1. Boston Public Schools Elementary Math Plan: District-Wide Reform in Math Teaching and Learning Presented by: Linda Ruiz Davenport, Director of Elementary Mathematics Boston Public Schools, Boston, Massachusetts These efforts are funded in part by the National Science Foundation.

2. BPS Facts and Figures 6 Early Learning Centers 67 Elementary Schools (K-5) 11 Elementary and Middle Schools (K-8) 1 Middle and High School (6-12) 30 High Schools 3 Exam Schools These include 17 pilot schools and 2 charter schools funded by the district and serve 58,000 preK through grade12 students.

3. BPS Student Demographics 44% Black 33% Hispanic 14% White 9% Asian 73% of BPS students are eligible to receive free meals in school 27% of the school-age children living in Boston. do not attend the BPS; 44% of these students are white, 41% black, 11% Hispanic, and 3% Asian.

4. Boston Elementary Math Plan Adoption of Investigations in Number, Data, and Space and other related resource material; Development and institutionalization of formative assessments at each grade level; Teacher participation in curriculum institutes, Developing Mathematical Ideas seminars, and other offerings; Development of Math Leadership Teams in every school and the mentoring of teacher leaders; Administrator participation in Lenses on Learning and other optional offerings; and School-based math coach support.

5. MCAS Results: Grade 4 Math

6. MCAS Results: Grade 4 Math Percent of Students Passing by Race/Ethnicity

7. MCAS: Grade 4 Math Percent Proficient & Advanced

8. Trial Urban District Assessment (TUDA) National Assessment of Educational Progress (NAEP) Progress among large urban districts in percentage of students scoring proficient or higher, 2003 to 2005 Mathematics: Grade 4

9. Adoption of Investigations in Number, Data, and Space and Other Related Material 1. Institutionalization of a 60-minute math period plus an additional 10 minutes for math routines. 2. Creation of a scope and sequence pacing guide for math lessons and math routines for each grade level; 3. Documentation of alignment between our curriculum and the state frameworks; 4. Creation of additional resource materials where needed; and 5. Getting these resource materials out to schools.

10. Teacher Participation in Professional Development Expectation that each teacher completes a curriculum institute and at least three DMI seminars; Curriculum institutes and DMI seminars taught by math coaches and teacher leaders who know the expectations of the Math Plan; Database posted to our web page identifies which teachers have completed which offerings; and School-based workshops, grade level team meetings, Looking at Student Work sessions, structured visits to each other’s classrooms.

11. Development and Institutionalization of Formative Assessments Creation of end-of-unit, mid-year, and end-of-year assessments for grades 1-5 using a format consistent with state assessments; Creation of spreadsheets to record and analyze assessment data classroom by classroom; Collection of mid-year and end-of-year assessment data centrally; and Blueprints and master worksheets that allow for analysis of student results.

12. The Development of Math Leadership Teams (MLTs) in Every School Identifying one teacher per grade level in each school to begins engagement with the Math Plan before grade level colleagues; Creation of an MLT that includes these teachers and the Principal; Monthly 1-hour MLT meetings with the math coach that focus on math teaching and learning school-wide; and Ongoing mentoring of these teacher leaders by the math coach as they take on leadership roles in the school.

13. Administrator Participation in Professional Development Expectation that all Principals participate in the first module of Lenses on Learning; Opportunity to participate in additional modules of Lenses on Learning; Opportunity to participate in 90-minute Principal Breakfast Meetings every other month; Opportunity to participate in professional development with teachers; and Ongoing discussions about math teaching and learning with math coach.

14. School-Based Math Coach Support Meeting monthly with the MLT to examine math teaching and learning and plan next steps; Facilitating grade level team planning and debriefing meetings and Looking at Student Work sessions; Facilitating visits to each other’s classrooms with structured previsit and postvisit discussions; Providing one-on-one coaching support to individual teachers; and Meeting regularly with the principal to discuss priorities for math coaching in the school.

15. The Importance of Generating Examples of Success Creating Learning Site schools; Creating opportunities for teachers to visit each other’s classrooms; Posting and sharing exemplars of strong student work; and Promoting cross-school professional development so teachers can learn from each other’s successes.

16. The Importance of Accountability Structures Monitoring by the principal; Visits from the Elementary Math Office and the Deputy Superintendents; Use of implementation rubrics for mathematics teaching and learning during WSIP process; and Elementary Math Progress Reports.

17. The Importance of Collaboration with Deputy Superintendents Sharing examples of success and our expectations for schools; Visiting schools together and discussing what we see; Sharing assessment data and professional development data for particular schools; Discussing school progress and next steps; and Participating in our professional development for principals.

18. The Importance of a Relationship with the Teachers Union Conferring about any policies that might constitute a change of working condition; Partnering around professional development expectations; and Active union participation on the part of math coaches who can represent the voice of the Elementary Math Office.

19. The Importance of High Expectations for Teachers and Students Believing that all students are capable of being strong mathematical thinkers; and Believing that all teachers are capable of strong mathematics teaching.

20. Contact Information Linda Ruiz Davenport, BPS Director of Elementary Mathematics ldavenport@boston.k12.ma.us