Designing College Prep Math Tracks for Students Learning EnglishMeagan DawsonUW L4LInquiryFebruary 2014

Equity and ExcellenceKey Questions

• Are 8th-12th grade ELL students accessing college-prep math courses?

• Are 8th-12th grade Math teachers developing their instructional strategies for ELLs?

• Are we, as leaders, designing a system that supports college-track Math courses for ELLs? Can we define exemplary Math/ELL classroom instruction?

Student Problem of PracticeClaim: Our 8th-12th grade ELL students are not

accessing college-prep math courses.

Evidence:Non-College College College Plus

8th graders 6 33 0

9th graders 15 7 0

10th graders 19 3 0

11th graders 8 1 0

12th graders 5 1 0

Teacher Problem of PracticeClaim: Our 8th - 12th grade

Math teachers are developing their instructional strategies for ELLs.

Evidence:▫UW RISE UP Math

training (Summer 2013)▫SIOP training (Fall 2013)▫Constructing Classroom

Conversations (Fall 2013)▫Math and ELL Coaching

(year round)

Leader Problem of PracticeAre we designing a system that

supports college-track Math courses for ELLs?

Claim: We are developing an 8th-12th grade pipeline for college-prep Math coursework.

Evidence:• We increased the % of 8th

graders who enroll in and successfully complete Algebra.

• We eliminated the Pre-Algebra (non-credit bearing) course for 9th grade ELL and SpEd students.

Leader Problem of PracticeCan we define exemplary

Math/ELL classroom instruction?

Claim: We are researching effective 8th-12th grade Math/ELL instructional models.

Evidence:• Project-based learning• High Tech High School• iPad lesson plans• Cross-credit with CTE

Leader Problem of Practice Are we designing

professional learning and support for teachers to develop their practice? 

Claim: We are not offering professional development on Math/ ELL instructional practices.

Evidence:

A Theory of System-Focused Action

If district leaders design a system that supports college-track Math courses for ELLs, and leaders can define exemplary Math/ELL classroom instruction…

Then Math teachers will access ELL coaching and training, improve their instruction for ELLs, and frame their TPEP goals with ELLs’ progress in mind…

And ELL students will have access to college-track Math courses, improve both language and math skills via coursework, and have a college-ready transcript.

Collecting andUsing Evidence Key Audiences: District Math CoachMath Teachers (7-12)Teaching and Learning

Quantitative Data

•Number of ELL students enrolled•Number of L4 students enrolled•Percentage who passed course•Transcript reviews•State assessments•College applications•College acceptance rate

Qualitative Data

•Student experience in the classroom•Descriptions of instruction•Teacher interviews•Mentoring conversations•Teacher goals•Training requests•Student project symposiums

Taking ActionIncreased # of sections of 8th grade AlgebraEliminated the High School Pre-Algebra courseIntegrated iPads in 9th grade Algebra

Constraints &Challenges# of teachers with ELL background# of leaders with ELL background# of bilingual staff at high schoolReadiness to trial new models

AssessingWhat Happened•Increased % of ELL students in credit-bearing Math course•Increased % of teachers SIOP trained•Increased % of teachers attending ELL trainings

Actions Not Taken/No Data•Did ELL students pass Algebra course?•Are teachers setting ELL goals?•Visiting high-performing ELL schools?•How do leaders vision Math instruction?•Do leaders see themselves as ELL leaders?•Do we have an ELL-College Prep vision?

Next Steps:•One-on-one surveys with high school Math teachers•Instructional Support for teachers•Before- and after-school support for students•ELL research and theory•School visits