Denver Math Fellows Program 2013-2014 Critical Growth Year Model Introductory Overview © Blueprint Schools Network – 2013

Denver Math Fellows Program 2013-2014Critical Growth Year Model

Introductory Overview

© Blueprint Schools Network – 2013

• Background on DSSN Math Fellow Program Model• Blueprint’s Fellow Program Model• Impact on Student Achievement• The Benefits of Tutoring• Profile of Current Cohort

• Denver Math Fellows Program 2013-2014• Critical Growth Year Model• Organizational Structure• Roles and Responsibilities Overview• Math Department Head and Teachers• Fellow Program Team and Blueprint Schools Network• Collaboration

• Closing

Outline

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• Fellows deliver 45-60 minute tutorials in ratios of 2:1 and 3:1 in critical growth years.

• Tutorials are built into students’ daily schedules.

• Tutorials consist of four parts:

1) A “Do-Now” Exercise to warm up students and review skills from the previous lesson (5 minutes);

2) Foundational Skills practice as delivered by a vetted curriculum (20 minutes);

3) Grade-level content instruction and reinforcement (20 minutes);

4) An “Exit Ticket” to check for student mastery of delivered content (5 minutes).

The Blueprint Fellows program is an intervention that allows students to receive individualized, standards-based academic support by skilled and dedicated instructors every day during school hours.

Photo Credit: Blueprint Schools Network

BackgroundBlueprint’s Fellow Program Model

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2008 2009 2010 2011 20120%

10%

20%

30%

40%

50%

60%

70%Grade 04

Grade 06

Grade 09

pp Growth 23%

pp Growth 14%

pp Growth 11%

Five Year Math Proficiency Trends in DSSN Phase-in/Turnaround Schools, 2008-12

In math, DSSN turnaround and phase-in schools outpaced the district in growth in 2012. Each grade level achieved the greatest number of students scoring proficient or advanced in five years.

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BackgroundImpact on Student Achievement

Math MGP Percentile Rank in DPS

4th at Green Valley Ranch Elementary 91 99%

4th at McGlone Elementary 74.5 93%

6th at DCIS at Montbello Middle School 61 66%

6th at Noel Community Arts Middle School 72 77%

9th at Collegiate Prep Academy High School 69 84%

9th at DCIS at Montbello High School 67 81%

9th at High Tech Early College High School 76 92%

9th at Noel Community Arts High School 70 86%

All tutored grades saw accelerated growth in mathematics after one year, with MGPs ranging from 61 to 91.

BackgroundCO Median Growth Percentiles

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All principals who have been surveyed by DPS for an internal audit of the Program say the same thing – the Fellows Program is changing student perspectives on math.

“This is the most effective intervention I’ve ever seen. Very time and staff and budget intensive intervention, but this is what is needed.”

“The program works so well I am looking to expand it into other content areas. Students respond so well to the attention that classroom management becomes a non-issue.”

“Teachers begin to collaborate more about students and their success. It is a program well worth the investment in time, people, and students.”

Principal responses to internal evaluation of the Fellows Program

BackgroundPrincipal Perspectives

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Student responses to end-of –year surveys on the Fellows program

“Having math fellows really helps me in math.”

“I love my math fellow…”

“My Fellow is Superman…”

“My fellow has given me a chance to believe there's still a chance to go to college…“

“I want to be just like my fellow when I grow up…”

“My fellow is the best…he helps me understand my math better then I have in the past….”

BackgroundStudent Perspectives

Students surveyed have been overwhelmingly positive about their experiences with the Program.

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Our model of “high-dosage” tutoring has been shown to have a stronger impact on student learning and school effectiveness than traditional resource inputs such as reduced class sizes and increased per pupil expenditures (Dobbie and Fryer, 2011).

BackgroundThe Benefits of Tutoring

• Individualized instruction: Fellows use daily and interim assessment data to provide intensive academic support targeted to each students’ individual learning needs.

• Mastery-Based Lessons: Tutorial lessons build students’ foundational skills and accelerate their progress towards mastery of classroom learning objectives.

• Relationship-Building: Through daily meetings and small-group interactions, Fellows develop strong, positive relationships with students and families.

• Pipeline of Teachers into High Need Content Areas: The Fellows Program has served as a pipeline for instructional talent in DSSN and Houston ISD Schools.


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Our selection criteria and recruitment procedures are highly competitive and rigorous. We recruit applicants nationally and locally and our selection rate is approximately 21%. All positions for DSSN Fellows positions were filled by June 2012.

BackgroundProfile of Current Fellows Cohort

1Data as of November 2012

2012-2013 Fellows

Number of Applicants 397

Number of Hired 84

Selection Rate 21%

Average 4-Year College GPA 3.44

% Male 29%

Diversity 16%

Local Representation 50%



• Closing

Outline

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• 45-60 minutes of daily 3:1 or 4:1 tutoring in 4th, 6th and 8th grades.

• Tutoring is in addition to daily mathematics instruction.

• Tutoring is a pull-out intervention. • Program utilizes “Do the Math” at 4th

grade, and “Do the Math Now/Navigator” at 6th and 8th grades.

• Lesson sequence is standards-based with a clear objective, “do now”, “exit ticket” and adaptive instruction based on student mastery of objectives.

• Students are assessed five times per year via the Scholastic Math Inventory (SMI).

Denver Math Fellows ProgramCritical Growth Year Model

While slightly different from the DSSN model, the mill levy tutoring framework is designed to scale this proven tutoring model across the district.

Photo Credit: Blueprint Schools Network 11

Tim JohnsonDirector

Jamie Spears, Assistant Director

9 Coordinators (15 middle schools)

Michelle Thomas, Assistant Director

9 Coordinators (25 elementary schools)

Tracy Smith, Fellow Recruiter

Seth Vander, Data Manager

Antwan Wilson Debbie Backus / Blueprint

Darlene Rosas, Program Coordinator

Denver Math Fellows ProgramOrganizational Structure

The Critical Growth Year Model will be supported by a group dedicated entirely to its implementation.

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Math Department Head and Teachers’

Role• Regularly communicate unit and lesson plans with Coordinator/Fellows

• Schedule regular check-ins with coordinator. • Coordinate data sharing with

Coordinator/Fellows• Provide Fellows with supplemental materials as

needed to conduct the grade-level portion of tutorial effectively, e.g. lesson plan changes, relevant vocabulary, specific methods, etc.

• Ensure Fellows are included as part of the regular staff e.g. social events, staff meetings

• Include Fellows in conversations about their students when possible

Roles and ResponsibilitiesMath Department Heads and Teachers


Fellow Program Team and Blueprint’s Role

• Support and monitor effective implementation• Provide ongoing professional development for

Coordinators and Fellows• Facilitate monthly Coordinator meetings• Conduct Fellow Coordinator evaluations• Coordinate recruitment and selection processes• Hire and Provide summer training to Fellows and

Coordinators• Provide targeted school visits for support and program

fidelity• Provide on-going assistance with data tracking and

analysis where needed

Roles and ResponsibilitiesFellows Program Team and Blueprint




• Closing

Outline

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The success and fidelity of the Fellows Program depends on effective leadership

and collaboration among all stakeholders.

Significant growth in students’ content proficiency is a direct result of

school leaders diligence to ensure effective collaboration and communication among

all stakeholders.

Together We Can!

Do you know someone who may be interested in being a fellow? Have them

apply online at www.denvermathfellows.com


Closing

http://www.denvermathfellows.com/

Documents

Denver Math Fellows Program 2013-2014 Critical Growth Year Model Introductory Overview © Blueprint Schools Network – 2013