Challenges of Mathematics in Urban Schools Opportunities of Technology and Research Partnerships OliveAnn D. Slotta, Ph.D. Denver Public Schools Denver, Colorado http://www.dpsk12.org
Jan 12, 2016
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