Math Fellow Program Guide

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Math Fellow Program Guide | 2014-2015


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Table of Contents

Welcome4

Start of Year Checklist..5

Day in the Life.6

Year in the Life6

1. Living Our Values (Pre-work)

Mission, Vision, and Values.11

Program Focus Areas...11

Educational Inequity and High Dosage Tutoring.....12

2. Instruction, Curriculum and Assessment

Target Individual Support

On Track

Lesson Planning

SMART Goals and Tracking Progress

Accountable Talk and Student Engagement

Data Driven Instruction

Special Populations

3. Culture, Management, and Parent Outreach

Program Structures and Routines

Tutorial Management

Positive Reinforcement

Assertive Authority

Parent Outreach

Content to be added and guide

updated for Summer Institute

beginning on August 11, 2014.





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4. Social and Emotional Intervention

Growth Mindset

Malleable Intelligence

Deliberate Practice (for 6th

and 8th

graders)

Character Growth Card

5. Appendix

Framework for Fellow Effectiveness

Scholastic Math Inventory

Learning EnvironmentTutorial Videos

Key Terms

The Denver Plan (Draft)

School Year Calendar

Assessment Calendar

Bonus Structure

Resources from District Partners




Content to be added and guid


beginning on August 11, 2014


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Welcome

Im writing to express my anticipation and excitement as we begin year 2 of the Denver Math Fellows progr

and increase supports for school determined math interventions! Welcome to the team and welcome to D

You are joining a truly exceptional group that has signed on to give a year of service to our highest needstudents and in the process you will be challenged and rewarded as you give back.

Id like to share some data points about the Denver Math Fellows program and the school determined

programs for the 2014-2015 school year:

Denver Math Fellows

Fellows: 230

Coordinators: 23

Assistant Coordinators: 2

Schools: 44Students Served: 5,000+

School Determined Math Interventions

Math Interventionists: 80

Coordinators: 2

Assistant Coordinators: N/A

Schools: 57 schoolsStudents Served: 1,500+

Fellows: you were selected for the math fellow position because we believe you can make a real difference

the lives of our students. Interventionists: we are excited to increase our partnership with you for next yea

Two years ago Denver Public Schools engaged all team members and agreed upon a set of shared core value

that will help us ensure that Every Child Succeeds! These values are: Students First, Integrity, Equity,

Collaboration, Accountability and Fun. I believe that you are part of a group that can aspire to live these valu

if you are willing to take a risk and do whatever it takes to make sure your children succeed. No doubt you a

probably asking: how do we define success? For us, success is defined through the Denver Plan (draft

available in appendix) and our program mission to close the opportunity gap by providing small group mat

instruction for our highest need students in order to accelerate their academic growth in preparation for

college and career.

As a program we are always hungry for feedback and constantly looking to improve. As a fellow you will

receive regular feedback from your coordinator and you will also be asked to provide feedback on a regular

basis that will be used by your coordinator. Math interventionists will also receive feedback and support fro

coordinators as we expand our supports to school determined programs. As the director of the program,please feel free to reach out to me with feedback, my email [email protected] my cell is

303-501-2986. Im lookingforward to seeing you at training on August 11th

!

Note: Math fellows are the intended audience for this guide but we are confident that interventionists will fin

the content and resources to be helpful in their work.
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Start of School Checklist

Tutorial Space

Name and College Word Wall with Math and Academic Vocabulary Expectations and Procedures (Aligned with School) Program Goals Student Academic and Behavior Trackers College Banners and Posters Objective for On Track (Grade Level) Objective for Individual Targeted Support (Do the Math, Navigator) Agenda for First Day

Instruction

Lesson Plans for On Track (Grade Level) Lesson Plans for Individual Targeted Support (Do the Math, Navigator) Needed Resources are Organized and Ready for Use Strategies from Teach Like a Champion: Accountable Talk Strategies:

Culture

Home Visits and/or Parent Calls Practice Systems and Routines for Tutorial Systems Tutorial Expectations Posted and Incorporated into First Lesson Behavior Management and Reward Systems Consistent and Aligned to School Joy! Model a Love of Teaching and Learning for Students

Additional


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Day in the Life

As a Denver Math Fellow your days will be long, challenging, and rewarding. On a daily basis you will

experience a burst of energy when a student finally gets-it, you will also feel a students frustration as they

struggle to grasp a challenging concept.

Each tutorial period will be highly structured in order to ensure every second counts. The four components

each tutorial are:

1. Do Now(3 minutes): Students silently complete two to three problems based on content fromprevious tutorial

2. Targeted Individual Support(20 minutes): Focus on math skills and concepts, based on student nee3. On Track(18 minutes): Focus on grade level aligned material, for all students4. Exit Ticket(4 minutes): Check for understanding and mastery of content covered that day

Please note: actual times for the tutorial components may vary depending on time of year and student need

Each fellow will deliver 6 tutorials per day and each tutorial will be about 45 minutes long with four or less

students per period. Fellows will work with students with the highest need and generally see a cohort of 24

students each day. In addition to the 6 tutorials you will deliver each day you will be expected to participat

school duties (lunch, hallway etc.) and have a minimum of 45 minutes for individual planning and a 30 minu

lunch. Here is an outline of a typical daily schedule; times will vary depending on school.

Periods 1-3Work with four students each period; with each tutorial group you will be delivering adifferent learning module based on student need. The grade level section of each tutorial will be

generally the same. Lunch Periods 4-5Work with four students each period Period 6Planning period; use this time to plan tutorials for the next day, participate in professional

development provided by fellow coordinator or school staff, collaborate with math teachers

Period 7Final tutorial of the day After School Prep for following day, call parents with positives/concerns

Year in the Life

Take the day in the life and rinse, wash, repeat. Over the course of the year, the most important thing for y

is to remain as even-keeled as possible throughout the daily, weekly and monthly ups and downs. Your

students need consistency and you can deliver it.

One of the most effective ways to stay grounded during the ups and downs of a semester and school year is

regularly debrief with a co-worker or your coordinator. As fellows you will be each others most valuable

resource when it comes to brushing up on math skills or working with a challenging student.


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In addition to regular schools days there will be days when students are assessed. We will use the following

assessments during the course of the year to track progress and adjust instruction:

Pre and end of Module assessments:These assessments measure proficiency on specific concepts amath skills.

On Track and Interim Assessments:These assessments are aligned to content students learn based grade level and are administered throughout the year. Scholastic Math Inventory (SMI):These assessments are adaptive, this just means that they are

designed to identify exactly what a student knows and what they are ready to learn next, and

administered five times throughout the year.

The Colorado Measures of Academic Success (CMAS):This is the state assessment used to measurestudent learning at the end of the school year.

See the assessment calendar in the appendix for specific dates. Please read the article below for a great

synopsis of the phases that you will go through during the course of the school year. The article is written fo

first year teachers but will be just as applicable to your year as a math fellow.

PHASES OF FIRST-YEAR TEACHING

By Ellen Moir

First-year teaching is a difficult challenge. Equally challenging is figuring out ways to support and assist

beginning teachers as they enter the profession. Since 1988 the Santa Cruz New Teacher Project has been

working to support the efforts of new teachers. After supporting nearly 1,500 new teachers, a number of

developmental phases have been noted. While not every new teacher goes through this exact sequence,these phases are very useful in helping everyone involved -- administrators, other support personnel,

andteacher education faculty--in the process of supporting new teachers. These teachers move through

several phases from anticipation, to survival, to disillusionment, torejuvenation,to reflection; then back to

anticipation. Here's a look at the stages through which new teachers move during that crucial first year. New

teacher quotations are taken from journal entries and end-of-the-year program evaluations.

ANTICIPATION PHASE

The anticipation phase begins during the student teaching portion of preservice preparation. The closerstudent teachers get to completing their assignment, the more excited and anxious they become about the

first teaching position. They tend to romanticize the role of the teacher and the position. New teachers ente

with a tremendous commitment to making a difference and a somewhat idealistic view of how to accomplis

their goals. "I was elated to get the job but terrified about going from the simulated experience of student

teaching to being the person completely in charge."This feeling of excitement carries new teachers through

the first few weeks of school.
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SURVIVAL PHASE

The first month of school is very overwhelming for new teachers. They are learning a lot and at a very rapid

pace. Beginning teachers are instantly bombarded with a variety of problems and situations they had not

anticipated. Despite teacher preparation programs, new teachers are caught off guard by the realities ofteaching. "I thought I'd be busy, something like student teaching, but this is crazy. I'm feeling like I'm constan

running. It's hard to focus on other aspects of my life."

During the survival phase, most new teachers struggle to keep their heads above water. They become very

focused and consumed with the day-to-day routine of teaching. There is little time to stop and reflect on the

experiences. It is not uncommon for new teachers to spend up to seventy hours a week on schoolwork.

Particularly overwhelming is the constant need to develop curriculum. Veteran teachers routinely reuse

excellent lessons and units from the past. New teachers, still uncertain of what will really work, must develotheir lessons for the first time. Even depending on unfamiliar prepared curriculum such as textbooks is

enormously time consuming.

"I thought there would be more time to get everything done. It's like working three jobs: 7:30-2:30, 2:30-6:0

with more time spent in the evening and on weekends." Although tired and surprised by the amount of work

first-year teachers usually maintain a tremendous amount of energy and commitment during the survival

phase, harboring hope that soon the turmoil will subside.

DISILLUSIONMENT PHASE

After six to eight weeks of nonstop work and stress, new teachers enter the disillusionment phase. The

intensity and length of the phase varies among new teachers. The extensive time commitment, the realizati

that things are probably not going as smoothly as they want, and low morale contribute to this period of

disenchantment. New teachers begin questioning both their commitment and their competence. Many new

teachers get sick during this phase.

Compounding an already difficult situation is the fact that new teachers are confronted with several new

events during this time frame. They are faced with back-to-school night, parent conferences, and their firstformal evaluation by the site administrator. Each of these important milestones places an already vulnerabl

individual in a very stressful situation.

Back-to-school night means giving a speech to parents about plans for the year that are most likely still uncl

in the new teacher's mind. Some parents are uneasy when they realize the teacher is just beginning and ma

times pose questions or make demands that intimidate a new teacher.


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Parent conferences require new teachers to be highly organized, articulate, tactful and prepared to confer

with parents about each students progress. This type of communication with parents can be awkward and

difficult for a beginning teacher. New teachers generally begin with the idea that parents are partners in the

learning process and are not prepared for parents' concerns or criticisms. These criticisms hit new teachers

a time of waning self-esteem.

This is also the first time that new teachers are formally evaluated by their principal. They are, for the most

part, uncertain about the process itself and anxious about their own competence and ability to perform.

Developing and presenting a "showpiece" lesson is time-consuming and stressful.

During the disillusionment phase classroom management is a major source of distress. "I thought I'd be

focusing more on curriculum and less on classroom management and discipline. I'm stressed because I have

some very problematic students who are low academically, and I think about them every second my eyes are

open."

At this point, the accumulated stress of the first-year teacher, coupled with months of excessive time allotte

to teaching, often brings complaints from family members and friends. This is a very difficult and challenging

phase for new entries into the profession. They express self-doubt, have lower self-esteem and question the

professional commitment. In fact, getting through this phase may be the toughest challenge they face as a

new teacher.

REJUVENATION

The rejuvenation phase is characterized by a slow rise in the new teacher's attitude toward teaching. It

generally begins in January. Having a winter break makes a tremendous difference for new teachers. It allow

them to resume a more normal lifestyle, with plenty of rest, food, exercise, and time for family and friends.

This vacation is the first opportunity that new teachers have for organizing materials and planning curriculu

It is a time for them to sort through materials that have accumulated and prepare new ones. This breath of

fresh air gives novice teachers a broader perspective with renewed hope.

They seem ready to put past problems behind them. A better understanding of the system, an acceptance o

the realities of teaching, and a sense of accomplishment help to rejuvenate new teachers. Through their

experiences in the first half of the year, beginning teachers gain new coping strategies and skills to prevent,

reduce, or manage many problems they are likely to encounter in the second half of the year. Many feel a

great sense of relief that they have made it through the first half of the year. During this phase, new teache

focus on curriculum development, long-term planning and teaching strategies.


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"I'm really excited about my story writing center, although the organization of it has at times been haphazar

Story writing has definitely revived my journals." The rejuvenation phase tends to last into spring with many

ups and downs along the way. Toward the end of this phase, new teachers begin to raise concerns about

whether they can get everything done prior to the end of school. They also wonder how their students will d

on the tests, questioning once again their own effectiveness as teachers. "I'm fearful of these big tests. Canyou be fired if your kids do poorly? I don't know enough about them to know what I haven't taught, and I'm

sure it's a lot."

REFLECTION

The reflection phase beginning in May is a particularly invigorating time for first-year teachers. Reflecting ba

over the year, they highlight events that were successful and those that were not. They think about the

various changes that they plan to make the following year in management, curriculum, and teaching

strategies. The end is in sight, and they have almost made it; but more importantly, a vision emerges as towhat their second year will look like, which brings them to a new phase of anticipation. "I think that for next

year I'd like to start the letter puppets earlier in the year to introduce the kids to more letters."

This article was originally written for publication in the newsletter for the California New Teacher Project,

published by the California Department of Education (CDE), 1990.


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Mission, Vision, Values

Our Shared Vision Every Child Succeeds!

Denver Math Fellows Mission Close the opportunity gap by providing small group math instruction for our

highest need students in order to accelerate their academic growth in preparation for college and career.

Shared Core Values

Students FirstWe put our kids needs at the forefront of everything we do.

IntegrityWe tell the truth, and we keep our promises.

EquityWe celebrate our diversity and will provide the necessary resources and supports to eliminate barrie

to success and foster a more equitable future for all our kids.

CollaborationTogether as a team, we think, we work, and we create in order to reach our goals.

AccountabilityWe take responsibility for our individual and collective commitments; we grow from success;

we learn from failure.

Fun!We celebrate the joy in our work and foster in our students a joy and passion for learning to last their

whole lives.

Program Focus Areas

1. Individual Targeted Support(Foundations)In order to meet the needs of individual students a portion o

each Math Lab session is spent targeting underlying gaps in student skills and conceptions. (Curriculum: Do

Math, Do the Math Now, Navigator; Primary Assessment: Scholastic Math Inventory)

2. On Track(Grade Level) In order to support grade level rigor, a portion of each Math Lab session will be

spent focusing on material aligned to what students are learning in math class. (Curriculum: centrally

provided with flexibility to respond to individual school needs; Primary Assessment: Mid and End-of-Year

Grade Level Tests)

3. Math Lab Mindset(Social/Emotional Support) - In order to coach students as they grow socially andemotionally fellows deliver an intervention curriculum aimed at developing a growth mindset and

understanding of malleable intelligence while working with students on specific behaviors that support

academic success. (Curriculum: provided by Dr. Angela Duckworths team at PENN; Primary Assessment:

Character Growth Card)


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Guided Notes: The Achievement Gap and High Dosage Tutoring

A. Session ObjectivesParticipants will be able to

1.

Understand the achievement gap and implications in a national context and within Denver PublicSchools for low-income students of color.

2. Understand common models of whole school turnaround as strategies to address the opportunitgap.

3. Articulate the development and results of high dosage tutoring in closing the gap.B. Session Takeaways1.

2.

3.

C. Additional Notes


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Articles and Resources: Educational Inequity and High Dosage Tutoring

The resources on educational inequity were compiled by Teach for America, Los Angeles and will help to fra

our engagement with the research and background of high dosage tutoring. Please read and review these

prior to August 11.

Educational Inequity and High Dosage Tutoring

The forces barring our kids access to opportunities are complicated and intertwined. If we dont understand

these barriers, it can be temptingwhen we meet kids who are often several grade levels behindto

question their motivation and lose sight of whats at stake for them.

This temptation is enhanced by the constant presence of negative messages about poor people and people

color in our culture. Beverly Tatum likens these images to smog in the air. Day in and day out, she write

even if we try to avoid them, we are breathingin messages about our students deficiencies.

To buildor deepenour resistance to this smog, our pre-works first part will explore some of the socia

and historical factors blocking our students paths to academic and other opportunities. Our hope is that,

regardless of where you grew up, what you studied in college, or what you have been doing during the past

few years, this section will enhance your understanding of whats on the line for our kids.

Before you begin, its important to recognize that the complexity of the issues our students and families fac

cannot be captured in a selection of readings and videos. Its also critical to note that our communities are n

monolithic. There is tremendous diversity in the places we teach. Some cities have dozens of racial and ethn

groups living on the same block. There are more than 560 tribes in Americas Indian Country. Cuban Americ

out-perform white students in college attainment, while their Puerto Rican and Mexican-American peers dr

out of school at alarming rates.

Think of the resources here as dots on a page thatas you get to know your students, families, their

strengths, and the obstacles they faceyou will be able to erase, re-plot, connect, and fill in until you have

more complete picture of the issues facing your community.

With that said, this section has two main components.

The first contains a core set of readings that illuminate the causes of academic disparities and explore a sma

number of poverty- and race-related issues. Here, youll read about systemic racism, how public schools are

funded, poverty interventions throughout history, housing discrimination, the mass incarceration of black m

in America, and how peoples income affects their medical care.

The second part provides you with the chance to dive into the research and context that informs the Denve

Math Fellows program as one way to combat educational inequity. The Denver Math Fellows program is an

intensive, individualized academic intervention for students below grade level in math. The program is base


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on a model developed by Match Education. Match Education runs three schools in Boston where each

student receives an additional hour of math and an additional hour of literacy tutoring each day as part of

their regular schedule. Tutoring is provided by recent college graduates, career changers and retirees

committed to a year of service. After their year of service participants go on to lead their own classroom,

pursue graduate studies or a career outside of education.

The fellow model, as developed at Match, was identified by the research of Harvard economist Roland Frye

an effective strategy used by high performing schools to close achievement gaps. The five strategies identif

by Fryer are:

1. An extended school day and year2. The use of data to drive instruction3. Devotion to high quality human capital4. A culture of high expectations5. Small group instruction

Fryer set out to partner with districts to develop the use of these strategies in high need schools and started

with an experiment in Houston (Fryer 2013; Fryer 2011). The work in Houston began in 2010 and is current

entering its 5th

year. Houston started with a corps of 250 fellows and has expanded to over 300. Blueprint

Schools Network, an offshoot of Harvards EdLabs started in 2011 in order to focus on partnering with distri

implementing the 5 tenets. Blueprint worked with Denver Public Schools in the Denver Summit School

Network (DSSN) on a pilot implementation that has since been expanded district wide and resulted in the

Denver Math Fellow program that began in 2013.

Affluent families supplement the education of their children with private tutoring. After all, in the United

States private tutoring is a $5 billion+ industry! The premise here is simple and is one strategy for combatti

educational inequity: provide high quality tutoring as part of the regular school day for students who norma

would not have access to the service and at the same time create a context for recent college grads, career

changers and retirees to work with our students as part of a service year. The articles and research in this

section will inform your understanding of Denver Math Fellows and the programs development within a

national context.

Be sure to complete the readings and begin thinking through the guided questions in both sections prior t

August 11.


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Part 1. Educational Inequity

Guiding Questions

Racism, Beverly Tatum writes in Why Are All the Black Kids Sitting Together in the Cafeteria? is asystem(that] clearly operates to the advantage of Whites and to the disadvantage of people of coloIn what ways, throughout this section, did you notice interplay between the different elements of th

system?

How does poverty affect peoples daily choices? In what ways do these day-to-day decisionsaccumulate and constrict the opportunities of people living in low-income areas?

When you consider all of the individuals who are highlighted in this section, are there commoncharacteristics or strengths that tie them together?

What personal thoughts, feelings, and questions did the materials in Part I raise for you?Core Readings

Racism in America

Defining Racism: Can we talk? Why Are All the Black Kids Sitting Together in the Cafeteria. Beverly

Tatum. Racism, Tatum writes, is a system [that] clearly operates to the advantage of Whites and to the

disadvantage of people of color. This short chapter from Tatums book exposes the core reasons behind ra

inequity in America and has themes that emerge throughout our core readings. (15Pages, 25 minutes)

Disparities in Education

Other Peoples ChildrenSavage Inequalities: Children in Americas Schools. Jonathan Kozol. In this class

text, Kozol provides a window into the disparities between Chicagos Public Schools and those in the citys

wealthy suburbs. Pay attention to his description of how school funding works, and consider how the racial

advantages that Tatum describes play out in Kozols portrait of New Trier and private sector boosterism. (

Pages, 55 minutes)

Disparities in Health Care

Living in Disadvantaged Neighborhoods is Bad for Your Health. Unnatural Causesis inequality making

sick?After the Second World War, federal housing policies encouraged investment the suburbs and

discouraged racial integration. These housing policies have, historically, had significant health consequences

for African-Americans. And, increasingly, they are affecting the well-being of Southeast Asian immigrants.

Learn more in this short, important video. (4 minutes)

Life at the Top in America Isn't Just Better, It's Longer. TheNew York Times. May 16, 2005. Janny Scott.

This article, which profiles three heart attack victims in New York, explores how money influences patients

medical outcomes. Class informed everything, Scott found. It shaped [patients] understanding of their

illness, the support they got from their families, their relationships with their doctors. It helped define their
http://pages.stolaf.edu/cis-agomoll/files/2012/10/Defining-Racism-Can-We-Talk-Tatum.pdfhttp://pages.stolaf.edu/cis-agomoll/files/2012/10/Defining-Racism-Can-We-Talk-Tatum.pdfhttp://pages.stolaf.edu/cis-agomoll/files/2012/10/Defining-Racism-Can-We-Talk-Tatum.pdfhttp://books.google.com/books?id=9imEyTk7Wa0C&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=falsehttp://books.google.com/books?id=9imEyTk7Wa0C&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=falsehttp://www.unnaturalcauses.org/video_clips_detail.php?res_id=217http://www.unnaturalcauses.org/video_clips_detail.php?res_id=217http://www.unnaturalcauses.org/video_clips_detail.php?res_id=217http://www.nytimes.com/2005/05/16/national/class/HEALTH-FINAL.htmlhttp://www.nytimes.com/2005/05/16/national/class/HEALTH-FINAL.htmlhttp://www.nytimes.com/2005/05/16/national/class/HEALTH-FINAL.htmlhttp://www.nytimes.com/2005/05/16/national/class/HEALTH-FINAL.htmlhttp://www.unnaturalcauses.org/video_clips_detail.php?res_id=217http://books.google.com/books?id=9imEyTk7Wa0C&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=falsehttp://pages.stolaf.edu/cis-agomoll/files/2012/10/Defining-Racism-Can-We-Talk-Tatum.pdf


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ability to change their lives and shaped their odds of getting better. Are there ways in which Kozols book

about schools, their funding, and results overlaps with Scotts exploration of patients and the care they

receive? (9 Pages, 30 minutes)

Disparities in Criminal Justice

Legal Scholar: Jim Crow Still Exists in America(40 minute radio interview). The unfortunate reality we mu

face, Alexander writes, is that racism not only manifests itself in individual attitudes and stereotypes, but

also in the basic structure of society. Throughout this chapter and in her radio interview, Alexander unrave

how our country uses legal practices, political disenfranchisement, and mass incarceration to systematically

restrict the opportunities of African-American men. Pay attention to the birdcage metaphor she

references, and consider how it reinforces ideas from other readings youve already done. How, if at all, doe

Alexanders book and interview cause you to rethink the reasons that, in Chicago (as in other cities across t

United States), young black men are more likely to go to prison than to college?

Poverty in America

Unequal ChildhoodsWhatever It Takes: Geoffrey Canadas Quest to Change Harlem and America. Paul

Tough. Why are poor people poor? And by extension: Why do they stay poor? And what would it take to g

them out of poverty? In this chapter of his portrait of Geoffrey Canada and the Harlem Children Zone, Paul

Tough attempts to answer these questions. (32 Pages, 55 minutes)

Selling Food Stamps For Kids Shoes. Colorlines. Seth Freed Wessler. Blacks, Latinas and Asians

nationwide are about two times more likely than whites to have been pushed off cash assistance as a result

time limits, rather than for another reason. This article explores the racial politics of welfare as well as the

tough decisions facing poor people who have stopped receiving a welfare check in the midst of our biggest j

crisis in decades. How are the arguments made by the social scientists that Paul Tough chronicles playing ou

in the lives of real people like Eva Hernandez? (12 Pages, 30 minutes)
http://www.npr.org/2012/01/16/145175694/legal-scholar-jim-crow-still-exists-in-americahttp://www.npr.org/2012/01/16/145175694/legal-scholar-jim-crow-still-exists-in-americahttp://books.google.com/books?id=7f5YbsrC2nkC&pg=PA21&lpg=PA21&dq=%E2%80%9CUnequal+Childhoods.%E2%80%9D+Whatever+It+Takes:+Geoffrey+Canada%E2%80%99s+Quest+to+Change+Harlem+and+America.+Paul+Tough.&source=bl&ots=kmuOXy4pdi&sig=to3O00voqIRwM3O4Y80j84-ZU-M&hl=en&sa=X&ei=0vKyU9CDNoiUyATOzYK4Dw&ved=0CE4Q6AEwBQ#v=onepage&q=%E2%80%9CUnequal%20Childhoods.%E2%80%9D%20Whatever%20It%20Takes%3A%20Geoffrey%20Canada%E2%80%99s%20Quest%20to%20Change%20Harlem%20and%20America.%20Paul%20Tough.&f=falsehttp://books.google.com/books?id=7f5YbsrC2nkC&pg=PA21&lpg=PA21&dq=%E2%80%9CUnequal+Childhoods.%E2%80%9D+Whatever+It+Takes:+Geoffrey+Canada%E2%80%99s+Quest+to+Change+Harlem+and+America.+Paul+Tough.&source=bl&ots=kmuOXy4pdi&sig=to3O00voqIRwM3O4Y80j84-ZU-M&hl=en&sa=X&ei=0vKyU9CDNoiUyATOzYK4Dw&ved=0CE4Q6AEwBQ#v=onepage&q=%E2%80%9CUnequal%20Childhoods.%E2%80%9D%20Whatever%20It%20Takes%3A%20Geoffrey%20Canada%E2%80%99s%20Quest%20to%20Change%20Harlem%20and%20America.%20Paul%20Tough.&f=falsehttp://colorlines.com/archives/2010/02/selling_food_stamps_for_kids_shoes_1.htmlhttp://colorlines.com/archives/2010/02/selling_food_stamps_for_kids_shoes_1.htmlhttp://colorlines.com/archives/2010/02/selling_food_stamps_for_kids_shoes_1.htmlhttp://colorlines.com/archives/2010/02/selling_food_stamps_for_kids_shoes_1.htmlhttp://colorlines.com/archives/2010/02/selling_food_stamps_for_kids_shoes_1.htmlhttp://books.google.com/books?id=7f5YbsrC2nkC&pg=PA21&lpg=PA21&dq=%E2%80%9CUnequal+Childhoods.%E2%80%9D+Whatever+It+Takes:+Geoffrey+Canada%E2%80%99s+Quest+to+Change+Harlem+and+America.+Paul+Tough.&source=bl&ots=kmuOXy4pdi&sig=to3O00voqIRwM3O4Y80j84-ZU-M&hl=en&sa=X&ei=0vKyU9CDNoiUyATOzYK4Dw&ved=0CE4Q6AEwBQ#v=onepage&q=%E2%80%9CUnequal%20Childhoods.%E2%80%9D%20Whatever%20It%20Takes%3A%20Geoffrey%20Canada%E2%80%99s%20Quest%20to%20Change%20Harlem%20and%20America.%20Paul%20Tough.&f=falsehttp://www.npr.org/2012/01/16/145175694/legal-scholar-jim-crow-still-exists-in-america


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Part 2. High Dosage Tutoring

Guiding Questions

What are some of the obstacles associated with high quality tutoring identified by Bloom? Why does high-dosage tutoring at Match develop and how does it connect to educational inequity? What were some of the obstacles in bringing the program to scale in Houston? How did the work in Chicago and Denver build on and develop the fellow program model?

High Dosage Tutoring: Core Readings

The 2 Sigma ProblemBenjamin Bloom.This article identifies tutoring as the most effective form of

instruction and is written by the same individual known best for Blooms Taxonomy. (15 pages, 40 minute

Boston

Wheres a Tutor When You Need One?New York Times. After two years of part-time tutors, administratohatched a plan in 2003 to create a full-time tutoring corps, converting the school's top floor into a dorm.(2

pages, 10 minutes)Houston

Houston Schools Look to Charters for GuideNew York Times.In the first experiment of its kind in the

country, the Houston public schools are testing whether techniques proven successful in high-performing

urban charters can also help raise achievement in regular public schools. Working with Roland G. Fryer, a

researcher at Harvard who studies the racial achievement gap, Houston officials last year embraced five key

tenets of such charters at nine district secondary schools; this fall, they are expanding the program to 11

elementary schools. A similar effort is beginning in Denver. (2 pages, 10 minutes)Creating No Excuses (Traditional) Public School (2011).Roland Fryer. The racial achievement gap in

education is an important social problem to which decades of research have yielded no scalable solutions.

Recent evidence from "No Excuses" charter schoolswhich demonstrates that some combination of schoo

inputs can educate the poorest minority childrenoffers a guiding light. Please read the following selectio

from this paper: pp. 1-9, 14-16, 24-29, 32-34, 45-48 and supporting articles on the initial work to bring th

fellow program to scale. (21 pages, 2 hours)

Injecting Successful Charter School Strategies into Traditional Public Schools: Evidence from Houston (201

Roland Fryer. All statistical approaches lead to the same qualitative conclusions. Injecting strategies and bepractices from achievement-increasing charter schools into low performing traditional public schools can

significantly increase student achievement. Students in treatment elementary schools gain almost 0.2 in

math per year, relative to comparison samples. Taken at face value, this is enough to eliminate the racial

achievement gap in Houston elementary schools in three years. Students in treatment secondary schools ga

0.140 per year in math, decreasing the gap by one-half over the length of the demonstration project. (9

pages, 1 hour)
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198405_bloom.pdfhttp://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198405_bloom.pdfhttp://www.nytimes.com/2005/12/21/education/21match.html?pagewanted=allhttp://www.nytimes.com/2005/12/21/education/21match.html?pagewanted=allhttp://www.nytimes.com/2011/09/06/education/06houston.html?pagewanted=allhttp://www.nytimes.com/2011/09/06/education/06houston.html?pagewanted=allhttp://origin.library.constantcontact.com/download/get/file/1115569456353-79/B.+Apollo+20+Whitepaper.pdfhttp://origin.library.constantcontact.com/download/get/file/1115569456353-79/B.+Apollo+20+Whitepaper.pdfhttp://origin.library.constantcontact.com/download/get/file/1115569456353-81/C.+Apollo+Exec+Summary+Year+3.pdfhttp://origin.library.constantcontact.com/download/get/file/1115569456353-81/C.+Apollo+Exec+Summary+Year+3.pdfhttp://origin.library.constantcontact.com/download/get/file/1115569456353-79/B.+Apollo+20+Whitepaper.pdfhttp://www.nytimes.com/2011/09/06/education/06houston.html?pagewanted=allhttp://www.nytimes.com/2005/12/21/education/21match.html?pagewanted=allhttp://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198405_bloom.pdf


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Denver

Denver Turnaround Effort Showing Achievement Gains (2012).Education Weekly. The day-to-day

operations at Denver's Summit Schools are handled by the district but run under a contract with the Bluepr

Schools Network, a nonprofit group that is hoping to replicate the EdLabs approach in other districts around

the country, almost like an innovation franchise. The same five tenets were applied to a set of schools in

Houston beginning in 2010-11.(4 pages, 10 minutes)

Denver Tutoring Program Shows Gains, Heads to Referendum (2013)Education Week. This November,

Denver taxpayers will be voting on whether to expand a math tutoring program district wide. But more tha

that, the vote will determine whether the school districts efforts to innovate on a larger, faster scale is prov

enough to be supported by taxpayers

Chicago

The (Surprising) Efficacy of Academic and Behavioral Intervention With Disadvantaged Youth.2014. Rolan

Fryer. There is growing concern that improving the academic skills of disadvantaged youth is too difficult a

costly, so policymakers should instead focus either on vocationally oriented instruction for teens or else on

early childhood education. Yet this conclusion may be premature given that so few previous interventions

have targeted a potential fundamental barrier to school success: mismatch between what schools deliver

and the needs of disadvantaged youth who have fallen behind in their academic or non-academic

development. (60 pages, 4 hours)

High Dosage TutoringA National View of Mid to Large Implementations

City Management Fellows Program Start

Boston Match Education 130 2004

Houston HISDApollo 20 Math Fellows 320 2010

Chicago Match Education 65 2011Denver Blueprint - DSSN 80 2011

Boston Blueprint 18 2012

Denver DPSDenver Math Fellows 230 2013

Baltimore County Baltimore County Public Schools 20 2013

St. Louis Blueprint 50 2013

This Program Guide will be updated with additional content and resources (see table of contents for

overview) prior to August 11, 2014 Summer Institute.
http://origin.library.constantcontact.com/download/get/file/1115569456353-78/A.+Education-Week-Denver-Turnaround-Initiative-Showing-Achievement-Gains.pdfhttp://origin.library.constantcontact.com/download/get/file/1115569456353-78/A.+Education-Week-Denver-Turnaround-Initiative-Showing-Achievement-Gains.pdfhttp://origin.library.constantcontact.com/download/get/file/1115569456353-82/B.+Denver+Tutoring+Program+Shows+Gains%2C+Heads+to+Referendum+Education+Week.pdfhttp://origin.library.constantcontact.com/download/get/file/1115569456353-82/B.+Denver+Tutoring+Program+Shows+Gains%2C+Heads+to+Referendum+Education+Week.pdfhttp://origin.library.constantcontact.com/download/get/file/1115569456353-80/Crime+Lab+pilot+study+paper.pdfhttp://origin.library.constantcontact.com/download/get/file/1115569456353-80/Crime+Lab+pilot+study+paper.pdfhttp://origin.library.constantcontact.com/download/get/file/1115569456353-80/Crime+Lab+pilot+study+paper.pdfhttp://origin.library.constantcontact.com/download/get/file/1115569456353-80/Crime+Lab+pilot+study+paper.pdfhttp://www.matcheducation.org/http://www.matcheducation.org/http://www.houstonisd.org/Page/78350http://www.houstonisd.org/Page/78350http://www.houstonisd.org/Page/78350http://www.houstonisd.org/Page/78350http://fne.dpsk12.org/dssnhttp://fne.dpsk12.org/dssnhttp://blueprintschools.org/http://blueprintschools.org/http://www.teachindenver.com/teachindenver/how-to-apply.htmlhttp://www.teachindenver.com/teachindenver/how-to-apply.htmlhttp://www.teachindenver.com/teachindenver/how-to-apply.htmlhttp://www.teachindenver.com/teachindenver/how-to-apply.htmlhttp://www.bcps.org/http://www.bcps.org/http://www.bcps.org/http://www.teachindenver.com/teachindenver/how-to-apply.htmlhttp://blueprintschools.org/http://fne.dpsk12.org/dssnhttp://www.houstonisd.org/Page/78350http://www.matcheducation.org/http://origin.library.constantcontact.com/download/get/file/1115569456353-80/Crime+Lab+pilot+study+paper.pdfhttp://origin.library.constantcontact.com/download/get/file/1115569456353-82/B.+Denver+Tutoring+Program+Shows+Gains%2C+Heads+to+Referendum+Education+Week.pdfhttp://origin.library.constantcontact.com/download/get/file/1115569456353-78/A.+Education-Week-Denver-Turnaround-Initiative-Showing-Achievement-Gains.pdf

Math Fellow Program Guide

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Transcript of Math Fellow Program Guide