan that you might use with a group of students visiting the museum. Details of the trip and the lesson plan and reflection will be discussed in class.

Mathematics Literature Book Club: A BLOG (EDE 715)

The purpose of this assignment is to demonstrate how mathematics instruction can be enhanced through children’s literature. You are to select a piece of children’s literature that can be developed into a problem-solving lesson or that can be used to provide the context (theme) for a series of mathematics lessons. The piece of literature (a children's storybook) you may select may be either: (a) a story that deals directly with a mathematical concept or (b) a story that can be used as a theme for generating problems. The problems should not be simply counting the number of objects in a picture, but involve higher-order concepts. You will present your book and problem situations in a small book group and post your “book talk” on the class blog.

Lesson Study Project (EDE 740)

In peer groups, you will design a mathematics lesson to be taught by one member of your group. You will follow the guidelines and principles of lesson study (to be discussed in class). This will include but is not limited to researching the topic, planning for instruction, revising the lesson, teaching the lesson, reflecting upon the lesson, and revising the lesson again. The mathematics topic you choose must be in accord with the Common Core Standards.

After-School Mathematics Practicum (EDE 744)

You will demonstrate an understanding of the range of learners in mathematics and apply this knowledge in practice as you work with 3-4 children in the after-school program at PS 55. Details of the practicum experience will be discussed in class. In addition, time will be allotted in class to prepare for the practicum. At the conclusion of the 6-week practicum, students will write a paper detailing their experiences and knowledge gained.

Pedagogical Content Knowledge: Threshold Assignments

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Math Lesson Code Counts

Short-answer question—Teacher asks 46

Problem-solving—alone 43

Problem-solving—group 40

High-Level questions—Teacher asks 33

Yes/No questions—Teacher asks 18

Students share ideas 13

Students develop question(s) —Teacher asks 6

Multiple-choice question—Teacher asks 2

Observations October, 2012

The table shows the total numbers of times all interns or cooperating teachers (or other adults) used the codes in the observed lessons. There were 16 observations and nine 5-minute intervals coded within each lesson, so there were 144 possible times that a code could be recorded; therefore, 144 can be considered the denominator of all of these numbers. So the first row in the table indicates that in 46 of the 144 intervals, the teacher or intern asked short answer questions. (The counts will not necessarily total to 144 because no code or more than one code may have been recorded in any single interval.)

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Workshops for Interns and Mentors

Common Core Mathematics Workshops These workshops focus on the mathematical content in the Common Core State Standards for Mathematics (CCSSM). Participants will examine the grades 1-6 standards as well as the mathematics underlying the progressions of these standards. Multiple models and contexts will be discussed. In addition to the content standards, time will be spent unpacking the Standards for Mathematical Practice. Teacher cases, practitioner journals readings, and a variety of activities and games will be used to engage participants with the content.

1-day Ratio and Proportion Workshop (Winter 2013)

Agenda

• Ice Breaker • Workshop Overview • Why ratio/proportion? • CCSSM Overview • What is a ratio? What is proportional reasoning? • Ratio and Proportional Reasoning Part I • BREAK • Ratio and Proportional Reasoning Part II • Charts, Tape Diagrams, Double Number Lines • LUNCH • Article Jig Saw • BARBIE Activity • Reflection

Standards Addressed:

6.RP.1 Understand the concept of a ratio and use ratio language to describe a ration relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” For every vote candidate A received, candidate C received nearly three votes.”

6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a: b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is ¾ cup of flour to each cup of sugar.” We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.

6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

Lehman Urban Transformative Education

Theme I – Empower Our Community of Educators and Learners. School of Education faculty, staff, candidates, and alumni are empowered, through participation in collaborative inquiry and shared decision-making, to promote and support innovative practices in educational settings.

Theme II – Educate and Advocate for Social Action and Equity. School of Education faculty, staff, candidates, and alumni are mindful of inequities and advocate for social justice as they work on closing achievement, opportunity, and attainment gaps.

Theme III – Realize Potential. School of Education faculty, staff, candidates, and alumni are sensitive to the needs of the whole child/adolescent/adult. At every level, we prepare educators who can help students to realize their potential by establishing rigorous academic standards, using assessment to track progress, attending to diverse learning styles/needs, and taking into account social/emotional factors that contribute to or impede school success.

Theme IV – Affirm Our Diverse Ethnic and Cultural Contexts. School of Education faculty, staff, candidates, and alumni affirm diversity by creating environments that ensure safety, equity, and appropriate outcomes for all learners and educators. We recognize the importance of school-family-community partnerships as essential educational contexts, knowledge bases, and sources for inquiry.