Challenges of Mathematics in Urban Schools

Opportunities of Technology and Research Partnerships

OliveAnn D. Slotta, Ph.D.

Denver Public Schools

Denver, Coloradohttp://www.dpsk12.org

• 1965-1990: 25 Years as a public school math teacher• 1991 - 1998: Doctorate study investigating curriculum innovation

and reform– Studied five stakeholder groups: students, parents, curriculum designers,

teachers, and school administrators

• 1998 - 2002: Curriculum Specialist for Denver Schools• 2002 - 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 14 - 18• 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

2003 - 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– http://mqhs.dpsk12.org/

– 308 students, 10 classroom teachers

3 Years of Reform at Manual HS

• 2001. Mandated Restructuring – By administrators– Re-organization of schools, schedules, curriculum

• 2002. Revisions based on feedback from Year 1– By teachers and administrators– Revised schedule of courses– Revised policies for each school and shared facility

• 2003. 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– http://www.whatkidscando.org/studentresearch/progressreports/

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