New York City
ELL Math Initiative

Linda Curtis-Bey (Director of Mathematics,
Office of Curriculum and Professional
Development)

Ronald Schwarz (HS Math Specialist)

Miguel Cordero (HS Math Specialist)
New York City: the Statistics
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1.1 million Students
1,200 Schools and Principals
88,000 Teachers (~ 3,000 new teachers/year)
30 Regional Instructional Supervisors (RISs)
1,200 Math Coaches
Lead Teachers
1,200 (paid) Parent Coordinators
100 New Teachers Mentors
100 Special Education Instructional Specialists
100 ELL Instructional Specialists
100 Early Childhood Specialists
Uniform Curriculum Implementation
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Everyday Mathematics/Math Steps (Grades K-5)
Impact Mathematics (Grades 6-8)
Prentice Hall New York Math A (HS)
Calculators
Manipulatives
Mandated Instructional Time
Laptop Computers for Coaches and RISs
Phase-In Timeline
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September, 2003
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September, 2004
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K-2; Grade 6; High School (1st of 3-semester Math A
Course)
Grades 3-5 or Grade 3; Grade 7; High School (1st
semester/new class)
September, 2005
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Grade 4 (if applicable); Grade 8
Structures to Support Professional
Development
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Regional Instructional Supervisors
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Math Coaches: 2-4 Weeks of Summer PD
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Monthly Meetings – Twice Monthly
School Year - Weekly
Lead Teachers (Monthly)
Teachers
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3 PD Days - required
100 minutes (every 2 weeks) – required
Grade Meetings – Weekly
Other Offerings – Optional
Structures to Support Professional
Development
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Institutes/Workshops (# of Sessions Vary)
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Administrators
Parent Coordinators and Parents
New Teachers Mentors
Special Education Instructional Specialists
ELL Instructional Specialists
Early Childhood Specialists
Exam Scores
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Annual Standard Citywide Exams
NYCDOE Office Of English Language
Learners and Math Department
ELL Math Initiative
Mathematics/ELL leadership
 Mathematics/ELL Learning Network - ELL RISs
and ISSs plus mathematics RISs and coaches
 All participate in Building the BASE professional
development -(QTEL)
 Regional Math/ELL Action Plans
 Collaborative Coaching
 Spanish Bilingual Mathematics Leadership Team
ELL Math Initiative
Mathematics/ELL Professional Development
for Teachers
 QTEL with a mathematics focus
 K-5 mathematics content and pedagogy
with academic discourse in Spanish
 6-12 mathematics content and pedagogy
with academic discourse in Spanish
ELL Math Initiative
Quality Instruction
 Materials review and alignment
 Policy and practice review
 Mathematics Summer School Academy
 Assessment practices
Review of Academic Intervention
Materials and Programs in
Mathematics

Goals
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Create a mathematics “toolkit” for intervention
services
Identify programs, strategies, and tools that best
meet the needs of our struggling students
Assist educators to navigate and make
appropriate selections of the available AIS math
resources
Alignment of math AIS materials to the citywide
initiatives
Focus of Professional Development
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Year III (2005/2006) - Required
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Differentiation
Math Content for Math Teachers
New NYS State Standards
Instruction: Talk in the Classrooms
High School Collaborative Lab Sites – LessonLab
Regional Planning
Optional
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T Cubed Graphing Calculator Training
Geometers’ Sketchpad – Level I and II
Supplemental Differentiation
Publications
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Companion handbooks for Everyday Mathematics and Impact
Mathematics that will address differentiation (September, 2005)
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English Language Learners
Special Education
Academic Intervention
Gifted/Talented
Classroom Vignettes
Math A Plus (HS Students Who are Repeating) Jan, 2005
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Review of Math Topics
Test Preparation/Test Sophistication
Study Skills
Collaborative Partnerships
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Publishers/Vendors
NYC Universities and Colleges
Other University Partners
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University of Chicago
University of Pittsburgh
Rutgers
NSF/MSP Grants
Collaborative Partnerships
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PD Organizations
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Educational Development Center (EDC)
Institute for Learning (IFL)
Math Solutions/Marilyn Burns
United Federation of Teachers (UFT)
Math for America
West Ed
NCEE/America’s Choice
AUSSIE
New York City
Math Advisory Panel
 Chairperson
- Uri Treisman
 NYS Education Dept. Representatives
 University/College Participation
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Math Education Department
Mathematics Department
 Regional
& School Representatives
 Central Office Representation
Final Thoughts
Organizing for Effort
 Student Performance
 Meeting Teacher/Principal Demand
 Accountability vs. Risk-Taking
 Equity
72.8%
89.5%
A
60%
B
28.8%
Math A and B 2004 Preliminary
Data
Dist 75
A City
---------Dist 75
B City
1
28.8%
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
75
Percent Passing Math A
2
3
4
5
6
7
8
9
10
75